175 research outputs found
Teacher well-being and teaching immunity: Intersections and insights from a PhD dissertation
No full textTeacher well-being and teaching immunity have increasingly become central themes in contemporary educational research, particularly as educators face mounting professional, social, and emotional demands. This study explores the intersections between teacher well-being and teaching immunity, drawing on insights from a doctoral dissertation that examines how educators navigate challenges, sustain motivation, and maintain resilience in complex teaching contexts. Teacher well-being is conceptualized as the balance between personal fulfillment, professional efficacy, and socio-emotional stability, while teaching immunity is understood as a dynamic system of protective mechanisms—both adaptive and maladaptive—that teachers construct to cope with classroom realities. Using a mixed-methods design, the research investigates the ways in which these two constructs overlap, complement, and sometimes conflict, shaping the professional lives of teachers. The results revealed that relationship, accomplishment, and engagement are significantly predictive of the participants’ well-being. The meaning and positive emotions are not predictors of well-being. For immunity, the qualitative results suggest that while all the significance values or coefficient sig values are smaller than .05, meaning that the prediction ability of the relevant subscales is significant (teaching self- efficacy, resilience, attitudes towards teaching, openness to experience, and classroom affectivity), the value for burnout is non-significant. Based on these findings, the study provides pedagogical implications and suggestions for integrating well-being and immunity in teacher-education programs for in-service teachers
Exploring well-being dynamics across career stages: Challenges and opportunities for EFL teachers
No full textThis session delves into the dynamic nature of well-being among English as a Foreign Language (EFL) teachers, examining how it changes across various career stages. In the context of an ever-evolving educational landscape with fast-technology improvements and pandemics, understanding the well-being challenges and opportunities faced by EFL teachers is crucial for promoting their professional development, personal satisfaction, workload, student dynamics, institutional support, and personal growth. Combining extensive research and real-life experiences, this study explores the features of well-being transitions from novice to experienced EFL colleagues. The paper will shed light on the opportunities within these challenges. It will emphasize the importance of mentorship, professional development, and self-care practices at different career stages to enhance well-being. The role of educational institutions and policymakers in fostering a supportive environment for EFL teachers will also be explored, ultimately benefiting both teachers and their students
Exploring well-being dynamics across career stages: Challenges and opportunities for EFL teachers
No full textThis session delves into the dynamic nature of well-being among English as a Foreign Language (EFL) teachers, examining how it changes across various career stages. In the context of an ever-evolving educational landscape with fast-technology improvements and pandemics, understanding the well-being challenges and opportunities faced by EFL teachers is crucial for promoting their professional development, personal satisfaction, workload, student dynamics, institutional support, and personal growth. Combining extensive research and real-life experiences, this study explores the features of well-being transitions from novice to experienced EFL colleagues. The paper will shed light on the opportunities within these challenges. It will emphasize the importance of mentorship, professional development, and self-care practices at different career stages to enhance well-being. The role of educational institutions and policymakers in fostering a supportive environment for EFL teachers will also be
explored, ultimately benefiting both teachers and their students
Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework
No full textWhen newly qualified English as foreign language teachers are appointed to state schools, they must engage in a mentoring relationship, a mandatory component of the teacher induction program. This qualitative descriptive case study aims to explore the current mentoring program through the lens of the Situational Mentoring Framework, focusing on four major components of a mentoring process: mentor selection; mentor and novice teacher preparation; support team, and accountability. Interview data were collected through one-on-one semi-structured interviews with six newly qualified in-service EFL teachers from various regions of Türkiye and analyzed using thematic and content analysis. The results indicated that teachers view the mentoring process primarily as burdensome and time-consuming paperwork, with little to no tangible benefits. Additionally, teachers identified problems with the current mentorship program and articulated features of their desired mentorship program
Emotional labour in online teaching for university lecturers after the February 2023 Kahramanmaraş and Hatay earthquakes: A narrative inquiry
