Navigating ethical challenges in second language narrative inquiry research

Costa, Peter I. De; Randez, Robert A.; Her, Lee; Green‐Eneix, Curtis

doi:10.1016/j.system.2021.102599

Cited by 24 publications

(5 citation statements)

References 23 publications

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“…These teachers were selected due to (1) their agreement to participate in the study, (2) being novice and experienced to explore how both teacher groups undertake AR‐related emotions, and (3) being closer to the first researcher at the time of the study in terms of positioning the researcher in a more situated understanding of and engagement with the teachers' emotional experiences. We also observed the ethical guidelines required for conducting the study based on Mirhosseini (2020) and De Costa, Randez, Her, and Green‐Eneix (2021) by heeding the teachers' anonymity, voluntary participation, minimizing the harms and leveraging the professional development course, and maintaining justice in relation to school policies and teachers' instruction. After ensuring these methodological preliminaries, the AR started.…”

Section: Methodsmentioning

confidence: 98%

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

2023

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Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian English language teachers used emotion labor as professional development work during participation in an AR project. Data were collected from reflective journals and classroom observations as well as the associated postclass discussions during the enactment of AR, and from interviews at two junctures in time, once during the course and once longitudinally after six and 12 months. Data analyses revealed that the teachers used AR as a mechanism for minimizing the gap between their internal feelings and external expectations, and gradually developed the identity of a teacher–researcher by using the affordances emotion labor provided. Moreover, the teachers retrospectively developed emotional learning, which facilitated their response to institutional expectations in the short term and to the professional discourses of teaching in the long term. We conclude the paper with implications for teacher education to better understand how emotions feature in AR and how emotion labor could be employed for AR‐induced professional development.

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Section: Methodsmentioning

confidence: 98%

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

2023

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“…Sample pages of the motivation journal are provided in the Appendix. Because of the often personal nature of content collected by narrative frames and the need to respect participant privacy (De Costa, Randez, Her, & Green‐Eneix, 2021), the utmost effort was expended to protect participant anonymity and privacy, both in data collection and reporting. As explained in greater detail below, the qualitative data generated from the use of the journals were used to identify and codify motivational factors.…”

Section: Methodsmentioning

confidence: 99%

“…The second cycle of coding focused on the qualitative data from the journals. Given the ethical need to accurately represent participants' experiences (De Costa et al., 2021), and in order to ensure reliability in coding, three independent coders worked on one participant's 10‐week journal entries using descriptive or topic coding (Saldaña, 2009). For example, “homework was challenging” was coded as “difficult assignment” and “I need to redo my assessment because of the change of requirement” was coded as “change of requirement of assignment.” Inter‐rater reliability was established by calculating a Kappa coefficient of .96, which is well above the .85–.9 minimal benchmark Saldaña (2009) suggests.…”

Section: Methodsmentioning

confidence: 99%

A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links

Kiss

Pack

2022

TESOL Quarterly

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Motivational factors have long attracted the attention of researchers and educators with their potential to shed light on what drives effective language learning. Although current research now views language learning motivation as a Complex Dynamic System (CDS), there is a dearth of empirical studies utilizing network analysis to understand how motivational systems operate. This exploratory study investigated the structure and connectivity of a second language (L2) motivational factor network, as well as its central relational links by using network analysis and graph visualizations. Findings suggest that L2 motivational factors rarely act alone and unique communities of L2 motivational factors can be identified. Furthermore, certain factors play a central role by connecting together a multitude of other factors and act as bridges between these communities. Learners' physical and emotional states, as initial conditions in the CDS, were key factors in tying communities together. The findings also indicate that motivating and demotivating factors do not only connect with factors of similar polarity (i.e., motivating or demotivating), they are also well-connected to each other, suggesting their interaction keeps the motivational system dynamic.

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“…The detailed accounts of the participant's experiences were considered in the context of their related educational involvements and were used as parts of their overall story of becoming English teachers to address aspects of our research question. Considering the ethical aspects of narrative inquiry, throughout the narrative data collection and analysis processes, we made every effort to ensure that the way we retell our participants' stories truly represents their lived experiences (De Costa, Randez, Her, & Green‐Eneix, 2021).…”

Section: A Narrative Explorationmentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

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Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

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Navigating ethical challenges in second language narrative inquiry research

Cited by 24 publications

References 23 publications

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

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