Exploring EFL Teacher’s Motivational Regulation in the Demotivating Environment A Case Study in Indonesia

The research aimed to explore beliefs of sociolinguistic competence from Indonesian EFL (English as a Foreign Language) teachers. Two teachers were carefully chosen to participate in the research. Data were collected through semi-structured interviews, analyzed, and interpreted using the critical descriptive method. The research finds that EFL teachers express their beliefs in various terms, ideologies, and perspectives. The result indicates that the EFL teachers’ beliefs about sociolinguistic competence are equivalent to the concepts of spatial repertoire, principled-polycentrism, resourceful speakers, and sociolinguistics as mobility. It also indicates that EFL teachers’ pedagogical affordances in determining learning objectives, selecting materials and media for learning, implementing classroom strategies, and choosing appropriate evaluation for their teaching are influenced by their beliefs of sociolinguistic competence. The research suggests that Indonesian EFL teachers should be awarded the freedom to develop sociolinguistic competence based on their classroom context and learners’ heterogeneity. With the presence of a national curriculum (known as K13) that gives more spaces for sociolinguistic competence to take place, teachers should transform their paradigm of seeing classroom interaction in EFL classroom to be more sociolinguistically-aware to transform the static, pre-determined, and motionless definition of sociolinguistic competence to a more dynamic, fluid, and varying. These transformations can be made by imparting sociolinguistic competence in teachers’ education and teachers’ professional development programs.

Throughout the past decade, evaluating teachers’ success has become a crucial issue due to the increased motivation on teacher accountability. In view of that the purpose of the present study is to determine EFL (English as a foreign language) teachers’ success in the Iranian institutional context based on students’ perspectives. More specifically, the present study surveyed any significant correlation between teachers’ practices of continuing professional development (CPD) strategies and teachers’ success. For this purpose, a CPD model was suggested and verified using partial least squares structural equation modeling (PLS-SEM), to examine CPD factors contributing to EFL teachers’ success. A total of 316 English-major institutional teachers in Iran completed the CPD questionnaire. Besides, about 30% of their students, 828 students, are asked to fill in teachers’ success questionnaire, which intended to check students’ opinions on how successful they measured their teachers in teaching. Findings specified that practice of CPD strategies had a strong direct predicting power on EFL teachers’ success. It was illustrated that “updating” construct strongly affects both “collaborating” and “reflecting.” Moreover, “reflecting” moderately influence “collaborating” and “collaborating” intensely affects “decision making.” The results, specifically, highlight the fact that one to be a successful teacher in the field of EFL should be a good decision maker in the field too.

Teachers’ continuing professional development (CPD) is a dynamic process that coordinates teachers’ external behavior and internal states. Most teachers participate in varied forms of CPD activities either voluntarily or contractually. The more motivated teachers are to engage in CPD, the more likely they achieve professional and personal growth. Against this backdrop, the current study, adopting the framework of self-determination theory (SDT), sought to investigate the types and levels of Chinese college TEFL (Teaching English as a Foreign Language, hereafter TEFL) teachers’ motivation toward CPD. The questionnaire survey was administered to 402 academics who taught the English language in diverse universities in China. The quantitative analysis showed that teachers exhibited stronger identified regulation and intrinsic motivation than external regulation. Specifically, the exploratory factor analysis identified five motivational orientations: inner-directed academic improvement and cognitive interest, academic self-fulfillment and obligation, academic and social responsibility, social recognition and promotion, lacking the intention for CPD, which corresponded to the SDT motivation continuum. To triangulate, further interviews were conducted with 12 TEFL teachers. The findings of the qualitative analysis—the thematic analysis through Nvivo (Version 12) on the open-ended question and the interviews, revealed that teachers’ struggles in CPD were mainly concerned with the school-related, CPD-related, and teacher-related problems. Moreover, a big gap between teachers’ needs and contextual support was found to be bridged. Based on the findings, this study proposed that social conditions should support teachers’ basic psychological needs in order to sustain and enhance TEFL teachers’ motivation for CPD.

