EFL teachers’ motivation and motivational impact in corporate contexts

This paper aims to answer how autonomy has been conceptualized in the literature, and what characterizes the different approaches to the conceptualization of adult English language learner autonomy in particular. The research identifies three perspectives on learner autonomy, which provides the theoretical framework for analysis. A summary of the conceptualization of each perspective is followed by examples of how a particular perspective has been implemented in language-teaching practice as well as the critical appraisal of the different perspectives, with special attention to adult learners. Apart from the comparison, another outcome of the investigation is a perspective of autonomy suitable for application in the 21st century context of adult English language learning and in preparation for the use of English as a global lingua franca.

Section: Appraisal Of Autonomy As a Communicatormentioning

confidence: 99%

A proposed theoretical model of adult language learner autonomy

Illés

2019

“…Reflecting is an important part of not just professional practice (Sparks-Langer & Colton, 1991) but as Calderhead (1989) emphasizes, it should be an essential part of teacher education. The problem is that reflection is not frequently built into teacher education and the structure of teaching [for a recent Hungarian overview on teacher education and preservice teachers' motivation, see Smid (2018), and Kálmán (2018) for Hungarian English teachers' motivation in corporate contexts].…”

Section: Roles Of a Teachermentioning

confidence: 99%

Hungarian English language teachers’ roles in the development of self-regulation: A pilot study

Mikusová

2019

In today's teacher-oriented and teacher-directed traditional school setting, students tend to depend on their teachers. Students expect their teachers to motivate them and to tell them what and how to learn and to what extent, which leads to the fact that students do not know how to organize and regulate their own learning. Therefore, it is important to study how teachers construct knowledge related to various aspects of the learning process, in this case self-regulation. The main aim of this article was to identify the roles teachers play in the development of self-regulation. In order to fulfill this aim, the article examined how the interviewees view the notion itself. For this purpose, four interviews were conducted with primary and secondary English language teachers in Hungary. As all these teachers come from the public education sphere, their understanding of self-regulation was compared to the Hungarian National Core Curriculum's concept of self-regulation. The results of the study showed that teachers are fully aware of the importance of self-regulation and directly, indirectly, consciously, and even unconsciously can foster its development not just during the English lessons, but also while preparing for and reflecting on their lessons. Continuous professional development and lifelong learning from the teachers' side turned out to be of essential importance. However, there is a considerable disagreement not only as to how teachers define the term self-regulation, but also when to start its development.

“…Although Cobb, Wood, and Yackel (1990) agree with Guskey in the importance of a continuous interplay between teachers' beliefs and practices resulting in professional development, they criticize Guskey for missing the importance of teachers' reasons and motivations for reorganizing their classroom practices. Teachers' motivations proved to be a substantial component from preservice teachers (Smid, 2018) to teachers of adult learners (Kálmán, 2018). Clarke and Peter (1993) also identify analogous processes to Guskey's; however, instead of a linear model, they develop a cyclic one and argue that any model of teacher professional growth should be independent of participation in in-service activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Secondary school teachers’ lifelong learning of assessment: Autonomy in developing alternative assessment methods

Barbarics

2019

Assessment plays a major role in teaching and learning processes. According to Hungarian rules and regulations, teachers are obliged to evaluate their students' knowledge, behavior, and diligence in the form of grades on a scale from 1 to 5. In addition, they should also develop students' skills, abilities, knowledge, proficiencies, emotional, and volitional characteristics. Although teachers acquire theoretical knowledge during their university studies on how to develop students through assessment, there are neither guidelines nor output requirements; therefore, the learning process of fulfilling this aim happens in their daily teaching practice, which leads to autonomous, lifelong learning. There have been only a few pieces of research in connection with assessment in Hungary focusing on ways that aim to fulfill roles other than grade giving. This paper aims to explore teachers' views on, motivations for, purposes, and ways of using alternative assessment. For this exploratory study, four semi-structured interviews were conducted, transcribed, and analyzed with the constant comparative method. Purposive sampling was applied in order to explore the views of Hungarian secondary school teachers already using ways of alternative assessment. Findings show that teachers are using alternative assessment methods because they find grading insufficient to fulfill several roles. Moreover, in their opinion, it might even hinder the development of certain skills, as a result of which, they feel the need to learn and innovate in their assessment methods.