
تعداد نشریات | 22 |
تعداد شمارهها | 317 |
تعداد مقالات | 3,337 |
تعداد مشاهده مقاله | 3,610,454 |
تعداد دریافت فایل اصل مقاله | 2,630,634 |
Predicting Teachers’ Stroke, through Identity, Immunity, and TPACK: Iranian EFL Teachers in Focus | ||
Applied Linguistics Inquiry | ||
مقاله 10، دوره 3، شماره 1، خرداد 2025، صفحه 133-146 اصل مقاله (448 K) | ||
نوع مقاله: Original Article | ||
شناسه دیجیتال (DOI): 10.22077/ali.2025.8873.1090 | ||
نویسندگان | ||
Shabnam Kadkhodaei1؛ Mohammad Reza Talebinejad2؛ Mohsen Shahrokhi* 2 | ||
1Ph.D. Candidate in Applied Linguistics, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran | ||
2Associate Professor of Applied Linguistics, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran | ||
چکیده | ||
Despite extensive research on teacher qualities, a significant knowledge gap persists regarding the interplay among psychological and professional factors influencing Iranian EFL teachers' performance, particularly concerning teacher stroke. This study aims to address this gap by examining the predictive power of teacher identity, immunity, and Technological Pedagogical Content Knowledge (TPACK) on teacher stroke, within the Iranian EFL context. Participants included 124 Iranian EFL teachers, randomly selected from various regions across Iran, who completed a set of validated questionnaires. Data were collected using the Teacher Immunity Questionnaire, TPACK Questionnaire, Teacher’s Identity Questionnaire, and Teachers’ Stroke Scale. Statistical analysis involved Multiple Regression Analysis to explore the predictive capacity of teacher identity, immunity, and TPACK on stroke. Results revealed a statistically significant relationship among these variables, indicating that teacher identity, immunity, and TPACK collectively explain 46% of the variance in teacher stroke. These findings underscore the importance of integrating these factors into frameworks for supporting teachers' well-being and enhancing teaching effectiveness. The implications extend to stakeholders in EFL education, suggesting targeted interventions to bolster teacher development and instructional quality. | ||
کلیدواژهها | ||
EFL teachers؛ Identity؛ Immunity؛ TPACK؛ Stroke | ||
مراجع | ||
Afsharpour, R., Barani, G., Seyyedrezaei, S. H., & Seyyedrezaei, Z. S. (2023). Exploring the Interplay Among Stroke, Strictness, and Teacher Success from EFL Teachers’ Perspective: A Mixed-Methods Study. Language and Translation, 13(4), 221-239. https://doi.org/10.30495/ttlt.2024.706672 Aneja, G. A. (2016). (Non) native speakers: Rethinking (non) nativeness and teacher identity in TESOL teacher education. Tesol Quarterly, 50(3), 572-596. http://dx.doi.org/10.1002/tesq.315 Atai, M. R., Nazari, M., & Hamidi, F. (2022). Novice EAP teacher identity construction: A qualitative study from Iran. Journal of English for Academic Purposes, 59, 101162. http://dx.doi.org/10.1016/j.jeap.2022.101162 Azari Noughabi, M., Ghonsooly, B., & Jahedizadeh, S. (2024). Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement. Journal of Multilingual and Multicultural Development, 45(8), 3158-3173. http://dx.doi.org/10.1080/01434632.2022.2088766 Bagheri, M. (2020). Validation of Iranian EFL Teachers' Technological Pedagogical Content Knowledge (TPACK) Scale. TESL-EJ, 24(2), 1-20. Berne, E. (1988). Games people play: The psychology of human relationships. Grove Press. Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5–6), 572–598. https://doi.org/10.1080/09588221.2017.1422524 Bressler, C., & Rotter, C. (2017). The Relevance of a Migration Background to the Professional Identity of Teachers. International Journal of Higher Education, 6(1), 239-250. Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. (2019). Teaching for excellence and equity: Analyzing teacher characteristics, behaviors and student outcomes with TIMSS. Springer nature. Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22, 657-666. https://doi.org/10.1007/s40299-013-0071-3 Cohen, J. (1988). The effect size. Statistical power analysis for the behavioral sciences. Routledge. