CIIILA 2023

TABLE OF CONTENTS

02.LITERATURE REVIEW

01.INTRODUCTION

03.THE STUDY

4DISCUSSION

5.POST READING TASKS

6.SOURCES

01

introduction

5to Congreso Internacional de Innovación e Investigación en Lingüística aplicada

5to Congreso Internacional de Innovación e Investigación en Lingüística aplicada

A PRESENTATION BY JUAN OLMEDA

MOTIVATING MOTIVATORS: KEY ASPECTS TO BETTER UNDERSTAND FL TEACHERS' MOTIVATION

Noviembre 2023

01. introduction

• Teachers: a special breed.

• Teachers stand in the middle of a whirlpool of learners' emotions.

• The qualities of a good teacher.

emotions

Emotions are the heart of language learning and teaching, and yet they have largely remained in the shadows in the past decades of applied linguistic research. Swain (2013) argued, “emotions are the elephants in the room – poorly studied, poorly understood, seen as inferior to rational thought” (p. 195).

• A growing interest in the psychology of FL teachers in the field of applied linguistics.

• Focus on FL teachers.

• About this presentation.

02

LITERATURE REVIEW

5to Congreso Internacional de Innovación e Investigación en Lingüística aplicada

04. LITERATURE REVIEW

• Fernet et al. (2008): teachers' motivation is particularly complex.

• WTMST

• Five dimensions

• Trait Emotional Intelligence

• Gkonou & Mercer (2017, 2018)

• Dewaele and Mercer (2018)

• Dewaele et al. (2018)

03

THE STUDY

5to Congreso Internacional de Innovación e Investigación en Lingüística aplicada

• Participants

• TEIQue-SF

• WTMST

• Results

04

DISCUSSION

5to Congreso Internacional de Innovación e Investigación en Lingüística aplicada

06. DISCUSSION

• Teachers with high levels of TEI: high levels of motivation.

• Intrinsic motivation and well-being

• Most satisfied, optimistic, positive and empathic participantes: most likely to be highly motivated.

• High levels of TEI: strongly convinced of their duty towards students and about their mission as teachers.

• A lack of emotional intelligence is a serious obstacle in becoming a teacher.

• Only a long-term longitudinal study could shed light on the possible fluctuations in teachers’ motivation.

06. DISCUSSION

• High English proficiency was linked to lower levels of amotivation but also lower levels of extrinsic motivation.

• Having the necessary linguistic capital to teach English meant the teachers tended not to experience amotivation.

• It is possible that those who had chosen the profession because of external factors, rather than a burning intrinsic motivation, might invest less overall in their continuous education.

• Most satisfied, optimistic, positive and empathic participantes: most likely to be highly motivated.

• Age was found to have no relationship with the motivation dimensions but older teachers suffered less from amotivation.

• Surprisingly, English L1 teachers reported significantly lower levels of motivation (but not amotivation) than LX teachers.

06. DISCUSSION

• The main pedagogical implication of this study is that (trainee) teachers who have sufficiently high Trait EI, are more likely to be good teachers and more likely to be motivated to do their job well.

• It in unclear to what extent TEI could be boosted by training: more experimental research is needed on this topic.

05

POST READING TASKS

5to Congreso Internacional de Innovación e Investigación en Lingüística aplicada

07. POST READING TASKS

• What can teachers do individually to boost their TEI and thus their motivation?

• What can institutions do to boost these in their teachers?

