scholarly journals Efficacy of EFL Teachers’ Assessment Literacy and Professional Identity in Boosting Learners’ Autonomy

2021 ◽  
Vol 12 (3) ◽  
pp. 395-403
Author(s):  
Hooshang Yazdani ◽  
Parviz Ghasedi
Keyword(s):  
Professional Identity ◽  
Learner Autonomy ◽  
Assessment Literacy ◽  
Efl Learners ◽  
Mixed Method Design ◽  
Efl Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Research Questions ◽  
The Relationship

This study was set out to investigate the effects of EFL teachers’ assessment literacy and professional identity on learners’ autonomy. Meanwhile, the relationship between teachers’ assessment literacy and professional identity was investigated. Moreover, educators’ perspectives on learner autonomy were studied. To this end, 40 EFL teachers participated in the study through completing assessment literacy scale developed by Mertler (2003) and teacher professional identity questionnaire designed by Beijaard et al. (2000). Besides, 20 EFL teachers were interviewed. Likewise, 110 upper-intermediate EFL learners answered Zhang and Li’s (2004) learner autonomy questionnaire. A mixed method design was used to answer the research questions. The findings revealed that teachers’ assessment literacy was linked to their professional identity. Moreover, assessment literacy and professional identity had fruitful effects on learner autonomy. The findings made it certain that teachers believed in learners’ abilities however they didn’t know how to cultivate autonomous learners.

scholarly journals Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective

2020 ◽  
Author(s):  
Mohammed S. AlHarbi ◽  
Hussain Ahmad
Keyword(s):  
Emotion Regulation ◽  
Professional Identity ◽  
Research Question ◽  
Cognitive Strategies ◽  
Teaching Philosophies ◽  
Teacher Emotions ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional

Research has shown that a strong teacher professional identity is an integral part of teaching as well as learning processes. Unlike the traditional view of who teachers are, nowadays conceptualization considers teachers not only as reservoirs of knowledge but individuals that inspire other individuals in unique ways. Teacher professional identity exhibits teachers’ beliefs, emotions, and teaching philosophies. Among other aspects, teacher emotions are a strong indicator of teacher professional identity; therefore, unless teachers are better equipped with cognitive strategies to regulate their emotions and are more emotionally intelligent, achieving their teaching and non-teaching goals will remain a forlorn dream. The current paper encapsulated various aspects of teacher emotions and emotion regulation models and has sought to answer the following overarching research question: How do emotions influence teacher professional identity and how do Saudi EFL teachers regulate their emotions? Hence, the factors that lead to Saudi English as a foreign language (EFL) teachers’ emotional arousal and disturbances have been critically summarized. Finally, the applications of emotion regulation models in the Saudi EFL context have been highlighted. The theoretical conceptualizations presented in this paper have implications for EFL teachers, teacher trainers, and professional development specialists.

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

Teacher professional identity development through digital stories

2021 ◽  
Vol 162 ◽  
pp. 104040
Author(s):  
Deoksoon Kim ◽  
Yinru Long ◽  
Yi Zhao ◽  
Shuyue Zhou ◽  
Jeremy Alexander
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Professional Identity Development ◽  
Digital Stories ◽  
Teacher Professional Identity ◽  
Teacher Professional

scholarly journals Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

2018 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Jelena Jermolajeva ◽  
Tatiana Bogdanova ◽  
Svetlana Silchenkova
Keyword(s):  
Social Behavior ◽  
Professional Identity ◽  
Social Life ◽  
School Teacher ◽  
International Study ◽  
High Dispersion ◽  
Active Involvement ◽  
Depth Study ◽  
Teacher Professional Identity ◽  
Teacher Professional

Abstract The article presents the results of the international study of the professional identity of schoolteachers of Russia and Latvia. In the study, the six component model of the content of the teacher professional identity (TPI) is used. According to this model, in 2017, the questionnaire “School Teacher Professional Identity” was created and international survey organized, in which 437 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of the two national samples for the 6th component of TPI: “Professionally Determined Social Behavior”. This behavior is not connected with the implementation of direct professional duties, but corresponds to the philosophy of the profession: taking up the mission of educating community, active involvement in social life, participation in formulation and solution of social problems having pedagogical aspects and unselfish professional help to those who need it. To process the data, statistical methods were used. On the whole, items of the component received relatively high scores in both national samples. Certain differences in the data of Latvian and Russian teachers as well as urban and rural subgroups of both countries are observed. High dispersion of data shown in this component indicates that the professionally determined social behavior is the most acute and controversial aspect of TPI; therefore, the elaboration of optimal ways and tools to strengthen TPI should be based on an in-depth study of social behavior of schoolteachers.

scholarly journals A Qualitative Study: Investigating EFL Learners’ Self- Confidence To Decrease The Reticence In Speaking Ability

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Ikrar Genidal Riadil
Keyword(s):  
Qualitative Study ◽  
Research Result ◽  
Efl Learners ◽  
Self Confidence ◽  
Efl Teachers ◽  
Efl Students ◽  
English Speaking ◽  
Research Questions ◽  
Learning Language ◽  
Speaking Skills

Language is a pivotal aspect of human being. By learning, language people can communicate with each other, get information from one to another and interact. Unfortunately, in the real condition, it is still difficult for Indonesian students to practice their English ability in daily conversation. This study deals to increase the English as a Foreign Language (EFL) students' confidence in English speaking. This research used qualitative analysis by distributing questioner. This study suggest that EFL teachers should seek ways to increase students' collaboration in the classroom to help them gain confidence in speaking. The study involved the students in the fifth semester in the English Department at Tidar University. The researcher compared the gathered data with other relevant researches and theories involved in the study. Based on the research questions, the research result shows that students’ perceptions of self-confidence have a significant to decrease reticence in speaking skills. However, lecturers need to push the students in practice speaking English in front of a class, especially to improve the self-confidence when the students are communicating in English. Two research questions were formulated in this study. There are: (1) what are the factors of the EFL students’ reticence in speaking? (2) Do the students have high self-confidence in speaking skills? In conclusion, this article showed the results that EFL Learners’ self-confidence can be decreased the reticence in speaking ability or not. keywords: Self-confidence, speaking ability, EFL students, qualitative study

scholarly journals Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers

2019 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Yohanes Maria Restu Dian Raharjo ◽  
Yuseva Ariyani Iswandari
Keyword(s):  
Professional Identity ◽  
Coping Strategies ◽  
Teaching Practice ◽  
Survey Design ◽  
Teacher Preparation Program ◽  
Preservice Teaching ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Social Views ◽  
And Coping

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about “good teacher”, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy

scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

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