TESL-EJ Pub Date : 2023-08-01 DOI: 10.55593/ej.27106s7

Bedrettin Yazan, Kristen Lindahl

引用次数: 0

Advances in Research on Language Teacher Cognition: An Introduction to the Special Issue 语言教师认知研究进展:特刊导论

TESL-EJ Pub Date : 2023-08-01 DOI: 10.55593/ej.27106a0

Mohammad N. Karimi, Seyyed-Foad Behzadpoor, Behzad Mansouri

{"title":"Advances in Research on Language Teacher Cognition: An Introduction to the Special Issue","authors":"Mohammad N. Karimi, Seyyed-Foad Behzadpoor, Behzad Mansouri","doi":"10.55593/ej.27106a0","DOIUrl":"https://doi.org/10.55593/ej.27106a0","url":null,"abstract":"An oft-cited conceptualization of teacher cognition couches it as “the unobservable cognitive dimension of teaching—what teachers know, believe and think” (Borg, 2003, p. 81). While the term “unobservable” in Borg’s definition implies, or even emphatically states, that a hidden body of knowledge, beliefs, and thoughts informs teacher behavior, this hidden dimension was “un-observable” in early conceptualizations of teaching (Borg, 2019; Burns, et al., 2015). Dominated for long by the process-product interpretation (Dunkin & Biddle, 1974), teaching was primarily viewed in terms of observable instructional behaviors (e.g., wait time practices, patterns of questioning) that were judged with regard to how effectively they influenced student achievement outcomes (Verloop, et al., 2001). Language teacher education also followed suit and as posited by Gatbonton (1999), formerly a major share of the theoretical base for language teacher education came from studies of overt classroom behaviors. However, teaching was subsequently recognized as cognition-backed and knowledge-informed performance. As best reflected in Borg’s (2019, p. 2) words, although teaching involves observable behaviors, it “is not a purely behavioral enterprise; in the same way that icebergs have an exposed surface beneath which lies a significant hidden mass, teachers’ behaviors are also powerfully shaped by a complex range of unseen influences”. [First Paragraph]","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognition-in-interaction: A Discursive Psychological Perspective of Novice Language Teacher Cognition 互动中的认知:初学语言教师认知的话语心理学视角

TESL-EJ Pub Date : 2023-08-01 DOI: 10.55593/ej.27106s2

Li Li

{"title":"Cognition-in-interaction: A Discursive Psychological Perspective of Novice Language Teacher Cognition","authors":"Li Li","doi":"10.55593/ej.27106s2","DOIUrl":"https://doi.org/10.55593/ej.27106s2","url":null,"abstract":"Teacher cognition has been an important agenda of language teacher education in recent decades, and it has advanced the field’s understanding of L2 teachers’ work. Thus far, language teacher cognition has been understood from different epistemological perspectives and researched with different methodological approaches. Given that teacher cognition is social and situational, more research is needed from an emic perspective to understand how teachers develop and renew their cognitions in their professional context. This paper adopts a discursive psychological perspective on teacher cognition, investigating novice teacher cognition using applied conversation analysis. As part of a more extensive study, the study offers an in-depth analysis of novice Chinese EFL teachers’ thinking, knowing, understanding, conceptualising, and stance-taking regarding language teaching. The teachers were recruited through a combination of convenience and snowball sampling strategies. The dataset includes 330 minutes of classroom teaching, 217 minutes of interviews, and 605 minutes of video-based guided reflection on teaching. The data revealed the key theme in teachers’ understanding of 1) focusing on linguistic knowledge, 2) establishing teacher authority, and 3) developing practical pedagogical knowledge. The findings reveal teachers’ moment-by-moment cognition-in-interaction and multiple roles in facilitating learning. Substantial implications are put forward for teacher learning and teacher education.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“Indulge in a Little Chaos”: Assistant Language Teachers’ Cognition and Pedagogical Knowledge Development Through the Lens of Complex Dynamic System Theory “放纵一点混乱”:复杂动态系统理论视角下的辅助语言教师认知与教学知识发展