Professional development in Indonesia has been widely researched, with much of the focus on secondary school teachers. Some studies have explored professional development among tertiary education teachers, but research on the professional development of English as a Foreign Language (EFL) instructors in higher education in Indonesia remains limited. This gap is significant, given the crucial role of EFL instructors in preparing future English teachers, which demands exceptional professionalism. This research aimed to explore the factors contributing to the professional development of EFL instructors in higher education in Indonesia. The data for this study were collected through semi-structured interviews with ten EFL instructors (five female and five male) from various universities in Indonesia. The interview questions covered topics such as their views on professional development, efforts to improve themselves, participation in professional development programs and activities, personal initiatives, and institutional support. Each interview lasted between 35 and 45 minutes. The data were analyzed using the MAXQDA tool to identify themes from the interview transcripts. The findings revealed several key themes: (1) efforts for PD (2) EFL instructor beliefs (3) EFL instructors’ efficacy (4) Less institution support, (5) commitment to the job, (5) classroom practice. The study suggests that institutional support for EFL instructors should be enhanced. Professional development programs should be consistently provided and maintained to ensure their effectiveness and sustainability.

Purpose This study aimed to investigate the development of English as a Foreign Language (EFL) teachers’ pedagogical content knowledge through lesson study (LS) in Injibara, Ethiopia. Design/methodology/approach The study employed a participatory case study design within a qualitative research approach. Three grade 11 EFL teachers were selected comprehensively as an LS group. Data were collected using interviews, observations, reflective journals, and field notes. The data were analysed qualitatively through thematic analysis. Findings The findings revealed that LS significantly enhanced EFL teachers’ pedagogical content knowledge (PCK). Through the LS process, EFL teachers deepened their understanding of subject matter and curriculum materials. Moreover, LS enabled EFL teachers to apply appropriate teaching methods, design focused lesson plans, and manage classrooms effectively. Overall, the study concludes that LS is a valuable model for enhancing EFL teachers’ PCK. Thus, it is recommended that EFL teachers integrate lesson study into their school-based professional development (PD) programs. Practical implications This study provides a growing body of knowledge that demonstrates how engaging in LS enhances EFL teachers’ PCK in speaking skills. It also offers potentially useful insights for both research and practical implications. Hence, the study encourages a thorough investigation into the development of EFL teachers’ PCK through LS in preparatory schools at the national level. Originality/value This study contributes to the limited body of research in the Ethiopian context that LS enhances EFL teachers’ PCK in preparatory schools.

Researchers (Bartlett, 1990; Buchberger et al., 2000; Guyton, 2003; Johnson, 2002; Lieberman & Miller, 1990) have often suggested that pre-service teacher preparation institutions should consider developing field experiences that encourage teamwork since collaboration with others is beneficial to enhancing individual learning and creating new roles for teachers (Richards & Farrell, 2005). Previous research has been devoted to team teaching between foreign and local English in-service teachers in Taiwan (e.g., Chen, 2008; Cheng, 2004; Chou, 2005; Liou, 2002; Lou, 2005; Pan, 2004; Tsai, 2007; Wang, 2006); however, there is little research on team teaching as a facet of nonnative Teaching English as a Foreign Language (TEFL) pre-service teachers’ professional development. Therefore, this study seeks to explore the team teaching experiences of TEFL student teachers, and to illuminate student teachers' growth in a collaborative-teaching relationship. The participants are two pairs of the 1st-year graduate students pursuing their Masters of Art (MA) degree in an Institute of Teaching English to Speakers of Other Languages (TESOL) in Taiwan. The four student teachers, two in a team, teach college students General English Proficiency Test (GEPT) test-preparation skills. To explore the team teaching experiences, the study utilizes a qualitative case study design. Multiple data collection methods were adopted, including classroom observations, semi-structured interviews, reflective logs kept by the student teachers, open-ended questionnaires, researcher’s field notes and video-recording the lessons. Findings suggested that student teachers' description and perception of their experiences in team teaching differed. The metaphors they provided for team teaching and the teaching incidents they described as the most memorable serve as a window to understand their experiences. In addition, the participants took the different roles during the team-teaching process. The interpretation of the varied roles given by each participant helps to gain a better understanding of their experiences of collaboration. With regard to the teachers' growth, findings revealed that the student teachers benefited from the collaboration, especially the increasing knowledge of course and material design. In addition, they also gained the knowledge of each other’s strengths and weaknesses through participation in lesson planning and peer watching. This paper closes by discussing how team teaching can be designed and implemented in TEFL teacher education programs as well as teaching practicum to facilitate teacher learners' professional growth.