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3-14. https://doi.org/10.1111/modl.12368 Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the Roles of Continuing Professional Development Needs and Views of Research in English Language Teachers' Success. Tesl-Ej, 24(3), 1-27. Derakhshan, A., Doliński, D., Zhaleh, K., Janebi Enayat, M., and Fathi, J. (2021). A cross-cultural study of Iranian and Polish higher education students' academic engagement in terms of teacher care and teacher-student rapport. Gorgan: Golestan University, Grant Number: 992151. Freedman, A. (1993). Show and tell? The role of explicit teaching in the learning of new genres. Research in the Teaching of English, 222-251. https://doi.org/10.58680/rte199315402 Frymier, A. B., Goldman, Z. W., & Claus, C. J. (2019). Why nonverbal immediacy matters: A motivation explanation. Communication Quarterly, 67(5), 526-539. https://doi.org/10.1080/01463373.2019.1668442 Ghiasvand, F., Kogani, M., & Nemati, F. (2023). “Teachers as conflict managers”: mapping novice and experienced Iranian EFL teachers’ professional identity conflicts and confrontation strategies. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 45-64. https://doi.org/10.1186/s40862-023-00219-z Gooran, M., Soleimani, H., Alavi, M., & Jafarigohar, M. (2023). EFL teachers’ immunity: a case of online language teaching. Journal of Multilingual and Multicultural Development, 44(10), 908-927. https://doi.org/10.1080/01434632.2022.2044341 Hahs-Vaughn, D. L., & Lomax, R. G. (2020). Multiple linear regression. Statistical Concepts, 527-599. Haseli Songhori, M., 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. Hayes, A. F., & Cai, L. (2007). Using heteroskedasticity-consistent standard error estimators in OLS regression: An introduction and software implementation. Behavior research methods, 39, 709-722. https://doi.org/10.3758/BF03192961 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. Multilingual Matters (pp. 214-237). https://doi.org/10.21832/9781783092574-017 Hiver, P. (2016). Tracing the signature dynamics of language teacher immunity Unpublished Ph.D. Thesis, University of Nottingham, England. Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690. https://doi.org/10.1111/modl.12433 Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423. https://doi.org/10.1093/applin/amv034 Huang, I. C. (2014). Contextualizing teacher identity of non-native-English speakers in US secondary ESL classrooms: A Bakhtinian perspective. Linguistics and Education, 25, 119-128. https://doi.org/10.1016/j.linged.2013.09.011 Irajzad, F., & Shahriari, H. (2017). Student socioeconomic status and teacher stroke: A case of female students in Iran. Discourse and Communication for Sustainable Education, 8(1), 129-144. http://dx.doi.org/10.1515/dcse-2017-0010 Jiang, L., Yuan, K., & Yu, S. (2021). Transitioning from pre-service to novice: A study on Macau EFL teachers’ identity change. The Asia-Pacific Education Researcher, 30, 11-21. https://doi.org/10.1007/s40299-020-00510-4 Johnston, B., Pawan, F., & Mahan-Taylor, R. (2005). The professional development of working ESL/EFL teachers: A pilot study. Second language teacher education: International perspectives, 53-72. Kadkhodaie, Sh., Talebinejad, M. R., & Shahrokhi, M. (2023). Iranian EFL Teachers’ Immunity, Technological Pedagogical Content Knowledge (TPACK), Identity Construction, and Stroke. Unpublished Ph. D. Thesis, Shahreza Branch, Islamic Azad Univerity, Iran Kalali Sani, S. F., Motallebzadeh, K., Khodabakhshzadeh, H., & Zeraatpisheh, M. (2021). Iranian EFL teachers' professional identity and their goal orientation. Teaching English Language, 15(1), 137-160. https://doi.org/10.22132/tel.2021.132248 Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94-101. https://doi.org/10.1016/j.compedu.2015.02.005 Kayi-Aydar, H. (2015). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12(2), 137-160. https://doi.org/10.1080/15427587.2015.1032076 Khorsand, M., & Modarresi, G. (2023). The relationship between teachers’ emotions, strokes, and academic achievement: The case of BA English-major students. Language and Translation Studies, 56(2), 71-107. https://doi.org/10.22067/lts.2023.81620.1179 Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628 Liou, I. Y. S. (2008). English as an international language and teachers' professional identity. Unpublished Ph. D. Thesis, Deakin University, England. Liu, M. H., & Kleinsasser, R. C. (2015). Exploring EFL teachers’ CALL knowledge and competencies: In-service program perspectives. Language Learning & Technology, 19(1), 119–138. Low, M., Davey, H., & Davey, J. (2012). Tracking the professional identity changes of an accountancy institute: The New Zealand experience. Journal of Accounting & Organizational Change, 8(1), 4-40. https://doi.org/10.1108/18325911211205720 McCroskey, J. C. (1998). An introduction to communication in the classroom (2nd ed.). Tapestry Press. McCroskey, J. C., & Teven, J. J. (1999). Goodwill: A reexamination of the construct and its measurement. Communications Monographs, 66(1), 90-103. https://doi.org/10.1080/03637759909376464 Mei, B., Brown, G. T., & Teo, T. (2018). Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74-104. https://doi.org/10.1177/0735633117700144 Mercer, S. (2018). Psychology for language learning: Spare a thought for the teacher. Language Teaching, 51(4), 504-525. https://doi.org/10.1017/S0261444817000258 Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x Moradkhani, S., & Ebadijalal, M. (2024). Professional identity development of Iranian EFL teachers: Workplace conflicts and identity fluctuations. Journal of Language, Identity & Education, 23(2), 256-270. https://doi.org/10.1080/15348458.2021.1988605 Morgan, B., & Clarke, M. (2011). Identity in second language teaching and learning. Routledge. Najjari, R., Abbasian, G. R., & Yazdanimoghaddam, M. (2021). Assessment and development of Iranian EFL teachers’ technological pedagogical content knowledge (TPACK). Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(4), 161-193. https://doi.org/10.22099/jtls.2021.39038.2914 Namaghi, F. R. (2016). The influence of stroke on "willingness to attend classes"(WTAC) and foreign language achievement: A case of Iranian EFL learners. Unpublished Master’s Thesis, Ferdowsi University of Mashhad, Iran. Namaziandost, E., Heydarnejad, T., & Rezai, A. (2023). Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: examining possible relationships. Current Psychology, 42(3), 2294-2309. https://doi.org/10.1007/s12144-022-03786-5 Nessaei, H., & Kazemi, S. (2024). On the Relationship between Iranian EFL Teachers' Technological Pedagogical Content Knowledge (TPCK) and their Willingness to Attend Continuing Professional Development (CPD) Courses. Teaching and Learning, 4(1). 27-45. Noorbakhsh, Z., Pishghadam, R., & Saboori, F. (2018). Stroke and gender identity in teacher success: From learners’ viewpoints. Sri Lanka Journal of Social Sciences, 41(1), 39-48. Noughabi, M. A., Amirian, S. M. R., Adel, S. M. R., & Zareian, G. (2020). The association of experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy. Current Psychology, 1-10. https://doi.org/10.1007/s12144-020-01066-8 Park, P. H. I. L. I. P. P. A. (2017). Understanding the connections between second language teacher identity, efficacy, and attrition: a critical review of recent literature. Journal of Belonging, Identity, Language, and Diversity, 1(1), 75-91. Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language learning, 60(4), 834-876. https://doi.org/10.1111/j.1467-9922.2010.00576.x Pierson, W. J. (2003). Reflection on the process of learning the work of nurses during practice experiences Unpublished Ph. D. Thesis, Simon Fraser University, Canada. Pishghadam, R., & Farkhondefal, E. (2017). From navazesh (physical strokes) to navazeh (mental strokes): A look into the concept of stroking in teaching a second language. Language and Translation Studies (LTS), 49(4), 1-13. https://doi.org/10.22067/lts.v49i4.62725 Pishghadam, R., & Khajavy, G. H. (2014). Development and validation of the student stroke scale and examining its relation with academic motivation. Studies in Educational Evaluation, 43, 109-114. https://doi.org/10.1016/j.stueduc.2014.03.004 Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to EFL students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284-292. https://doi.org/10.24425/ppb.2019.131001 Pishghadam, R., Derakhshan, A., Zhaleh, K., & Al-Obaydi, L. H. (2023). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: a cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology, 42(5), 4065-4079. https://doi.org/10.1007/s12144-021-01738-z Pishghadam, R., Derakhshan, A., Zhaleh, K., & Al-Obaydi, L. H. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology. https://doi.org/10.1007/s12144-021-01738-z Pishghadam, R., Ghonsooly, B., & Zhaleh, K. (2018). Effects of conceptions of intelligence and ambiguity tolerance on teacher burnout: A case of Iranian EFL teachers. Journal of Research in Applied Linguistics, 9(2), 118-140. https://doi.org/10.22055/rals.2018.13796 Pituch, K. A., & Stevens, J. P. (2016). Applied Multivariate Statistics for the Social Sciences. 