The Relationship between EFL Teachers’ Critical Thinking and Use of Motivational Strategies

Parsi, Gholamreza

doi:10.7575/aiac.alls.v.8n.2p.14

Cited by 2 publications

(2 citation statements)

References 10 publications

(11 reference statements)

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“…As a result, this has a positive significant influence on students' critical thinking. To this end, teachers have to be equipped with professional training (Parsi, 2017).…”

Section: Related Workmentioning

confidence: 99%

Conceptualizing life competencies: EFL teachers' qualitative perspective

Alzahrani

Almalki²,

Almossa³

2022

SJLS

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PurposeMeeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.Design/methodology/approachOne-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.FindingsThe results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.Research limitations/implicationsThis study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.Originality/valueCareer readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.

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“…As a result, this has a positive significant influence on students' critical thinking. To this end, teachers have to be equipped with professional training (Parsi, 2017).…”

Section: Related Workmentioning

confidence: 99%

Conceptualizing life competencies: EFL teachers' qualitative perspective

Alzahrani

Almalki²,

Almossa³

2022

SJLS

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“…Regardless of the stage or path taken, teacher professional identity evolves and changes over time and in different contexts (Erturk, 2020; Florida & Mbato, 2020; Han, 2021; Tsui, 2003). Professional identity is never fully formed, but instead continuously develops and changes throughout a teacher's career (Hall, 1999; Parsi & Ashraf, 2020; Tafazoli & Sadeghi, 2018). Teachers continuously define and redefine their professional identities in a dynamic relationship with their past, present and future selves (Dalioglu & Adiguzel, 2016).…”

Section: Introductionmentioning

confidence: 99%

Professional identity development of English teachers: A data‐driven model

Coşgun

Savaş

2023

Review of Education

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The present study aimed to explore the professional identity development of English teachers through the lens of the Possible Selves Theory, focusing on the experiences of three distinct groups of educators. An explanatory sequential mixed-method research design was employed using 194 student, novice and experienced English teachers working or studying at various state schools in Turkey. The findings suggested that teacher groups held similar perceptions of their ideals and fears and there was not a significant difference among student, novice and experienced English teacher groups in terms of their possible selves. Additionally, the results revealed that the participants placed a significant emphasis on factors such as professional development, language proficiency, professional competence, personal attributes and recognition in relation to their ideal language teacher selves. The major fears related to their professional identity included language incompetence, inadequate professional development, undesirable personal attributes, undesired professional tendencies and a lack of recognition. The participants also noted various external and internal factors that influenced their possible selves. Based on the findings, a data-driven model on English as a Foreign Language (EFL) Teacher Professional Identity Development (TPID) is proposed to contribute to the existing literature in the field.

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The Relationship between EFL Teachers’ Critical Thinking and Use of Motivational Strategies

Cited by 2 publications

References 10 publications

Conceptualizing life competencies: EFL teachers' qualitative perspective

Conceptualizing life competencies: EFL teachers' qualitative perspective

Professional identity development of English teachers: A data‐driven model

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