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the role of writing scientific journal articles in their professional development and its contribution to their reflective teaching practices. Nine EFL teachers from two Vietnamese tertiary institutions, representing novice, mid-career, and near-end career stages, participated in semi-structured interviews. Thematic analysis was employed to interpret the data, grounded in reflective practice theory and situated learning theory. The findings reveal that teachers across all career stages perceive scholarly writing as a crucial component of their professional growth. Novice teachers viewed it as a reflective tool for self-discovery and skill enhancement, mid-career teachers as a means for consolidating experiences and contributing to the field, and near-end teachers as an avenue for mentorship and legacy building. Additionally, the study found that scholarly writing significantly fosters reflective teaching practices, enhancing self-reflection, pedagogical innovation, and mentoring across different career stages. The study highlights the multifaceted role of scholarly writing in professional development and reflective practices of EFL teachers. It underscores the need for tailored support for scholarly writing at various stages of a teaching career, emphasizing its value not only in academic contribution but also in enhancing teaching quality. The findings suggest that engagement in scholarly writing is a powerful catalyst for professional and pedagogical growth among EFL teachers, particularly in the evolving educational context of Vietnam.

This qualitative study examines the experiences of 55 participants enrolled in English-teachers preparation program at Foreign Languages Department at Vinh University in Vietnam and analyzes reflections on their motivation to become EFL (English as a foreign language) teachers. Multiple measures of data with triangulation have been collected from coursework, including reflection essays from 55 pre-service teachers and a semistructured interview with the pre-service teachers. The data are analyzed with thematic analysis and Key-word in context in order to find categories of factors that influence the pre-service teachers’motivation to choose to be EFL teachers. The findings suggest that the incentives making pre-service teachers pursue the career of English teachers consist of personal, professional, and social aspects, in which teachers’ influences - one of the factors of social aspects - has been considered the most dominant factor influencing the desire of pre-service teachers to become EFL teachers. Some pedagogical implications are suggested to improve the strategy of training teachers and career orientation education for students.

This study investigates EFL teachers’ perceptions, challenges, and practices of reflective teaching in the provincial directorate of the Moroccan Ministry of Education in Tata. A mixed methods research design was adopted, with 42 EFL teachers participating in the study. The data were collected through a five-point Likert scale questionnaire, semi-structured interviews, and the analysis of three official Moroccan documents. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings revealed that the EFL teachers perceive reflective teaching as a tool for professional growth and informed teaching practices, but face personal challenges related to schools, and the Moroccan Ministry of Education. The study highlights the value of reflective teaching and identifies the challenges that need to be overcome especially lack of interpersonal skills, heavy workload, and absence of institutional programs. It also reveals that keeping journals and holding discussions with EFL teachers are among the preferred practices of reflective teaching in the provincial directorate of the Moroccan Ministry of Education in Tata. The study has direct implications for policy makers and research.

When the literature on the professional development of English asa foreign language (EFL) teachers is examined, professionaldevelopment predominantly encompasses institutional activities.This study critically examines conventional definitions andpractices related to the professional development of EFL teachers,arguing that in line with the demands of the era, teachers'professional development should also include self-directedindividual activities. However, for professional developmentactivities to contribute to the ultimate goal of student learning, it isimportant for the organizational culture in which teachers aresituated to be supportive of their professional development. Toseek answers to research questions about how the institutional andself-directed activities carried out by EFL teachers in Türkiye andthe organizational culture influence these activities, an exploratorysequential strategy was employed in the research. First, qualitativedata were collected, and then quantitative data were collectedthrough a survey tool developed based on the qualitative data.Comprehensive individual interviews were conducted with a totalof 28 teachers across Türkiye, and survey data were collected from819 teachers. The findings are presented as self-directed(unstructured) professional development activities (e.g., use ofsearch engines, reading news websites, watching videos/series,etc.) and institutional (structured) professional developmentactivities (participation in national and international conferences,etc.). The necessity of foreign language teachers being involved inmany individual activities through self-direction, beyond theirparticipation in activities planned by institutions, for theprofessional development of a foreign language teacher isdiscussed. The study proposes a comprehensive perspective on theconcept of professional development related to EFL teachers andoffers recommendations for the field of foreign language teachereducation.

This study aims to investigate effective English language teaching methods from the viewpoints of English as a Foreign Language (EFL) instructors and to emphasize the challenges encountered by EFL teachers in employing these methods, concentrating on their perspectives, experiences, and recommendations. This study employed a qualitative design and implemented a multiple case study methodology. The researchers utilized purposeful sampling to deliberately choose study participants and venues, aiming to achieve a thorough comprehension of the phenomenon. The data were gathered from a diverse group of nine EFL teachers in the Hadhramout region, Yemen. Semi-structured individual interviews were utilized to achieve the objectives of this qualitative case study. Nine people were interviewed during the study. Thematic analysis was conducted in a systematic and straightforward manner, and the contents were evaluated to identify the similarities and differences between the participants' contents. The study reveals recommendations and practical strategies for EFL teachers to enhance their instructional practices and improve language learning outcomes. It also draws upon current research, best practices, and the experiences of EFL experts to present a comprehensive overview of effective teaching methods. The findings of the study provide valuable insights into the preferences, challenges, and potential benefits associated with different EFL teaching methods. The study concludes with significant implications of these findings for EFL teaching practices and offers recommendations for teacher professional development.