6th ed. New York and London. Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3 (Special Issue)), 91-107. https://doi.org/10.30466/ijltr.2019.120738 Rajabnejad, F., Pishghadam, R., & Saboori, F. (2017). On the influence of stroke on willingness to attend classes and foreign language achievement. Applied Research on English Language, 6(2), 141-158. https://doi.org/10.22108/are.2017.21344 Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789-1810. https://doi.org/10.1080/09588221.2020.1839106 Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In Handbook of research on teacher education (pp. 732-755). Routledge. Rudolph, N. (2016). Negotiating borders of being and becoming in and beyond the English language teaching classroom: Two university student narratives from Japan. Asian Englishes, 18(1), 2-18. https://doi.org/10.1080/13488678.2015.1132110 Saudelli, M. G., & Ciampa, K. (2016). Exploring the role of TPACK and teacher self-efficacy: An ethnographic case study of three iPad language arts classes. Technology, Pedagogy, and Education, 25(2), 227-247. https://doi.org/10.1080/1475939X.2014.979865 Sauter D. A. (2017). The Nonverbal Communication of Positive Emotions: An Emotion Family Approach. Emotion review: Journal of the International Society for Research on Emotion, 9(3), 222–234. https://doi.org/10.1177/1754073916667236 Sedikides, C., & Brewer, M. B. (2015). Individual self, relational self, and collective self. Psychology Press. Shirai, S. (2006) How transactional analysis can be used in terminal care. International Congress Series, 1278, 179-184. DOI: https://doi.org/10.1016/j.ics.2005.12.052 Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 Skorikov, V. B., & Vondracek, F. W. (2011). Occupational identity. Handbook of identity theory and research, 693-714. Song, W., Zhao, T., Huang, E., & Liu, W. (2022). How Positive and Negative Emotions Promote Ritualistic Consumption Through Different Mechanisms. Frontiers in Psychology, 13, 901572. https://doi.org/10.3389/fpsyg.2022.901572 Stewart, I., & Joines, V. (1987). TA today: A new introduction to transactional analysis. Nottingham: Lifespace Pub. Trent, J. (2017). Discourse, agency and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education, 32(1), 84-105. https://doi.org/10.1080/02671522.2016.1144215 Tsakissiris, J. (2015). The role of professional identity and self-interest in career choices in the emerging ICT workforce. Unpublished Master’s. Thesis, The Queensland University of Technology. Australia. Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2020). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971. https://doi.org/10.1080/09588221.2020.1868531 Tsui, A. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge University Press. Vitanova, G. (2016). Exploring second-language teachers' identities through multimodal narratives: Gender and race discourses. Critical Inquiry in Language Studies, 13(4), 261-288. https://doi.org/10.1080/15427587.2016.1165074 Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2024). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development, 45(8), 3241-3257. https://doi.org/10.1080/01434632.2022.2092625 Wolff, D., & De Costa, P. I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of an NNEST. The Modern Language Journal, 101(S1), 76-90. https://doi.org/10.1111/modl.12370 Yang, S. (2018, January). Riding the waves of augmented reality in preservice EFL teacher education: Model development. In Proceedings of the 6th International Conference on Information and Education Technology (pp. 185-189). https://doi.org/10.1145/3178158.3178168 Yazan, B. (2017). “It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework. Linguistics and Education, 40, 38-49. https://doi.org/https://doi.org/10.1016/j.linged.2017.06.002 Yazan, B. (2018). TESL Teacher Educators’ Professional Self-Development, Identity, and Agency. TESL Canada Journal, 35(2), 140–155. https://doi.org/10.18806/tesl.v35i2.1294 Yazan, B. (2023). A conceptual framework to understand language teacher identities. Second Language Teacher Education, 1(2), 185-208. https://doi.org/10.1558/slte.24908 Yazdanpour, H. (2015). Constructing and validating a teacher stroke scale and examining its relationship with burnout. Unpublished Master’s Thesis, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
آمار تعداد مشاهده مقاله: 85 تعداد دریافت فایل اصل مقاله: 21 |