آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 108 |
| تعداد مقالات | 1,228 |
| تعداد مشاهده مقاله | 1,147,659 |
| تعداد دریافت فایل اصل مقاله | 1,007,045 |
Exploring the Factors Triggering Iranian EFL Teachers' Immunity: A Mixed-Method Inquiry | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 9، شماره 2 - شماره پیاپی 9، دی 2021، صفحه 9-33 اصل مقاله (932.25 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.27130.1265 | ||
| نویسندگان | ||
| Samira Atefi Boroujeni* 1؛ Mohammad Hassan Tahririan2؛ Katayoon Afzali3 | ||
| 1Ph.D. Candidate in TEFL, English Language Department, Sheikhbahaee University, Baharestan, Iran | ||
| 2Professor of Applied Linguistics, English Language Department, Sheikhbahaee University, Baharestan, Iran | ||
| 3Associate Professor, English Language Department, Sheikhbahaee University, Baharestan, Iran | ||
| چکیده | ||
| It is frequently affirmed that EFL teachers face many stressors at work. While they keep experiencing perturbations that may cause fluctuations in their efficacy, immunity acts as a buffer and allows teachers to carry on performing academically in the classroom and emotionally and psychologically over the course of their careers (Thelen, 2005). The present study adapted a mixed-method design to investigate the distribution of the participants across different immunity types and also the destabilizing events which triggers Iranian EFL teachers' immunity. To fulfill this aim, 204 English teachers from two provinces of Iran (Isfahan and Charmahal Bakhtiari) took part in the study. To collect the data, Language Teacher Immunity Questionnaire (Hiver, 2016), reflective journal, and interview were utilized. The data gathered via questionnaire were subjected to descriptive analysis and cluster analysis while the qualitative data were analyzed through the three-stage coding process of grounded theory. The results of the qualitative analysis led to the identification of three immunity types, namely, productively immunized, maladaptively immunized, and immunocompromised with maladaptively immunized teachers having the highest rate of distribution among the participants. The results of the study further identified 3 categories of educational, organizational, and personal triggers along with 14 subcategories among Iranian EFL teachers. The findings of the study can have implications for teachers, stakeholders, and policy-makers to help teachers foster their immunity against stressors and avoid fatigue and burnout. | ||
| کلیدواژهها | ||
| English teacher immunity؛ immunity distribution؛ immunity triggers؛ Iranian EFL teachers؛ teacher immunity types | ||
| مراجع | ||
|
Ahmadi, M., Amiryousefi, M., & Hesabi, A. (2020). Role of individual difference variables in EFL teachers’ immunity development. Journal of English Language Teaching and Learning, 12(26), 361-376. Akbari, R., & Eghtesadi, A. R. (2017). Burnout coping strategies among Iranian EFL teachers. Applied research on English language, 6(2), 179-192. Bachman, L. F., & Kunnan, A. J. (2005). Statistical analyses for language assessment workbook and CD ROM. Cambridge University Press. Baleghizadeh, S., & Amiri Shayesteh, L. (2020). Exploring the relationship between teacher burnout, personality traits, and psychological distress among Iranian EFL teachers: A mixed-methods study. Journal of Language Horizons, 4(1), 175-199. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson Education, Inc. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.
Daloglu, A. (2001). Fostering reflective teaching from the start: Journal keeping preservice teacher education. In J. Burton & M. Carroll (Eds.), Journal writing (pp. 87-100). Alexandria, VA: Teaching of English to the speakers of other languages, Inc.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge/Taylor& Francis.
Esmae'li. S., & Afzali, K. (2020). Analysis of Iranian EFL teachers’ narrated Critical Incidents and Their Productive Coping Strategies. Journal of Modern Research in English Language Studies, 7(2), 1-27.
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in language teachers. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning. UK: Multilingual Matters.
Hiver, P. (2016). Tracing the signature dynamics of language teacher immunity (Doctoral Dissertation). University of Nottingham, United Kingdom. Retrieved from http://eprints.nottingham.ac.uk/33626/1/PHiver%20Thesis_Final.pdf
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.
Hiver, P., & Dornyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423.
Jabbarpour, Sh. (2016). Teachers’ burnout levels in Iranian EFL context: The case of junior high school, senior high school, university, and private English institute EFL teachers. Journal of Language and Translation, 6(11), 91-105. Jasper, M. (2013). Beginning reflective practice (2nd ed.). London: Cengage Learning.
Kaseorg, M. (2017). Teachers' understanding about education decision-making processes at the macro, meso and micro levels. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(6), 169–177.
Kiel, L., & Elliot, E. (Eds.). (1996). Chaos theory in the social sciences: Foundations and applications. Ann Arbor, MI: University of Michigan Press.
Maghsoudi, M. (2021). Productive or maladaptive immunity? Which one is more dominant among Iranian EFL prospective teachers? Applied Research on English Language, 10(1), 51-80.
Ordem, E. (2017). A language teacher’s reflection on maladaptive immunity, possible selves and motivation. International Education Studies, 10(9), 1913-9039. O‘Sullivan, D. (2009). Complexity theory, nonlinear dynamic spatial systems, In R. Kitchin & N. Thrift (Eds.), International encyclopedia of human geography (pp. 239–244). Oxford, England: Elsevier. OECD.
Pourbahram, R., & Sadeghi, K. (2020). English as a foreign language teachers' immunity and motivation: Public schools vs. private institutes. Teaching English Language, 14(2), 291-321. Rabiei, M., Fayyaz, I., Mahrouzadeh, T., Bakhtiari, A., & Khorsandi, A. (2019). A Comparative Study of Social Education in the Primary Education of Iran and Japan. Iranian Journal of Comparative Education, 2(4), 452-480. Roohani, A., & Dayeri, K. (2019). On the relationship between Iranian EFL teachers’ burnout and motivation: A mixed methods study. Iranian Journal of Language Teaching Research, 7(1), 77-99. Roze, R. N., & Mckay, R. I. (2014). The autoimmune diseases. Amersterdam :Elsevier/ Academic Press. Sadeghi, K., Khezrlou, S. (2016). Burnout among English Language Teachers in Iran: Do Sociodemographic Characteristics Matter?. Procedia - Social and Behavioral Sciences 98, 1590 – 1598.
Saydam, D. (2019). English language teacher immunity. Unpublished Ph.D. dissertation. Middle East Technical University, Turkey.
Shirazizedeh, M., Tajik, L., & Amanzadeh, H. (2019). Reflection, resilience and role stress among Iranian EFL teachers: A mixed methods study. Issues in Language Teaching, 8(2), 1-24.
Songhory, M.H., Ghonsooly, B., & Afraz, S. (2018). Language teacher immunity among Iranian EFL teachers: A self-organization perspective. Iranian Journal of English for Academic Purposes, 7(1), 128-143. Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, Calif: Sage Publications.
Thelen, E. (2005). Dynamic systems theory and the complexity of change. Psychoanalytic Dialogues, 15(2), 255–283. | ||
|
آمار تعداد مشاهده مقاله: 737 تعداد دریافت فایل اصل مقاله: 748 |
||