Professional Identity Reflection of Iranian EFL Instructors in E-Teaching: Focus on Achievement Orientation Theory
محل انتشار: فصلنامه آموزش و پژوهش زبان، دوره: 10، شماره: 42
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 131
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شناسه ملی سند علمی:
JR_JFL-10-42_009
تاریخ نمایه سازی: 22 تیر 1401
چکیده مقاله:
While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-۱۹ pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching.
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نویسندگان
Raziyeh Fallah
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Azizeh Chalak
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Hossein Heidari Tabrizi
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
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