SOURCES

5to Congreso Internacional de Innovación e Investigación en Lingüística aplicada

SOURCES

Dewaele, J.-M. (2015). On emotions in foreign language learning and use. Lang. Teach. 39, 13–15. Dewaele, J. M., and Li, C. (2018). Emotions in SLA [Special issue]. Stud. Second Lang. Learn. Teach. 8, 15–19. doi: 10.14746/ssllt.2018.8.1.1 Dewaele, J.-M. (2018). The relationship between trait emotional intelligence and experienced ESL/EFL teachers’ love of English, attitudes towards their students and institution, self-reported classroom practices, enjoyment and creativity. In H. Rawal, P. De Costa, & W. Li (eds.), emotions in second language teaching: theory, research and teacher education. [Special issue]. Chin. J. Appl. Linguist. 41, 468–487. doi: 10.1515/cjal-2018-0023 Dewaele, J.-M. (2019a). When elephants fly: the lift-off of emotion research in applied linguistics. In M. Bigelow (ed.), perspectives: (re)considering the role of emotion in language teaching and learning. [Special issue]. Mod. Lang. J. 103, 533–536. doi: 10.1111/modl.12576 Dewaele, J.-M. (2019b). The effect of classroom emotions, attitudes toward English, and teacher behaviour on willingness to communicate among English foreign language learners. J. Lang. Soc. Psychol. 38, 523–535. doi: 10.1177/0261927X19864996 Dewaele, Jean-Marc (2020) What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation? In: Gkonou, C. and Dewaele, Jean-Marc and King, J. (eds.) The Emotional Rollercoaster of Language Teaching. Bristol, UK: Multilingual Matters, pp. 269-287. ISBN 9781788928342.

SOURCES

MacIntyre, P. D., and Gregersen, T. (2012). Emotions that facilitate language learning: the positive-broadening power of the imagination. Stud. Second Lang. Learn. Teach. 2, 193–213. doi: 10.14746/ssllt.2012.2.2.4 MacIntyre, P. D., Gregersen, T., and Mercer, S. (2016). “Conclusion” in Positive psychology in SLA. eds. P. D. MacIntyre, T. Gregersen, and S. Mercer (Bristol: Multilingual Matters), 374–379. MacIntyre, P. D., Gregersen, T., and Mercer, S. (2019a). Setting an agenda for positive psychology in SLA: theory, practice, and research. Mod. Lang. J. 103, 262–274. doi: 10.1111/modl.12544 MacIntyre, P. D., Mackinnon, S. P., and Clément, R. (2009). “Embracing affective ambivalence: a research agenda for understanding the interdependent processes of language anxiety and motivation” in Cultural identity and language anxiety. eds. P. Cheng and J. X. Yan (Guilin, China: Guangxi Normal University Press), 3–34. MacIntyre, P. D., and Mercer, S. (2014). Introducing positive psychology to SLA. Stud. Second Lang. Learn. Teach. 4, 153–172. doi: 10.14746/ssllt.2014.4.2.2 MacIntyre, P. D., Ross, J., Talbot, K., Gregersen, T., Mercer, S., and Banga, C. A. (2019b). Stressors, personality and wellbeing among language teachers. System 82, 26–38. doi: 10.1016/j.system.2019.02.013

SOURCES

Lopez, S. J., and Snyder, C. R. (2009). Oxford handbook of positive psychology. Oxford: Oxford University Press. Petrides, K.V. (2009) Psychometric properties of the Trait Emotional Intelligence Questionnaire. In C. Stough, D.H. Saklofske and J.D. Parker (eds) Advances in the Assessment of Emotional Intelligence (pp. 85–101). New York: Springer. Seligman, M. (2018). PERMA and the building blocks of well-being. J. Posit. Psychol. 13, 333–335. doi: 10.1080/17439760.2018.1437466 Seligman, M. E. P., and Csikszentmihalyi, M. (2000). Positive psychology: an introduction. Am. Psychol. 55, 5–14. doi: 10.1037/0003-066X.55.1.5 Seligman, M., Ernst, R. M., Gillham, J., Reivich, K., and Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxf. Rev. Educ. 35, 293–311. doi: 10.1080/03054980902934563 Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Lang. Teach. 46, 195–207. doi: 10.1017/S0261444811000486

Thanks for your attention

Any question?

juan.olmeda2423@academicos.udg.mx

Intrinsic Motivation Because it is pleasant to teach. Because I find teaching interesting to do. Because I like teaching. Identified Regulation Because it is important for me to teach. Because teaching allows me to attain work objectives that I consider important. Because I find teaching important for the academic success of my students. Introjected Regulation Because if I don’t teach, I will feel bad. Because I would feel guilty not teaching. To not feel bad if I don't teach. External Regulation Because my work demands it. Because the school obliges me to do it. Because I’m paid to do it. Amotivation I don’t know,I don’t always see the relevance of carrying out this task. I used to know why I was doing this task, but I don’t see the reason anymore. I don’t know, sometimes I don’t see its purpose.