LIST OF FIGURES……………………………………………………………..XIV
CHAPTER I: BACKGROUND AND PURPOSE……………………………..….1
1.1 Introduction………………………………………………………………….2
1.2. Statement of the Problem………………………………………….…..…….4
1.3. Statement of the Research Questions…………..…………………….………..5
1.4. Statement of the Research Hypotheses ………………………………………6
1.5. Definition of Key Terms…………………………..…………..…………….7
1.5.1. Teachers’ teaching Styles:………………………………………….……………..7
1.5.2. Autonomy:……………………………………………………………………8
1.5.3. Neuro-Linguistic Programming:……………..……………………………….9
1.6. Significance of the Study…………………………………………..……….10
1.7. Limitations, Delimitations ……………………………………………….…11
1.7.1. Limitations……………………………………………………………….….11
1.7.2. Delimitations…….…………………………………………………………12
CHAPTER II: REVIEW OF THE RELATED LITERATURE…………………..13
2.1. Introduction…………………………………………………………………14
2.2. Teachers’ Teaching Styles………………………………………………….15
2.2.1. Definition & Influencing Factors…………………………………..………15
2.2.2. Learners’ side: learning styles, strategies, prefer..ences and nee…….……..17
2.2.3. Performance and Context…………………………………………….…….20
2.2.4. Teaching Approaches and Methodologies………………………………….21
2.3. Neuro-Linguistic Programming………………..…………………….…….24
2.3.1. History………………………………………………………………………25
2.3.2. Definition…………….………………………………………….………….26
2.3.3. NLP Fundamentals, Products & Essence……………………………..……29
2.4. Autonomy…………………………………………………………………..31
2.4.1. Definition ………………………………………………………..………..31
2.4.2. Learners’ Autonomy vs. Teachers’ Autonomy………………………….…34
2.4.3. Autonomy in Language Learning Setting…………..………………..…….38
CHAPTER III: METHODOLOGY…………..…………………………….…….41
3.1. Introduction……………………………………………………………..….42
3.2. Participants……………………………………………………….…………42
3.3. Instrumentation…………..…………………………………………………43
3.3.1. Grasha Teaching Style Inventory Questionnaire …………………………..44
3.3.2. Neuro-Linguistic Programming Questionnaire …………………………….45
3.3.3. Teacher Autonomy Survey…………………………………………………48
3.4. Procedure…..…………………………………………………………………49
3.5. Design……………………………………………………………………….50
3.6. Statistical Analyses…………………………………………………………51
CHAPTER IV: RESULTS AND DISCUSSION…………………………………52
4.1. Introduction…………………………………………………………………53
4.2. The Results of the Study…………………………………………….……..54
4.2.1. Reliability of the Instruments…………………………………………..…..54
4.2.1.1. Reliability of Teachers’ Autonomy Scale……….…………………….54
4.2.1.2. Reliability of Grasha Teaching Style Inventory….…………………55
4.2.1.3. Reliability of NLP Scale…………………………………………….56
4.2.2. Testing the First Null Hypothesis:…………….………………………..….56
4.2.2.1. Frequency Statistics of Different Teaching Styles……………………….57
4.2.2.2. Descriptive Statistics……………………………………………………..58
4.2.2.3. Tests of Normality…………………………..………………………… 72
4.2.2.4. Final Results 75
4.2.3. Testing the Second Null Hypothesis……………………………………….78
4.2.3.1. Frequency Statistics of Different Teaching Styles.…… …………….….78
4.2.3.2. Descriptive Statistics……………………………………………………..80
4.2.3.3. Tests of Normality……………………………………………………….86
4.2.3.4. Final Results………………………………………………………………87
4.2.4.. Testing the Third Null Hypothesis…………………………………………………..90
4.2.4.1. Assumption of Linearity………………..…………………………………90
4.2.4.2.Assumption of Normality……..……………………………………………..92
4.2.4.3. Final Results 92
4.2.4. Testing the Fourth Null Hypothesis..………………………………………93
4.2.4.1. Assumption of Multicollinearity…………………………………………94
4.2.4.2. Assumption of Normality…………………………………………………97
4.2.4.3. Assumption of Homoscedasticity………………………………..………99
4.3. Discussion……………………………………………………………………110
CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS…….113
5.1. Introduction……………..…………………………………………………114
5.2. Procedure and Summary of the Findings…………….…………………..114
5.3. Conclusion………………………………………………………………..116
5.4. Pedagogical Implications…………………..……………………………..117
5.4.1. Implications for EFL Teachers……………………………………………117
5.4.2. Implications for EFL Learners……………………………..……………..118
5.4.3. Implications for Language School Managers……………………………..119
5.4.4. Implications for Syllabus Designers………………………………………120
5.5. Suggestions for Further Research…………………………………………121
REFERENCES…………………………………………………………………..122
APPENDICES……………………………………………………………………131
Teaching Autonomy Scale (Pearson & Moomaw, 2005)……………………………….132
Neuro-Linguistic Programming (Reza Pishghadam, 2011)……………………..135