TESL-EJ Pub Date : 2023-08-01 DOI: 10.55593/ej.27106s3

Matthew Nall, Takaaki Hiratsuka

{"title":"“Indulge in a Little Chaos”: Assistant Language Teachers’ Cognition and Pedagogical Knowledge Development Through the Lens of Complex Dynamic System Theory","authors":"Matthew Nall, Takaaki Hiratsuka","doi":"10.55593/ej.27106s3","DOIUrl":"https://doi.org/10.55593/ej.27106s3","url":null,"abstract":"Teacher cognition has been a major topic of interest in applied linguistics as researchers have worked toward “better understanding the fullness of the work of teaching, a fullness that has proved complex and problematic” (Burns et al., 2015, p. 585). This qualitative study draws upon participant interview data in order to analyze and understand language teacher cognition and pedagogical knowledge development of an under-represented cohort—foreign assistant language teachers (ALTs) in Japan. Participants (n=35) were current or former ALTs with 1 to 19 years of experience working as team teachers in Japan. Interview data was transcribed and coded according to six common features of complex dynamic systems: initial condition, unpredictability, nested structure, non-hierarchic networks, feedback loops, and self-organization (Kiss, 2012). Findings show that ALTs’ ability to acquire and operationalize pedagogical knowledge is highly dependent on the maneuver that they must undergo in working within the local Japanese contexts—as opposed to those in their home countries—and in relation to their colleagues who have a variety of individual traits, pedagogical beliefs, and team-teaching practices. This article serves as evidence that language teacher cognition regarding pedagogical knowledge development can be aptly understood through the lens of complex systems theory.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emily Is an Egg: An Example of a Narrative Analysis Approach to Identifying the Antecedents of Critical Language Teacher Cognition 艾米丽是一个鸡蛋:以叙事分析方法识别批判性语言教师认知的先行词为例

TESL-EJ Pub Date : 2023-08-01 DOI: 10.55593/ej.27106s1

Priscila Leal

{"title":"Emily Is an Egg: An Example of a Narrative Analysis Approach to Identifying the Antecedents of Critical Language Teacher Cognition","authors":"Priscila Leal","doi":"10.55593/ej.27106s1","DOIUrl":"https://doi.org/10.55593/ej.27106s1","url":null,"abstract":"This article presents a theoretically grounded methodological approach to investigate the interplay between language teacher cognition and critical language teacher identity development. To answer the question as to what social, cultural, historical, and political aspects lead teachers to position themselves as language teachers for social justice, positioning analysis (Bamberg, 1997) is used to identify the antecedents of a critical language teacher’s cognition in discourses vis-a-vis their development of critical consciousness. Positioning analysis can help us better understand critical language teacher cognition, their processes of becoming critical language teachers, and their development of critical language teacher identity and social positionings because it comprises not only the analysis of the content of a narrative, but also the interaction, as well as the social, cultural, political, and economic context in which such a narrative is constructed. To account for the long-term aspects of critical language teacher cognition, the analysis focuses on the narratives from the period before formal teacher training and how teachers position themselves and others within the story world, the storytelling world, and amidst dominant discourses. Followed by its report, I address a key pedagogical implication for the development of critical language teachers.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134997161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring Job Satisfaction of Indonesian Secondary School English Language Teachers Before and During the Pandemic: A Mixed-Methods Study 疫情前及期间印尼中学英语教师工作满意度测量:一项混合方法研究

