Soft Skills and EFL Effective Teaching
(An Investigation of the Link between Educators' Intangible Abilities and Educational Outcomes)
Keywords:
Professionalism, Teaching, Learning, Adult, Development, Quality
Abstract
This mixed methods study investigates links between EFL teachers' soft skills and educational outcomes to advance understanding and strengthen teacher preparation and support. A survey will assess 37 EFL teachers' self-reported skills, practices, and perspectives, while semi-structured interviews with 15 teachers will provide additional context. Quantitative data will reveal self-evaluated competency levels and correlate skills to practices and outcomes. Qualitative data will elucidate teacher experiences and views on soft skills' connections to effectiveness. Identifying overlooked skills and linking self-assessed limitations to evidence can inform targeted training, standards, and supports to develop EFL teachers' capacities holistically. Findings will underscore soft skills' overlooked yet pivotal role in quality EFL teaching. Biases in self-report data and generalizability may exist, however the mixed methods approach can provide a more comprehensive understanding to guide future research. Intentionally developing teachers' soft skills is critical so they can optimize practices and relationships to benefit diverse learners. This study brings awareness to this key competency domain needing greater focus in policies and professional development.
References
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31. Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155.
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2. Balla, A.A.S. (2023). Action research: Self-access centre for learner independence. Migration Letters, 20(S7), 1178-1184.
3. Balla, A.A.S. (2021). The impact of social media language on formal English writing: A linguistic analysis of EFL classrooms from a teacher's perspective. International Journal of Linguistics, Literature and Culture, 7(2), 270-301. https://doi.org/10.21744/ijllc.v7n2.1596
4. Balla, A. A. S. (2017). Foreign language anxiety in Saudi classroom: A case study of Saudi tertiary female students in Prince Sattam University. English Language Teaching, 10(5), 28-36. https://doi.org/10.5539/elt.v10n5p28
5. Caeiro-Rodríguez, M., Manso-Vázquez, M., Mikic-Fonte, F., Llamas-Nistal, M., Fernández-Iglesias, M., Tsalapatas, H., Heidmann, O., Carvalho, C., Jesmin, T., Terasmaa, J., & Sørensen, L. (2021). Teaching Soft Skills in Engineering Education: An European Perspective. IEEE Access, 9, 29222-29242. https://doi.org/10.1109/ACCESS.2021.3059516.
6. Fernandes, P., Jardim, J., & Lopes, M. (2021). The Soft Skills of Special Education Teachers: Evidence from the Literature. Education Sciences, 11, 125. https://doi.org/10.3390/EDUCSCI11030125.
7. Fernández‐Arias, P., Antón‐Sancho, Á., Vergara, D., & Barrientos, A. (2021). Soft Skills of American University Teachers: Self-Concept. Sustainability. https://doi.org/10.3390/su132212397.
8. Hrona, N., Vyshnyk, O., & Pinchuk, I. (2022). Soft Skills Development in Future Primary School Teacher’s Training. Educational Challenges. https://doi.org/10.34142/2709-7986.2022.27.2.06.
9. Ouchen, L., Tifroute, L., & El, K. (2022). Soft Skills Through the Prism of Primary School Teachers. European Journal of Educational Research. https://doi.org/10.12973/eu-jer.11.4.2303.
10. Petlák, E. (2023). EDUCATING PUPILS IN SOFT SKILLS. Slavonic Pedagogical Studies Journal. https://doi.org/10.18355/pg.2023.12.1.3.
11. Ragusa, A., Caggiano, V., Ramos, R., González-Bernal, J., Gentil-Gutiérrez, A., Bastos, S., González-Santos, J., & Santamaría-Peláez, M. (2022). High Education and University Teaching and Learning Processes: Soft Skills. International Journal of Environmental Research and Public Health, 19. https://doi.org/10.3390/ijerph191710699.
12. Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Studies in Higher Education, 45, 1834 - 1847. https://doi.org/10.1080/03075079.2019.1585420.
13. Uceda-Pintado, I., Riojas-Cisneros, J., & Hernández-Fernández, B. (2022). Soft skills and comprehensive training in teachers. International journal of health sciences. https://doi.org/10.53730/ijhs.v6ns5.10723.