The sociocultural theory offers a theoretical and methodological ways to explore the relationship between the macro-structure of sociocultural model and the micro-structure of individual context of EFL (English as a foreign language)teachers. It provides a unique perspective to investigate the dialogic processes on the construction of EFL teachers’ professional development. Thus, the article focuses on the four core concepts of sociocultural theory that mediation, internalization, the zone of proximal development and activity theory to interpretate the EFL teachers’ professional development.

<p style="text-align:justify">This paper reports the findings of an investigation into English as a foreign language (EFL) teachers’ self-efficacy and their classroom management in the context of the Mekong Delta of Vietnam. The paper also aims to find out what makes teachers different in terms of skills in classroom management. The study was designed as a descriptive mixed-methods one, using a questionnaire, focus group interviews, and classroom observations to collect data. Forty-six EFL teachers from three high schools responded to the questionnaire. Twelve got involved in the semi-structured interviews, and six as classroom observed teachers. Two group interviews were conducted with the participation of three vice-principals and three heads of English teams. The results indicated a significant interaction between EFL teachers’ self-efficacy and their classroom management skills. Teachers who own a higher level of self-efficacy showed to manage their classes in a more confident and purposive manner than those with a lower level of self-efficacy. Three main reasons differentiating teachers’ skills in classroom management, including pre-service teacher education, previous attending continuing professional development events, and teacher’s learning autonomy were detected. Case-based teaching, organizational learning, and lesson study are recommended in pre-service teacher education and in-service teacher professional development activities to enhance teachers’ self-efficacy and their classroom management.</p>

The full potential and practical applications of an Artificial Intelligence-based language teaching and learning scenario still need to be fully understood. Previous studies have focused on theoretical concepts and specific tools or features, leaving gaps in understanding AI’s overall impact and effectiveness from EFL teachers’ perspective. Therefore, this study explores AI’s potential for teaching, learning, and professional development in teaching English as a foreign language (EFL)/English as a second language (ESL). This quantitative study closely evaluated the opportunities and obstacles of AI in English Language Teaching (ELT) to gauge its transformative potential. This study would substantially contribute to the ongoing debate on the role of AI in teaching English through a comprehensive analysis of such factors along with the primary data collected through a semi-structured questionnaire. The study shows that AI-powered engagement strategies can transform education and training for EFL/ESL students and teachers. Therefore, its implementation is important. The participants believed that even if the application of AI in ELT has many disadvantages, AI benefits teachers' professional development and learners' academic achievement. This study can help teachers and policymakers make informed choices about using AI tools in ELT.

The current technological disruption involves educational reorientation as an enhancement of education for sustainable development. In the realm of English language education, teachers’ professional development is expected to better overcome new educational circumstances, of which one of the variables is digital competence as the influential factor for technology integration in the educational field. A case study involving 5 EFL teachers from different domains and educational backgrounds was intended to dismantle EFL teachers’ digital competence manifested in their professional identity (PI). DigCompEdu framework (Redecker & Punie, 2017) and teachers’ personal interpretative framework (Kelchtermans, 1993) guided the thematic analysis. Following the DigCompEdu framework, organizational communication, professional collaboration & reflective practice were disclosed as contributing factors to support EFL teachers’ PI development. Besides, abreasting the teachers’ personal interpretative framework, task perception and job motivation were unraveled as digital competency manifested in EFL teachers’ PI. In general, the accentuated data analysis pointed out that EFL teachers possessed multiple identities that are alternate in social interaction and pedagogical implication. The findings are deemed valuable to inform the teachers’ excessive values and beliefs of digital competency in relation to their PI. EFL practitioners are able to self reflect the findings into their contextual experiences. Educational institutions, government, and other nested education stakeholders are suggested to equip practical supports towards EFL teachers’ digital competence development. Finally, limitations of the study and suggestions for further research are discussed. Keywords : CALL; digital competency; EFL teacher; professional identity; teacher professional development.