TESL-EJ Pub Date : 2023-08-01 DOI: 10.55593/ej.27106a1

Andrzej Cirocki, Syafi’ul Anam, Pratiwi Retnaningdyah, Bill Soden

{"title":"Measuring Job Satisfaction of Indonesian Secondary School English Language Teachers Before and During the Pandemic: A Mixed-Methods Study","authors":"Andrzej Cirocki, Syafi’ul Anam, Pratiwi Retnaningdyah, Bill Soden","doi":"10.55593/ej.27106a1","DOIUrl":"https://doi.org/10.55593/ej.27106a1","url":null,"abstract":"A mixed-methods sequential explanatory study was conducted in Indonesia to measure levels of job satisfaction among 326 secondary school English-as-a-Foreign-Language (EFL) teachers before and during the COVID-19 pandemic. The aim was to identify significant differences in relation to gender, career stage, school location, school status, and school affiliation, and to establish which factors contributed most to job satisfaction. In the quantitative stage, the results revealed that job satisfaction both before and during the pandemic was generally high. With respect to gender, male teachers were more satisfied than their female counterparts. In terms of career stage, levels of job satisfaction varied before and during the pandemic, with significant differences in terms of pay, promotion, security, and professional development. Teachers working in state schools were more satisfied with their pay and security than teachers in private schools. Furthermore, teachers working in schools under the Ministry of Education were more satisfied with pay and security than those working under the Ministry of Religious Affairs. No significant differences in job satisfaction were identified with respect to school location. The qualitative stage partially supported the quantitative findings, with working conditions, col-leagues, professional development, and pay identified as enhancing job satisfaction.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders[Review] 英语教材中的文化知识与价值观:(多模态)表征与利益相关者[综述]

TESL-EJ Pub Date : 2023-05-01 DOI: 10.55593/ej.27105r2

Nur Ifadloh, Fadhila Yonata

{"title":"Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders[Review]","authors":"Nur Ifadloh, Fadhila Yonata","doi":"10.55593/ej.27105r2","DOIUrl":"https://doi.org/10.55593/ej.27105r2","url":null,"abstract":"[First paragraph] The study of culture and values in language education is crucial since the cultural identity of speakers may be reflected in how they use the language, and the language itself can be a tool for learning cultures and values. In the context of language learning resources, research has previously shown that language teaching materials potentially mediate sociocultural values (Gray, 2010; Setyono & Widodo, 2019), moral values (Feng, 2019), and ideologies (Curdt-Christiansen & Weninger, 2015; Ulum & Köksal, 2019). Yet, past studies have lacked a focus on cultural issues from the perspective of critical curriculum studies, critical applied linguistics, politics, economy, and multilingualism. Tao Xiong, Dezheng Feng, and Guangwie Hu set out to address these gaps in Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders. This book contains a collection of prevailing core issues, approaches, and debates in English language education materials design and development by highlighting how to consider the representation of the content critically, the need to integrate other types of learning media (multimodal), and what the stakeholders of language education can contribute to a more inclusive and equal learning environment.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136273244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Metode Pembelajaran Demonstrasi Dan Perumpamaan Takhrij Hadits Riwayat Al-Tirmidzi 演示方法和关于Al-Tirmidzi历史的讨论和寓言

TESL-EJ Pub Date : 2023-01-31 DOI: 10.37092/ej.v5i2.457

Roisatul Aulia, Himmatus Suroyya, Muhammad Aunus Syafiq, Layinatul Qoyyimah, Kholidah Khikmawati, M. Zulfahmi

{"title":"Metode Pembelajaran Demonstrasi Dan Perumpamaan Takhrij Hadits Riwayat Al-Tirmidzi","authors":"Roisatul Aulia, Himmatus Suroyya, Muhammad Aunus Syafiq, Layinatul Qoyyimah, Kholidah Khikmawati, M. Zulfahmi","doi":"10.37092/ej.v5i2.457","DOIUrl":"https://doi.org/10.37092/ej.v5i2.457","url":null,"abstract":"The phenomenon of the proliferation of the use of textual approaches only in the implementation of learning in educational institutions and teachers struggling to choose the right learning method in the field of study is a learning problem that exists in Indonesia. The purpose of this study is to find out: explanation of demonstration and parable learning methods based on the historical hadith of al-Tirmidzi. The research method used is the library research method with documentation techniques. Primary data sources come from the Book of Sunan Al-Tirmidzi and skunder data from previous theses, scientific articles and books relevant to the subject matter. Furthermore, it is analyzed using descriptive analysis techniques. From the results of the research, the demonstration methods and parables that have been practiced by the Prophet muhammad pbuh can be used as consideration for teachers in carrying out learning. The reason is that the delivery of the subject matter with demonstration and parable methods can increase the absorption of the material by students, time efficiency, easy to understand and fun so that the learning objectives that have been formulated can be achieved optimally.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74153042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Penerapan Model Pembelajaran Student Facilitator And Explaining Untuk Meningkatkan Hasil Belajar PAI di Kelas III SDN Gelam 2