14. AlHouli, A., & Al-Khayatt, A. (2020). Assessing the Soft Skills Needs of Teacher Education Students. International Journal of Education and Practice. https://doi.org/10.18488/journal.61.2020.83.416.431
15. Caeiro-Rodríguez, M., Manso-Vázquez, M., Mikic-Fonte, F., Llamas-Nistal, M., Fernández-Iglesias, M., Tsalapatas, H., Heidmann, O., Carvalho, C., Jesmin, T., Terasmaa, J., & Sørensen, L. (2021). Teaching Soft Skills in Engineering Education: An European Perspective. IEEE Access, 9, 29222-29242. https://doi.org/10.1109/ACCESS.2021.3059516
16. Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2017). The Theory of Multiple Intelligences. In The Educator's Handbook for Understanding and Closing Achievement Gaps (pp. 133-146). Teachers College Press.
17. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
18. Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State Standards to Advance Social and Emotional Learning: Findings from CASEL's State Scan of Social and Emotional Learning Standards, Preschool through High School. Collaborative for Academic, Social, and Emotional Learning.
19. Fernandes, P., Jardim, J., & Lopes, M. (2021). The Soft Skills of Special Education Teachers: Evidence from the Literature. Education Sciences, 11, 125. https://doi.org/10.3390/EDUCSCI11030125
20. Fernández‐Arias, P., Antón‐Sancho, Á., Vergara, D., & Barrientos, A. (2021). Soft Skills of American University Teachers: Self-Concept. Sustainability. https://doi.org/10.3390/su132212397
21. Hrona, N., Vyshnyk, O., & Pinchuk, I. (2022). Soft Skills Development in Future Primary School Teacher’s Training. Educational Challenges. https://doi.org/10.34142/2709-7986.2022.27.2.06
22. Ingersoll, R., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
23. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
24. Kipps-Vaughan, D. (2013). Supporting teachers through stress management. Education Digest, 79(1), 43-46.
25. McLean, L., & Connor, C. M. (2015). Depressive symptoms in third‐grade teachers: Relations to classroom quality and student achievement. Child Development, 86(3), 945-954. https://doi.org/10.1111/cdev.12344
26. Ouchen, L., Tifroute, L., & El, K. (2022). Soft Skills Through the Prism of Primary School Teachers. European Journal of Educational Research. https://doi.org/10.12973/eu-jer.11.4.2303
27. Petlák, E. (2023). EDUCATING PUPILS IN SOFT SKILLS. Slavonic Pedagogical Studies Journal. https://doi.org/10.18355/pg.2023.12.1.3
28. Ragusa, A., Caggiano, V., Ramos, R., González-Bernal, J., Gentil-Gutiérrez, A., Bastos, S., González-Santos, J., & Santamaría-Peláez, M. (2022). High Education and University Teaching and Learning Processes: Soft Skills. International Journal of Environmental Research and Public Health, 19. https://doi.org/10.3390/ijerph191710699
29. Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record (1970), 116(3).
30. Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4), 453-465.
31. Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155.
32. Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355. https://doi.org/10.1177/0022487111404241
33. Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Studies in Higher Education, 45, 1834 - 1847. https://doi.org/10.1080/03075079.2019.1585420
34. Uceda-Pintado, I., Riojas-Cisneros, J., & Hernández-Fernández, B. (2022). Soft skills and comprehensive training in teachers. International journal of health sciences. https://doi.org/10.53730/ijhs.v6ns5.10723
35. Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2), 8-13. https://doi.org/10.1177/003172171309500203
36. Back, L. T., Polk, E., Keys, C. B., & McMahon, S. D. (2016). Classroom management, school staff relations, school climate, and academic achievement: Testing a model with urban high schools. Learning Environments Research, 19(3), 397-410. https://doi.org/10.1007/s10984-016-9213-x
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Published
2024-09-24
How to Cite
Prof. Omer Elsheikh Hago Elmahdi, & Dr. Asjad Ahmed Saeed Balla. (2024). Soft Skills and EFL Effective Teaching: (An Investigation of the Link between Educators’ Intangible Abilities and Educational Outcomes). Journal of Arts, Literature, Humanities and Social Sciences, (112), 322-363. https://doi.org/10.33193/JALHSS.112.2024.1240
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