Teaching Style Inventory: Version 3.0 (Grasha, 1994)………………………….136
LIST OF TABLES
Table 3.1 Distribution of Questions with Relevant Teaching Styles 45
Table 3.2 Distribution of Questions with Relevant Autonomy Types 49
Table 3.3 The Categories of the Variables 50
Table 4.1 Reliability of Each Factor of NLP Questionnaire .56
Table 4.2 Expert Frequency Statistics ……………………………………. 57
Table 4.3 Formal Authority Frequency Statistics 57
Table 4.4 Personal Model Frequency Statistics 57
Table 4.5 Facilitator Frequency Statistics 57
Table 4.6 Delegator Frequency Statistics 58
Table 4.7 General, Curriculum and Total Autonomy Descriptives 58
Table 4.8 Autonomy Descriptives for Different Levels of Expert Teaching Style 60
Table 4.9 Autonomy Descriptives for Different Levels of Formal Authority Teaching Stylee 62
Table 4.10 Autonomy Descriptives for Different Levels of Personal Model Teaching Style 65
Table 4.11 Autonomy Descriptives for Different Levels of Facilitator Teaching Style 67
Table 4.12 Autonomy Descriptives for Different Levels of Delegator Teaching Style 70
Table 4.13 Tests of Normality Regarding Expert 73
Table 4.14 Tests of Normality Regarding Formal Authority 73
Table 4.15Tests of Normality Regarding Personal Model 74
Table 4.16 Tests of Normality Regarding Facilitator 74
Table 4.17 Tests of Normality Regarding Delegator 74
Table 4.18 Comparing Autonomy across Categories of Expert 75
Table 4.19 Comparing Autonomy acrossCategories of Formal Authority 76
Table 4.20 Comparing Autonomy acrossCategories of Personal Model 76
Table 4.21 Comparing Autonomy across Categories of Facilitator 77
Table 4.22 Comparing Autonomy across Categories of Delegator 77
Table 4.23 Expert Frequency Statistics 78
Table 4.24 Formal Authority Frequency Statistics 78
Table 4.25 Personal Model Frequency Statistics 78
Table 4.26 Facilitator Frequency Statistics 78
Table 4.27 Delegator Frequency Statistics 79
Table 4.28 NLP Descriptive Statistics 80
Table 4.29 NLP Descriptives for Different Levels of Expert Teaching Style 80
Table 4.30 NLP Descriptives for Different Levels of Formal Authority Teaching Style 82
Table 4.31 NLP Descriptives for Different Levels of Personal Model Teaching Style 83
Table 4.32 NLP Descriptives for Different Levels of Facilitator Teaching Style 84
Table 4.33 NLP Descriptives for Different Levels of Delegator Teaching Style 85
Table 4.34 Tests of Normality Regarding Expert Style 86
Table 4.35 Tests of Normality Regarding Formal Authority Style 86
Table 4.36 Tests of Normality Regarding Personal Model Style 87
Table 4.37 Tests of Normality Regarding Facilitator Style 87
Table 4.38 Tests of Normality Regarding Delegator Style 87
Table 4.39 Comparing NLP across Categories of Expert 88
Table 4.40 Comparing NLP across Categories of Formal Authority 88
Table 4.41 Comparing NLP across Categories of Personal Model 88
Table 4.42 Comparing NLP across Categories of Facilitator 89
Table 4.43 Comparing NLP across Categories of Delegator 89
Table 4.44 Tests of Normality 92
Table 4.45 Correlations among Curriculum, General and Total Autonomy and NLP 93
Table 4.46 General Autonomy Correlations 94
Table 4.47 Curriculum Autonomy Correlations 95
Table 4.48 Total Autonomy Correlations 96
Table 4.49 Descriptive Statistics of General Autonomy, Styles and NLP 101
Table 4.50 Descriptive Statistics of Curriculum Autonomy, Styles and NLP 102
Table 4.51 Descriptive Statistics of Total Autonomy, Styles and NLP 102
Table 4.52 Variables Entered/Removed 102
Table 4.53 Variables Entered/Removed 103
Table 4.54 Variables Entered/Removed 103
Table 4.55 Model Summary (General Autonomy) 104
Table 4.56 Model Summary (Total Autonomy) 104
Table 4.57 Model Summary (Curriculum Autonomy) 104
Table 4.58 ANOVA (General Autonomy) 105
Table 4.59 ANOVA (Curriculum Autonomy) 105
Table 4.60 ANOVA (Total Autonomy) 105
Table 4.61 Coefficientsa (Dependent Variable: General Autonomy) 107
Table 4.62 Coefficientsa (Dependent Variable: Curriculum Autonomy) 108
Table 4.63 Coefficientsa (Dependent Variable: Total Autonomy) 110
LIST OF FIGURES
Figure 4.1 General Autonomy Scatter Plot 90
Figure 4.2 Curriculum Autonomy Scatter Plot 90
Figure 4.3 Total Autonomy Scatter Plot 90
Figure 4.4 The Normal Probability Plot of the Regression Standardized Residuals
Dependent Variable: General Autonomy 98