No full textThe use of technology in online and hybrid English classes has brought about significant changes in the role and responsibilities of English teachers. As students become increasingly reliant on technology, English teachers are now expected to provide emotional support to their students using digital tools in addition to academic guidance. This added responsibility, as one manifestation of emotional labour, can significantly impact English teachers’ well-being and job satisfaction. The current qualitative study sheds light on the experiences of 10 university lecturers teaching English after the decision to transfer the face-to-face courses online due to the devastating earthquake in Hatay and Kahramanmaraş provinces in 2023, Türkiye. The data were collected through a narrative frame and semi-structured interviews and analysed using content analysis. Findings suggested that managing learners within the hybrid classroom increased the emotional labour of lecturers, as they had to navigate the complexities of engaging both online and in-person students simultaneously. Moreover, hybrid teaching demanded enhanced emotional regulation, increased multitasking, and continuous adjustments to teaching strategies preparing for either fully online or face-to-face classes to reduce the emotional labour. The findings may inform decision-makers to take into consideration the emotional labour of educators while making decisions on transitions among face-to-face, hybrid or online teaching
Scrutinizing young adult EFL learners’ mediation of gamified student response systems in intensive English foundation courses
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Exploring the Role of Language Reactor in English Language Learning: A Metaphor Analysis of Student Perceptions
No full textThis study explores the integration of Language Reactor, a digital tool that enhances English language learning through dual-language subtitles, interactive dictionaries, and sentence-mining features, among undergraduate students in an English language and literature department. With the growing popularity of streaming platforms like Netflix for language study, Language Reactor provides learners with valuable opportunities to improve comprehension and vocabulary acquisition. This research employs metaphor analysis to examine students' perceptions of the program's effectiveness in enhancing language skills. Participants described their experiences with Language Reactor through metaphors, revealing key themes such as learning facilitation, guidance/support, knowledge enhancement, and accessibility/usability. The findings indicate that students view Language Reactor as a practical, supportive, and engaging tool that aids in their language acquisition, particularly in vocabulary retention, comprehension, and interaction with authentic English content. These insights highlight the potential for digital media and AI-driven language tools to foster self-directed learning in higher education. Additionally, the metaphorical analysis provides a nuanced understanding of students' attitudes towards the integration of technology in language education, suggesting strategies for educators to guide the effective use of such tools in language classrooms.</jats:p
Practical applications of AI tools in foreign language education: Opportunities and challenges
No full textThe integration of Artificial Intelligence (AI) into education has gained increasing attention in recent years, offering teachers and learners new possibilities to enhance learning processes. This paper explores the practical applications of AI tools in foreign language education with a focus on their pedagogical potential, advantages, and limitations. The discussion categorizes AI tools into four main groups: text-based, visual, audio-video, and translation technologies. Text-based tools such as ChatGPT, QuillBot, and Rytr support writing activities by assisting learners with brainstorming, paraphrasing, and editing, thereby encouraging critical thinking and creativity. Visual tools including Canva, DALL-E, and Midjourney promote creativity and communication by enabling the design of posters, infographics, and illustrations that enrich language learning tasks. Audio and video tools such as Murf.ai, Synthesia, and Adobe Podcast provide authentic speaking and listening opportunities, enhance learner motivation, and help teachers prepare multimodal materials efficiently. Translation tools such as DeepL, Google Lens, and Microsoft Translator facilitate multilingual communication, making foreign language learning more accessible and inclusive. Findings from the literature and classroom practices indicate that these tools contribute significantly to the development of 21st-century skills, particularly creativity, communication, collaboration, and critical thinking. However, several challenges remain, including ethical concerns, issues of data privacy, overreliance on automated outputs, limitations in contextual accuracy, and unequal access to technology across regions. The paper argues that AI should not be regarded as a replacement for teachers but rather as a complementary support that enhances pedagogical practices when integrated thoughtfully. By highlighting both the opportunities and challenges of AI in foreign language education, this study emphasizes the importance of equipping teachers with digital literacy and ethical awareness to ensure responsible and effective use of these technologies
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