The Role of EFL Teachers' Emotioncy in Preventing Students' Boredom and Pessimism. [PDF]
Front Psychol, 2022 Zhang X.
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The predictive power of teaching self-efficacy and emotion regulation on work engagement for EFL teachers in higher education. [PDF]
Front PsycholWang Y, He L, Wang QY.
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EFL teachers' motivational complexity and dynamics during collaborative action research. [PDF]
Front Psychol, 2022 Zheng H, Huan T.
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A phenomenographic study on Chinese EFL teachers' cognitions of positive and negative educational, social, and psychological consequences of high-stake tests. [PDF]
Sci RepXin Q, Alibakhshi G, Javaheri R.
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Transforming Pedagogical Practices and Teacher Identity Through Multimodal (Inter)action Analysis: A Case Study of Novice EFL Teachers in China. [PDF]
Behav Sci (Basel)Zhou J, Li C, Cheng Y.
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Shadows and light: navigating teachers' time poverty and blended teaching acceptance with social support and job satisfaction in EFL teachers' voyage. [PDF]
BMC PsycholZhou Q, Ma H, Zhu M, Chen H, Gong Q.
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Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers' Equity-Oriented Cognition and Practices. [PDF]
Psychol Res Behav Manag, 2023 Chen F, Abdullah R.
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'Becoming and being online EFL teachers': Teachers' professional identity in online pedagogy. [PDF]
HeliyonUlla MB, Perales WF, Tarrayo VN.
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“Born to be a teacher”: An interview of a Japanese EFL teacher
“Born to be a teacher”: An interview of a Japanese EFL teacherIdentity construction of English teachers has attracted researchers in the field of TESOL for the past 20 years (Richards, 2023). Many of these studies use interview as a data-collection method to collect stories among participants from diverse backgrounds.
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