Critical thinking, autonomous learning, and academic grit among preservice EFL teachers

Yüce, Erkan

doi:10.1016/j.tsc.2023.101382

Cited by 4 publications

(1 citation statement)

References 61 publications

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“…In a handful of research on L2-teacher grit, the construct has been shown to be linked with EFL teachers' work engagement and immunity (Azari Noughabi et al, 2022b), self-efficacy (Kazemkhah Hasankiadeh & Azari Noughabi, 2022), resilience (Shahvarani et al, 2023), L2 teaching enjoyment (Derakhshan et al, 2022), L2 TER (Zheng et al, 2022), critical thinking (Yüce, 2023) and psychological TWB (Nazari & Alizadeh Oghyanous, 2021). For example, Azari Noughabi et al's (2022b) study revealed that L2-teacher grit significantly influences L2 teachers' immunity.…”

Section: January 2024mentioning

confidence: 99%

Do well-being and emotion regulation predict L2-teacher grit?

SOLHI,

ÜNSAL-GÖRKEMOĞLU,

AZARI NOUGHABI

et al. 2024

PortaLin

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This study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.

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Section: January 2024mentioning

confidence: 99%

Do well-being and emotion regulation predict L2-teacher grit?

SOLHI,

ÜNSAL-GÖRKEMOĞLU,

AZARI NOUGHABI

et al. 2024

PortaLin

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Exploring Iranian English language teachers’ hope: an ecological perspective

Karimpour,

Elahi Shirvan,

Shahnama

2024

SJLS

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PurposeThe present study explores five Iranian English language teachers’ hopes by drawing on an ecological approach as its conceptual underpinning.Design/methodology/approachData were collected from narrative frames and semi-structured interviews.FindingsAnalyses of our data highlighted how teacher- and student-related factors caused fluctuations in teachers’ hopes. In addition, our findings indicated that while teachers’ past teaching experiences increased their hope, teachers’ lack of agency and economic inflation were among the most significant factors that decreased teachers’ hope in their profession.Originality/valueThis study is one of the first studies in the field of language studies with an ecological perspective on language teachers' hope.

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“The More, the Merrier; the More Ideas, the Better Feeling”: Examining the Role of Creativity in Regulating Emotions among EFL Teachers

Tajabadi,

Meihami

2024

Open Education Studies

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Knowing how teachers’ creativity can help them regulate their emotions is critical. Therefore, this study aimed to explore the role of creativity in how novice and experienced english as a foreign language (EFL) teachers regulate their emotions in their classes. To such end, a descriptive narrative design was used through which we conducted a thematic analysis of the autobiographical narratives of eight EFL teachers, including five novice and three experienced teachers, who utilized their creativity while managing their emotions. The findings showed that teachers’ creativity has a constructive role in helping novice and experienced EFL teachers regulate their emotions. According to the findings of Code Map, novice EFL teachers asserted that a detailed context helped improve their emotional state. They also felt better when they had access to a variety of different ideas and used both proactive and reactive emotion regulation strategies. Experienced EFL teachers, on the other hand, believed that using a variety of teaching and assessment methods helped them feel better about their work. They also felt that having access to many elaborated ideas was helpful in promoting positive emotions. We concluded that integrating creativity into teaching enables teachers to regulate their emotions more effectively. This outcome may be attributable to creativity, which discourages repetition, allowing teachers to adopt diverse approaches toward emotion regulation.

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Critical thinking, autonomous learning, and academic grit among preservice EFL teachers

Cited by 4 publications

References 61 publications

Do well-being and emotion regulation predict L2-teacher grit?

Do well-being and emotion regulation predict L2-teacher grit?

Exploring Iranian English language teachers’ hope: an ecological perspective

“The More, the Merrier; the More Ideas, the Better Feeling”: Examining the Role of Creativity in Regulating Emotions among EFL Teachers

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