EFL Teachers’ Emotional Trajectories in Online Classes: Teacher Identity Development through Dialectical Thinking and Resonance

مقالات آماده انتشار

نوع مقاله : مقاله تحقیق

نویسندگان
Akram Ramezanzadeh 1
Hamid Reza Hatami 2
1 Depatment of English Language and Literature, Faculty of Humanities and Social Sciences, Lorestan University
2 Lorestan University
چکیده
Considering EFL teachers’ identities and emotions as discursive practices through a post-structuralist lens offered by the concept of navigation of emotions, this study sought to explore EFL teachers’ emotional experience in online classes during online education to examine the way their emotional navigation helped them negotiate their identities. The participants, including 17 Iranian EFL teachers, working at universities in the West, North, and East of Iran, were chosen using purposeful sampling. To generate data, in-depth interviews and personal documents were used, which were analyzed using inductive thematic analysis. The participants spoke of the experience of mixed emotions, creating the sense of ambivalence, which offered the possibility of dialectic thinking for reconciling contradictory views and questioning the existing dominant and preconceived ideas. Moreover, they navigated their emotions through emotional reflexivity and positive reframing. While emotional reflexivity, as a process of self-confrontation, consisted of relational struggles and agency, reframing, as an example of deep acting, entailed emotional resonance or a sense of aliveness and connectivity as well as a possibility for stressing the transpersonal attachment, as a novel concept to be addressed in teaching English. The role of positive emotions in enriching language learning processes, which is mainly ignored in language education, was underscored because the cultivation of positive emotions in English language learners increases their intrinsic motivation, enhances their engagement, and creates a sense of belonging to the target language.

