An Extended Literature Review on EFL Teachers’ Self-Concept

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iranian Journal of Language Teaching Research Pub Date : 2022-09-22 DOI:10.51726/jlr.1140966

Ecem EKER UKA

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引用次数: 0

Abstract

The current systematic review focused on the term “EFL teachers’ self-concept”. To investigate self-concept related articles for the field, many studies including meta-analysis, systematic reviews and other sort of studies have been taken into consideration. The terms “self-concept”, “teachers’ self-concept”, “language teachers’ self-concept” were searched in several databases and accessed 15 relevant studies in EFL context in the last 10 years. The following databases provided these papers: Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO), Research Online and Research Gate. To investigate EFL teachers’ self-concepts, an in-depth analysis was employed particularly in this study. The initial purpose of the study was to discover several fundamental factors such as theories, instruments and variables which have been generally employed in each of these studies. Furthermore, it is aimed that with this study the term “self-concept” may be better investigated via complex dynamic system theory (CDST) perspective for further research and EFL teachers’ self-concept can be enhanced in future.

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英语教师自我概念的扩展文献综述

目前的系统评价主要集中在“英语教师自我概念”这一术语上。为了研究该领域与自我概念相关的文章，许多研究包括元分析、系统综述和其他类型的研究都被考虑在内。我们在多个数据库中检索了“自我概念”、“教师自我概念”、“语言教师自我概念”这三个术语，并检索了近10年来15项有关外语语境的相关研究。以下数据库提供了这些论文:Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO)， Research Online和Research Gate。为了探讨英语教师的自我概念，本研究特别采用了深入的分析方法。这项研究的最初目的是发现几个基本因素，如理论、工具和变量，这些因素通常在这些研究中使用。本研究旨在通过复杂动态系统理论(CDST)对“自我概念”这一概念进行更深入的研究，为今后外语教师自我概念的发展提供参考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Iranian Journal of Language Teaching Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

8.00%

发文量

审稿时长

15 weeks

期刊介绍： The main focus of the Journal is on research done on language learning and teaching. We are in particular interested in research papers on L2 education (in particular EFL/ESL), in public and private contexts, in natural and classroom settings as well as in a variety of levels including school level, university level, institute level, etc. The Journal welcomes papers on teaching and learning any component of language, including skills and sub-skills, as well as teaching/learning translation, literature, etc. Research on the use of new technologies such as CALL and MALL for teaching/learning languages is also considered appropriate for this Journal. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as language testing as far as they have clear implications for language teaching/learning. Reviews of literature are not acceptable for this Journal; however, status papers by experts in the field are called for as long as explicit implications are drawn in favour of language teaching and learning. Reviews of recently published books on language education are also accepted for publication. Contributors are advised to consult the Journal office before doing/sending a book review.