TESL-EJ Pub Date : 2023-01-31 DOI: 10.37092/ej.v5i2.484

Leni Yuspita, Firman Robiansyah, Darmawan Darmawan

{"title":"Penerapan Model Pembelajaran Student Facilitator And Explaining Untuk Meningkatkan Hasil Belajar PAI di Kelas III SDN Gelam 2","authors":"Leni Yuspita, Firman Robiansyah, Darmawan Darmawan","doi":"10.37092/ej.v5i2.484","DOIUrl":"https://doi.org/10.37092/ej.v5i2.484","url":null,"abstract":"A good learning process with the involvement of both parties between teachers and students. Therefore, in the research conducted by this researcher will describe a use of the Student Facilitator and Explaining learning model to be applied during the learning process in PAI subjects in improving student learning outcomes. The research approach used is a qualitative approach and runs using the Classroom Action Research (PTK) method. The study was conducted with 3 cycles in 3 meetings on the content of PAI subjects. In each cycle there is an action with student learning outcomes in each cycle. In cycle I obtained an average value of 66.86 with a percentage of completeness of 64.28% then in cycle II it increased to 72.43 with a percentage of completeness of 67.85% and increased again in cycle III to 79.15 with a percentage of completeness of 73.1%. Then the results of student activity observations stated that the learning process that tends to increase from cycle I obtained a percentage of 58% to cycle III to 75%. This can show that the student facilitator and explaining learning model can improve student PAI learning outcomes in grade III SDN Gelam 2.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75750797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Meningkatkan Hasil Belajar Pai Melalui Model Pembelajaran Teams Games Tournament (TGT) Pada Siswa Kelas XI Di SMA Ar-Risalah Kota Lubuklinggau

TESL-EJ Pub Date : 2023-01-31 DOI: 10.37092/ej.v5i2.491

M. Hasani, Joni Helandri, M. Yunus

{"title":"Meningkatkan Hasil Belajar Pai Melalui Model Pembelajaran Teams Games Tournament (TGT) Pada Siswa Kelas XI Di SMA Ar-Risalah Kota Lubuklinggau","authors":"M. Hasani, Joni Helandri, M. Yunus","doi":"10.37092/ej.v5i2.491","DOIUrl":"https://doi.org/10.37092/ej.v5i2.491","url":null,"abstract":"The right learning model will be able to improve student learning outcomes. Based on the results of the reflection in the pre-cycle, several problems were found in the learning process, namely the teacher used an inappropriate model and did not use learning media. This has an impact on low learning outcomes in Islamic Religious Education and Budi Pekerti lessons, marked by 67% of students who do not reach the KKM. Based on these problems, researchers made efforts to improve PAI learning outcomes for 30 students in class XI SMA Ar-Risalah for the 2022/2023 academic year by applying the Team Game Tournament (TGT) model. This research is Classroom Action Research (CAR), researchers act as educators and subject educators as observers. Learning is carried out in 2 cycles with 3 meetings. Based on the results of the analysis of the study, it can be seen that with the application of the TGT model, student learning outcomes have increased from 33% in the pre-cycle, 57% in the first cycle and in the second cycle, reaching 97% of the students' completeness. This increase is an implication of increasing student learning activities.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82611097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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