Abstract
The study aims to explore the influence of languaging on novice English teachers’ motivation and to investigate the uniqueness of each English teacher’s reactions to motivational languaging activities (MLAs) from an Activity Theory (AT) perspective. Three novice English teachers at secondary schools in South Korea were interviewed using questions based on an AT framework, and they completed six sets of MLAs consisting of two parts: motivation and languaging. Our findings indicated that the two relatively motivated teachers could use MLAs to develop their ideal teacher identity and improve their teaching confidence. By participating in MLAs, a demotivated teacher can reshape her thoughts regarding teaching and motivate herself again. It has also been shown that MLAs can mediate participation in an imaginary teacher community, possibly leading to enhancement of L2 teacher motivation, but that this also might not occur depending on one’s teacher agency.
Highlights
As the field of second language (L2) learning motivation has expanded in the last few decades (e.g., Dörnyei, 2009; Dörnyei & Ushioda, 2011; Gardner, 1985; Ushioda, 2003), it has been reported that L2 teacher motivation can play a critical role in learners’motivation (Kubanyiova, 2009)
Three novice English teachers at secondary schools in South Korea were interviewed using questions based on an Activity Theory (AT) framework, and they completed six sets of motivational languaging activities (MLAs) consisting of two parts: motivation and languaging
The present study examined interactions in MLAs for three novice English teachers at secondary schools in Korea and revealed how MLAs’ teaching motivation was influenced, using a Vygotskian AT framework
Summary
As the field of second language (L2) learning motivation has expanded in the last few decades (e.g., Dörnyei, 2009; Dörnyei & Ushioda, 2011; Gardner, 1985; Ushioda, 2003), it has been reported that L2 teacher motivation can play a critical role in learners’ (de)motivation (Kubanyiova, 2009). This case study qualitatively examines how motivational languaging activities (MLAs) influence novice teachers’ L2 teaching motivation. Kim (2019) developed MLAs based on the concept of languaging in L2 learning developed by Swain (2006, 2010, 2013). Extending the notion of languaging to L2 learning motivation, Kim (2019) proved that MLAs can enhance L2 learning motivation in Korean learners of English. Based on this evidence, the authors conducted a case study with three English teachers in secondary schools in South Korea (hereafter Korea)
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