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EFL teachers' motivational complexity and dynamics during collaborative action research.

Hongying Zheng1, Tingting Huan2

  • 1School of Foreign Languages, Sichuan Normal University, Chengdu, China.

Frontiers in Psychology
|August 1, 2022
PubMed
Summary

Collaborative action research (CAR) reveals complex, dynamic teacher motivation beyond simple intrinsic/extrinsic divides. CAR supports teachers' psychological needs, fostering professional development and motivational change.

Keywords:
EFL teachers’ motivationcollaborative action researchcomplexitydynamicsperturbation

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Area of Science:

  • Educational Psychology
  • Teacher Professional Development
  • Second Language Acquisition

Background:

  • Collaborative Action Research (CAR) facilitates social change and teacher development.
  • Complexity theory offers a lens for dynamic motivational processes.
  • Self-Determination Theory (SDT) elucidates self-development trajectories.

Purpose of the Study:

  • To investigate the complexity and dynamics of English as a Foreign Language (EFL) teachers' motivation within CAR.
  • To explore how CAR influences EFL teachers' motivational evolution.

Main Methods:

  • Employed qualitative methods including semi-structured interviews.
  • Utilized observations and reflective writings for data collection.
  • Focused on a sample of six EFL teachers participating in CAR.

Main Results:

  • EFL teacher motivation in CAR is multifaceted, defying simple intrinsic/extrinsic categorization.
  • Dynamic interactions between teachers' psychological selves and contexts shape motivational trajectories.
  • CAR acts as a catalyst for motivational change by supporting competence, autonomy, and relatedness.

Conclusions:

  • Teacher motivation in CAR is a complex, dynamic phenomenon.
  • CAR effectively supports teachers' psychological needs, promoting professional growth.
  • Findings offer practical insights for enhancing EFL teacher motivation and development.