کلیدواژه‌ها

موضوعات

References
Badrkhani, P. (2023). How a catastrophic situation turns into an exceptional opportunity: Covid-19 pandemic in Iran and challenges of online education for new English language educators. Interactive Learning Environments, 31(7), 4200-4218.
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62–70.
Bao, W. (2020). COVID‐ 19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.
Benesch, S. (2013). Considering emotions in critical English language teaching: Theories and praxis. Routledge.
Berkovich, I. and Eyal, O. (2017). Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment. Journal of Educational Administration, 55(3), 450-468.
Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education. Boston, MA: Allyn & Bacon.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Derakhshan, A., & Nazari, M. (2023). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice teacher’s identity construction. The Asia-Pacific Education Researcher, 32(4), 449-458.
Emmons, R. A. (2020). Joy: An introduction to this special issue. The Journal of Positive Psychology, 15(1), 1-4.
Felski, R. (2020). Resonance and education. On Education. Journal for Research and Debate, 3(9), 1-4.
Ghanbar, H., Cinaglia, C., Randez, R. A., & De Costa, P. I. (2024). A methodological synthesis of narrative inquiry research in applied linguistics: What's the story? International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12591.
Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: Emotion regulation and emotional labor strategies as predictors of teacher burnout. International Journal of Pedagogies and Learning, 10(2), 139-150.
Hamdhaidari, S., Agahi, H., & Papzan, A. (2008). Higher education during the Islamic government of Iran (1979–2004). International Journal of Educational Development, 28(3), 231-245.
Holmes, M. (2010). The emotionalization of reflexivity. Sociology, 44(1), 139-154.
Horrocks, A. & Callahan, J. L. (2006). The role of emotion and narrative in the reciprocal construction of identity. Human Resource Development International, 9(1), 69-83.
Jones, A. L., & Kessler, M. A. (2020). Teachers’ emotion and identity work during a pandemic. Frontiers in Education, 5(1), 1-9.
Karagöz Dilek, T., & Balçıkanlı, C. (2022). Emotional experiences of student teachers of English language and their professional self-adequacy. Pedagogies: An International Journal, 1-18.
Lomas, T. (2017). The value of ambivalent emotions: A cross-cultural lexical analysis. Qualitative Research in Psychology, 20(2), 1-25.
MacIntyre, P. D., T. Gregersen, & S. Mercer. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative Emotions. System, 94, 1-13.
Miri, M. A., & Pishghadam, R. (2021). Toward an emotioncy based education: a systematic review of the literature. Frontiers in Psychology, 12, 727186. https://doi.org/10.3389/fpsyg.2021.727186.
Morgan, B. & Clarke, M. (2011). Identity in second language teaching and learning. In E. Hinkel (Eds.), Handbook of research in second language teaching and learning (817-835). New York: Routledge.
Moorhouse, B. L., & Kohnke, L. (2021). Responses of the English-language-teaching community to the COVID-19 pandemic. RELC Journal, 52(3), 359-378.
Nagata, A. L. (2004). Promoting self-reflexivity in intercultural education. Journal of Intercultural Communication, 8, 139-167.
Näring, G., Briët, M., & Brouwers, A. (2006). Beyond demand–control: emotional labor and symptoms of burnout in teachers. Work & Stress, 20, 303-315.
Nazari, M., Karimi, M. N., & De Costa, P. I. (2023). Emotion and identity construction in teachers of young learners of English: An ecological perspective. System, 112, 102972.
Nazari, M., Nejadghanbar, H., & Hu, G. (2023). Emotion labor and professional identity construction of TESOL teacher educators. System, 117, 103111.
Nazari, M., & Seyri, H. (2023). Covidentity: Examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education, 46(3), 397-416.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture & Language, 4(2), 11-21.
Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom. Language Teaching Research, https://doi.org/10.1177/13621688231204443.
Rowe, N., & Braud, W. (2013). Transpersonal education. In L. H. Harris & G. Hartelius (Eds.),The Wiley‐ Blackwell handbook of transpersonal psychology, (pp. 666-686). Wiley-Blackwell.
Reddy, W. M. (2001). The navigation of feeling: A framework for the history of emotions. Cambridge, UK: Cambridge University Press.
Song, J. (2016). Emotions and language teacher identity: Conflicts, vulnerability, and transformation. TESOL Quarterly, 50 (3), 631-654.
Song, J. (2021). Expanding teacher reflection on emotions in online teaching: Grappling with teacher identity and student (non) participation. Iranian Journal of Language Teaching Research, 9(3 (Special Issue)), 77-91.
Song, J. (2022). The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity. System, 106, 102774.
Sutton, R. E. (2007). Teachers' anger, frustration, and self-regulation. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 259-274). Academic Press.
Taylor, N. B. (2019). Transpersonal consciousness in elicitive teaching. Journal of Peace Education, 16(3), 339-354.
Varghese, M., Morgan, B., Johnston, B. & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4(1), 21-44.
Wang, Q., & Jiang, Y. (2022). A positive psychology perspective on positive emotion and foreign language enjoyment among Chinese as a second language learners attending virtual online classes in the emergency remote teaching context amid the COVID-19 pandemic. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.798650.
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(1), 76-90.
Wolf, E. B., Lee, J. J., Sah, S., & Brooks, A. W. (2016). Managing perceptions of distress at work: Reframing emotion as passion. Organizational Behavior and Human Decision Processes, 137, 1-12.
Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching: Theory and Practice, 9, 213-238.
Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21, 935-948.
Zembylas, M. (2008). Engaging with issues of cultural diversity and discrimination through critical emotional reflexivity in online learning. Adult Education Quarterly, 59(1), 61-82.
Zembylas, M., Theodorou, M., & Pavlakis, A. (2008). The role of emotions in the experience of online learning:
Challenges and opportunities. Educational Media International, 45(2), 107-117.
Zheng W., Yu A., Li D., Fang P., Peng K. (2021). Cultural differences in mixed emotions: The role of dialectical thinking. Frontiers in Psychology, 11, https://doi.org/10.3389/fpsyg.2020.538793.
جستارهای زبانی

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 22 تیر 1404