17 ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing

Kimura, Yuzo

doi:10.21832/9781783092383-018

Cited by 10 publications

(7 citation statements)

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“…The fluctuated curve of EFL teachers’ research motivation echoed many studies on EFL teachers’ motivation changes. For example, it shared similar findings with Kimura (2014) ’s longitudinal case study to investigate EFL teachers’ teaching motivation in Beijing that teachers’ motivation of teaching was also fluctuated. Similar conclusions were also drawn in Song and Kim (2016) ’s case studies on two South Korean experienced EFL teachers that EFL teachers’ teaching motivation changed over time.…”

Section: Discussionsupporting

confidence: 70%

College EFL teachers’ demotivation to conduct research: A dynamic and ecological view

Ren

Zhou

2023

Front. Psychol.

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Competences for conducting research is vitally important for college EFL teachers’ career development, but many college English teachers are demotivated in academic research. To investigate teachers’ motivation on academic activities, this study firstly explored motivational changes of college EFL teachers (mean age 37.39, SD 9.77) for conducting research in their teaching career, and then delved into the factors underlying their demotivation by sending questionnaires. In the end, several English teachers and officers managing research projects were interviewed to elicit solutions to overcome EFL teachers’ demotivation to conduct research. This study found that college EFL teachers had large possibilities to suffer from demotivation to conduct research. Exploratory factor analysis indicated five factors causing their demotivation, including weak research ability, negative emotions and attitudes, poor research surroundings, research management problems and insufficient resources. Thematic analysis demonstrated that ecological solutions should be taken by different stakeholders in EFL teachers’ working ecology, including universities, research communities, government, and publishers. This study problematized the static view on teachers’ demotivation to conduct research and provided some insights and implications for reasons and solutions for demotivation.

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Section: Discussionsupporting

confidence: 70%

College EFL teachers’ demotivation to conduct research: A dynamic and ecological view

Ren

Zhou

2023

Front. Psychol.

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“…Data was collected through semistructured interviews and classroom observations. I chose these two methods because they facilitate a better understanding of teachers' thinking and their actual classroom practices (see Kimura, 2014). Each semistructured interview was conducted in Japanese and lasted approximately 60 minutes.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Teacher Motivation and Practice in the Language Learning Classroom

Suemori

2019

PCP

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Current studies on motivation in EFL focus mainly on learner motivation. However, teacher motivation, which is the motivation to teach, is as important to investigate as is learner motivation (Dörnyei & Ushioda, 2011) because it influences not only learners’ motivation but also their achievement and attitudes towards L2 learning. Teacher motivation is also directly connected to the lessons they provide, and a high level of motivation helps sustain professional development. This paper presents the findings of my investigation of 2 Japanese secondary-school English teachers’ motivation. Data was collected from in-depth interviews and classroom observation. The interviews focused on the teachers’ feelings about teaching English. The classroom observations were conducted to see how their feelings and motivation were reflected in their teaching. Analysis of the data suggests that teachers’ motivation and attitudes towards teaching are reflected in their behavior in the classroom. 外国語学習に関する動機づけ研究は、主に学習者の動機づけに焦点を置き、研究が行われている。しかしながら、教師が教えることに対して抱く教師の動機づけも、学習者の動機づけと同様に重要である（Dörnyei & Ushioda, 2011）。教師の動機づけは、学習者の動機づけに対してだけではなく、学習者がどのような外国語能力を身につけるかに対しても影響を与えるためである。また、教師の動機づけは、教師の教え方にも影響を与え、教師として成長する上でも重要である。本論文は、2名の日本人英語教師を対象に実施したインタビュー、授業観察の結果を提示する。インタビューでは、教師が英語を教える上で何を感じているかに焦点を置き、授業観察では、インタビューで見られた教師の考えや動機づけが、実際の授業にどのように反映されているかという点に着目した。データを分析した結果、教師の動機づけや授業に対する考えは、教室での行動に反映されていることが明らかになった。

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“…While the recent years have seen an incremental growth in the number of studies utilising CST to conceptualise language learner motivation (see, e.g., chapters in Dörnyei, MacIntyre, & Henry, 2015), research into language teacher motivation from a CST perspective is still extremely scarce. One exception is Kimura's (2014) investigation of the motivation of two middle-school teachers in China. Kimura conducted video-taped observation of lessons and semistructured interviews with the teachers and seven of their students on two occasions spaced around three years apart.…”

Section: Complex Systems Theory and Relational Motivationmentioning

confidence: 99%

EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales

Sampson

2016

SSLLT

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This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with "theoretical comparison" (Corbin & Strauss, 2008) to understand teacher motivation from a "person-in-context relational view" (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences "external" to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.

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17 ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing

Cited by 10 publications

References 0 publications

College EFL teachers’ demotivation to conduct research: A dynamic and ecological view

College EFL teachers’ demotivation to conduct research: A dynamic and ecological view

Teacher Motivation and Practice in the Language Learning Classroom

EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales

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