Mapping the research on language teacher emotion: A systematic literature review

System, Год журнала: 2023, Номер 118, С. 103138 - 103138

Опубликована: Сен. 7, 2023

Язык: Английский

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Q methodology in applied linguistics: A systematic research synthesis

System, Год журнала: 2023, Номер 120, С. 103194 - 103194

Опубликована: Дек. 10, 2023

Q methodology (Q) is a mixed-methods research used to systematically explore people's subjectivity. Despite an increasing number of theoretical and empirical studies in applied linguistics (AL) adopting this methodology, we found lack systematic syntheses examining how has so far served the field, especially considering complexity relation instrument creation, data collection analysis. To address gap, conducted database search map uses AL research, leading identification 55 studies. An analysis contextual, methodological data-analytical characteristics selected showed that Q-sort method being increasingly as tool encourage participant reflexivity, particularly areas teacher learner cognition emotions, language-specific multilingual motivation. However, review also revealed current gaps applications Q, most notably frequent quality-assurance practices during development Q-set omissions important information published reducing transparency replicability findings generated from We conclude with recommendations for future using AL.

Язык: Английский

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Understanding emotion-regulation strategies among foreign language teachers in response to classroom stressors: Findings from a Q methodology study

Social Psychology of Education, Год журнала: 2023, Номер 26(6), С. 1593 - 1620

Опубликована: Июнь 26, 2023

Язык: Английский

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Dissecting subjective L2 (un)willingness to communicate among EFL learners: a Q methodology study

Journal of Multilingual and Multicultural Development, Год журнала: 2024, Номер unknown, С. 1 - 16

Опубликована: Май 13, 2024

This study used Q methodology to explore the subjective perspectives of English as a Foreign Language (EFL) learners regarding sources willingness communicate (WTC). A sample 40 undergraduate students enrolled in an language teaching program at Turkish university was obtained. Based on their shared viewpoints, participants were clustered into three groups: self-assured communicators, motivated and nervous communicators. Self-assured communicators exhibited high levels self-confidence, while displayed strong unwavering motivation improve speaking skills. Nervous other hand, showed noticeable signs anxiety, impeding WTC. provides evidence that amalgamation internal external factors works synergy shape EFL learners' WTC classroom. Recognising this interplay can lead development targeted interventions instructional approaches, improving L2 communicative behaviours. Understanding addressing experiences, particularly relation motivation, are key elements enhancing overall proficiency.

Язык: Английский

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The interplay of grit, enjoyment, and self-efficacy among Indonesian pre-service EFL teachers: an SEM analysis

Asian-Pacific Journal of Second and Foreign Language Education, Год журнала: 2025, Номер 10(1)

Опубликована: Март 30, 2025

Язык: Английский

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Unraveling the multifaceted nature of job satisfaction among migrant healthcare interpreters/translators

Translation Spaces, Год журнала: 2024, Номер 13(1), С. 78 - 101

Опубликована: Янв. 12, 2024

Abstract This study employs Q methodology to analyze the job satisfaction of healthcare interpreters/translators who serve Myanmar migrant workers in Thailand. The unique working conditions imposed by pandemic are addressed from various perspectives interpreters and translators, also migrants. participants ( n = 26) were clustered into different groups based on their shared viewpoints sources satisfaction. findings confirm that among translators is multifaceted personal; they derive interactions with other members interpreter’s immediate professional circle, confidence one’s own inherent values, an emotional urge belong community, which dominated host country’s citizens. concludes recognizing bolstering commitments vital for establishing work-life balance should be supported state, particularly during times crisis.

Язык: Английский

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Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

International Journal of Applied Linguistics, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 4, 2024

ABSTRACT Positive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains paucity of research exploring how educators perceive manifest positive the context their teaching practices. This study endeavors to fill this gap experiences, practices, beliefs regarding effective teaching. Additionally, it seeks elucidate pedagogical strategies they associate with fostering conducive environments through lens Seligman's PERMA model. Employing thematic analysis semi‐structured interviews 60 Chinese educators, uncovers key integral teaching, including passion, trust, joy, empathy. Despite prevalence these emotions, teachers reported diminished sense meaning accomplishment when instructing foreign languages comparison engagement relationship elements outlined The findings shed light on spectrum embraced that align components By illuminating affective dimension not only provides valuable insights into understanding relationships education but also offers practical implications for integrating

Язык: Английский

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An activity theory perspective on foreign language teaching enjoyment

Language Teaching Research, Год журнала: 2025, Номер unknown

Опубликована: Март 19, 2025

Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of teachers’ positive emotion, has received burgeoning interest in psychology studies and the field second research. However, due to pure novelty concept FLTE excessive reliance on quantitative research methods capturing its correlates, way can be influenced by contextual work-related factors remains far from being comprehensively understood. There are multitude challenges jeopardizing emotions workplace for teachers English as foreign (EFL). Accordingly, enlightened an activity theory perspective, our qualitative study, aimed unravel that boost/diminish among 10 EFL teachers. The data were collected through narrative frames semi-structured interviews analysed via MAXQDA 2020. Thematic analysis revealed nine major themes regarding sources developing FLTE. In addition, eight reduced levels Iranian study concluded system with supportive work environment could help enjoy their profession despite hurdles. findings demonstrated learners, colleagues, institutional principals, parents, rules regulations, materials, division labor, objects define perceived implies teacher education initiatives should explicitly focus creating supportive, environment.

Язык: Английский

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TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies

TESOL Quarterly, Год журнала: 2025, Номер unknown

Опубликована: Апрель 4, 2025

Abstract Teacher educators are at the forefront of digital transformation in education, as they expected to use emerging technologies not only their own teaching but also preparing future teachers integrate these into classrooms. Given this unique set responsibilities, prone be engaged emotion‐eliciting situations where must navigate gap between capabilities and demands new technologies. The objective study is examine emotion regulation (ER) strategies employed by TESOL teacher response Using Q methodology, focuses on which ER used why subjectively applied. Participants sorted a list statements, each reflecting strategy process model ER, onto nine‐column grid. findings reveal three combinations strategies. Based strategies, participants were categorized attentional deployers , cognitive changers situation modifiers . While an internal focusing positive side or shifting attention other aspects teaching, demonstrated various agentic actions directly address challenges posed As different stages emotional responses technologies, professional learning programs should designed fulfill specific need group.

Язык: Английский

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‘I’m aware of that, but … ’: breaking the silence on moral distress among language teachers

Language Culture and Curriculum, Год журнала: 2023, Номер 36(3), С. 343 - 360

Опубликована: Март 16, 2023

ABSTRACTMoral distress (MD) is defined as knowing what to do in an ethical situation but being unable it. Although this definition was originally meant for healthcare practitioners, it instantly recognised by those the teaching profession. This study adopted Q methodology identify and characterise foreign language teachers' viewpoints regarding morally distressing situations. Thirty-three teachers of English a (EFL) performed card-sorting task. The sources MD were characterised into three categories: limited control, violation personal values lack voice. Teachers may be reluctant pathologise because can arise within everyday scenarios. findings contribute development supportive strategies EFL response various MD.KEYWORDS: Moral distressethics‌language teachingEnglish languageQ AcknowledgementsI wish express my profound gratitude editor anonymous reviewers their insightful constructive feedback on earlier drafts paper. My thanks are also due research participants immense contribution despite busy schedules. Lastly, I would like deep appreciation Research Institute Languages Cultures Asia, Mahidol University, providing necessary resources which instrumental successful completion study.Disclosure statementNo potential conflict interest reported author(s).

Язык: Английский

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