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The Impact of Chinese EFL Teachers’ Emotion Regulation and Resilience on Their Success [PDF]
Frontiers in Psychology, 2022 Success in EFL/ESL contexts by teachers requires developing some essential characteristics consisting of several interacting variables and underlying constructs.
Ling Li, Ling Li, Lili Lv
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College EFL teachers’ demotivation to conduct research: A dynamic and ecological view [PDF]
Frontiers in Psychology, 2023 Competences for conducting research is vitally important for college EFL teachers’ career development, but many college English teachers are demotivated in academic research.
Xiaobin Ren, Fen Zhou
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Mentoring EFL pre-service teachers in EFL writing [PDF]
TESL Canada Journal, 2009 Effective mentoring of preservice EFL teachers may advance EFL teaching practices. Five factors for mentoring have been identified, namely, Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback.
Hudson, Peter, Nguyen, Hoa Thi Mai
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ELTALL, 2023 This research investigated the high school EFL teachers’ continuous professional development target needs, reflection and challenges. Further, the target needs of the EFL teachers were analyzed by adapting Hutchinson and Waters’ model (1987).
Mulualem Eshete Mekie
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Frontiers in Psychology, 2021 The present study examines the emotional experience and expression of Chinese tertiary-level English as a foreign language (EFL) teachers and their interaction with their students.
Xinfeng Xie, Xinfeng Xie, Guiying Jiang
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EFL Teachers’ Perceptions on Learner Autonomy
Sınırsız Eğitim ve Araştırma Dergisi, 2021 Learner autonomy is the ability to take charge of one's own learning, have the capacity for detachment, critical reflection, decision making, and independent action. There have been studies conducted on learner autonomy at university level but not at the secondary school level. This mixed type research was aimed to explore secondary school EFL teachers'
Ümit YAŞAR, Gülden TÜM
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EFL Teachers’ Sources of Remote Teaching Anxiety: Insights and Implications for EFL Teacher Education [PDF]
Acta Educationis Generalis, 2022 Abstract Introduction: This study aims to explore an under-researched issue; namely, remote teaching anxiety. Methods: This study employed a sequential mixed-methods exploratory design where participants initially reported their remote teaching anxiety sources and then rated each.
Akbana, Yunus Emre, Dikilitas, Kenan
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Journal on English as a Foreign Language, 2023 Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum.
Nurfadilah Nadjib, Anita Triastuti
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Afghanistan EFL Teacher Preparation Institutions and EFL Teaching Efficacy in Public Schools
JEELS (Journal of English Education and Linguistics Studies), 2022 In Afghanistan university context, English Departments focusing on preparing or educating EFL teachers’ candidates are of two types; the Education Colleges’ English Departments (ECED) and the Literature Colleges’ English Departments (LCED).
Nasim Danesh Tahsildar
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EFL Teachers’ Attitudes toward Commercial Textbooks in EFL Programs [PDF]
Arab World English Journal, 2018 The perception of the English as Foreign Language (EFL) teachers in Kingdom of Saudi Arabia (KSA) is extremely crucial since their perceived views regarding the commercial English learning textbooks plays a major role in framing their attitudes towards such textbooks.
Alhamami, Munassir, Ahmad, Javed
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