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EFL Teacher Concern, Teacher Success, and EFL Learners' Self-efficacy: Learners’ Perspectives | ||
| Iranian Journal of Language Teaching Research | ||
| مقاله 6، دوره 13، شماره 1، خرداد 2025، صفحه 85-103 اصل مقاله (1.31 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2025.55255.2707 | ||
| نویسندگان | ||
| Farzaneh Soudkhah Mohammadi1؛ Shaghayegh Shayesteh* 1؛ Taqi Al Abdwani2؛ Reza Pishghadam1 | ||
| 1Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Iran | ||
| 2Gulf College, Oman | ||
| چکیده | ||
| Combining teachers’ big and small stories through a hybrid lens, the present study sought to examine the presence of meaning, as a component of well-being, in Iranian English language teachers within the discourse of sanctions, which could shape their positionality towards TESOL. Two themes were extracted: the emergence of critical hope and a shift towards plurilingual practices of agency. While challenging social injustice and colonial projects such as native-speakerism, critical hope created the possibility of transformation as it enabled teachers to evaluate their position towards the existing situation, acknowledge their relative agency, and implement new pedagogical practices. Valuing plurilingual identities of non-native teachers centered on the possibilities of empowerment and resilience fostering teachers’ agency within the discourse of sanctions and othering. Sanctions were turning points that helped participants negotiate different kinds of teacher identity through the fluid and context-based use of diverse linguistic repertoires and re-visit their conception of TESOL. | ||
| کلیدواژهها | ||
| EFL learners’ English self-efficacy؛ EFL learners’ general self-efficacy؛ EFL teacher concern؛ EFL teacher success؛ EFL teacher | ||
| مراجع | ||
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