Culture-specificity of teacher demotivation: Iranian junior high school teachers caught in the newly-introduced CLT trap!

Yaghoubinejad, Hadi; Zarrinabadi, Nourollah; Nejadansari, Dariush

doi:10.1080/13540602.2016.1205015

Cited by 18 publications

(18 citation statements)

References 17 publications

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“…Furthermore, the qualitative findings signify the adverse effects of school facilities, students’ disinterest, pressure from different forces such as parents, and crowded classes. The present findings are in line with what Yaghoubinejad et al, (2017) found in the Iranian junior high school context where financial matters (e.g. inadequate payment) and educational issues such as a large class size serve as demotivating factors among L2 teachers.…”

Section: Discussionsupporting

confidence: 91%

“…In another Iranian study, Yaghoubinejad, Zarrinabadi, and Nejadansari (2017) investigated the culture-specificity of L2 teacher demotivation by identifying demotivating factors among junior high school language teachers. Using an exploratory mixed-methods design, the researchers initially administered a questionnaire to 105 L2 teachers and then interviewed 10 participants.…”

Section: Empirical Backgroundmentioning

confidence: 99%

“…The studies outlined above have been innovative in the application of recent theoretical developments in examining language teacher-related facets. Nevertheless, with the exception of Yaghoubinejad et al (2017), the other studies have investigated a small number of participants (no more than eight in Kubanyiova, 2009) using merely qualitative data collection methods. Moreover, studies on L2 teacher vision have emphasised the role of the ideal self only and overlooked the value of ought-to and feared selves.…”

Section: Empirical Backgroundmentioning

confidence: 99%

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English Language Teachers’ Vision and Motivation: Possible Selves and Activity Theory Perspectives

2018

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Recent research has identified a direct link between language teachers’ self and motivation, and their relationship with conceptual change and professional development. A better understanding of the exact manner in which language teachers’ perceptions of self interact with their motivation, however, requires further empirical evidence from a variety of contexts employing various research methods. Drawing upon possible selves theory and Activity Theory, the present mixed-methods research explored language teacher vision and its relationship with motivation in the Iranian state sector language education context. In the first qualitative phase, semi-structured interviews were conducted with 10 teachers on their vision and motivation to teach English. In the second quantitative phase, a researcher-developed questionnaire informed by the interview data was electronically administered to in-service language teachers (N = 211). Data analysis identified a typology of English language teacher vision and a positive relationship (r = .59) between vision and motivation. A coefficient determination of around 35% showed the degree of covariance between the two constructs. Furthermore, the study indicated that some contradictions among the rules, tools, community, and division-of-labour components of language teacher motivation activity system mediated the motivational force of vision. The study implies that teacher education programmes should raise English language teachers’ awareness of the positive motivational force of vision.

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Section: Discussionsupporting

confidence: 91%

Section: Empirical Backgroundmentioning

confidence: 99%

Section: Empirical Backgroundmentioning

confidence: 99%

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English Language Teachers’ Vision and Motivation: Possible Selves and Activity Theory Perspectives

2018

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“…which creates an inviting vision and makes teach better than the opposite condition. (Teacher 21, 4/09/2017) As indicated in these excerpts, friendly relationship and rapport with other teachers indirectly helped creating positive attitudes toward language teaching (Yaghobinejad, Zarrinabadi, & Nejadansari, 2017). As Richards and Farrell (2005) noted, collegiality can enhance professionalism among language teachers.…”

Section: Collaboration and Collegialitymentioning

confidence: 96%

Factors influencing language teacher cognition: An ecological systems study

Mohammadabadi

Ketabi

Nejadansari

2019

SSLLT

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Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.

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“…In the context of L2 teaching, demotivation concerns external or internal factors that negatively affect the willingness of an individual to teach. Researchers have identified different categories of variables that might lead to demotivation, such as students, stress, inhibition of teacher autonomy, and limited potential for intellectual development (Kiziltepe, 2008;Sugino, 2010;Dörnyei and Ushioda, 2011;Yaghoubinejad et al, 2017). Policymakers in CSL/CFL education organizations or institutions are advised to tackle the influencing factors that might demotivate the inservice teachers in different contexts and take necessary measures to create an environment that could retain them for CSL/CFL teaching, such as improving the welfare and stability of Chinese teaching.…”

Section: Practical Implicationsmentioning

confidence: 99%

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

Wang

Zhang

2021

Front. Psychol.

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The present study compared the motivations to teach Chinese between native and nonnative pre-service teachers of Chinese as a second/foreign language (CSL/CFL). The participants included 325 native and 325 non-native Chinese-speaking pre-service CSL/CFL teachers registered in the Masters in Teaching Chinese to Speakers of Other Languages (MTCSOL) programs; the teachers were asked to complete a 24-item questionnaire. Two major findings emerged. First, a similar six-factor teacher motivation was observed for both the native and non-native teachers. Second, the two groups showed non-significant differences in their ratings of the importance of cross-cultural value, intrinsic value, altruistic value, and fallback career choice as types of motivation but differed significantly in their ratings of extrinsic value and social influence. These results highlight the differences and similarities in the motivation of the second language teacher and offer insights into the variables at different levels that might influence the motivation of the second language teacher. Teacher motivation is advised to be taken into account in the training and administration of CSL/CFL teachers to alleviate the problems of teacher shortage outside China.

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Culture-specificity of teacher demotivation: Iranian junior high school teachers caught in the newly-introduced CLT trap!

Cited by 18 publications

References 17 publications

English Language Teachers’ Vision and Motivation: Possible Selves and Activity Theory Perspectives

English Language Teachers’ Vision and Motivation: Possible Selves and Activity Theory Perspectives

Factors influencing language teacher cognition: An ecological systems study

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

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