Open AccessImpact of Motivational Languaging Activities on Novice English Teachers’ Motivation: An Activity Theory Perspective
Author(s) -
Hyun Soo Kim,
Tae Young Kim
Publication year - 2021
Publication title -
porta linguarum
Language(s) - English
Resource type - Journals
eISSN - 2695-8244
pISSN - 1697-7467
DOI - 10.30827/portalin.v0i36.15909
Subject(s) - perspective (graphical) , psychology , pedagogy , mathematics education , agency (philosophy) , sociology , social science , artificial intelligence , computer science
The study aims to explore the influence of languaging on novice English teachers’ motivation and to investigate the uniqueness of each English teacher’s reactions to motivational languaging activities (MLAs) from an Activity Theory (AT) perspective. Three novice English teachers at secondary schools in South Korea were interviewed using questions based on an AT framework, and they completed six sets of MLAs consisting of two parts: motivation and languaging. Our findings indicated that the two relatively motivated teachers could use MLAs to develop their ideal teacher identity and improve their teaching confidence. By participating in MLAs, a demotivated teacher can reshape her thoughts regarding teaching and motivate herself again. It has also been shown that MLAs can mediate participation in an imaginary teacher community, possibly leading to enhancement of L2 teacher motivation, but that this also might not occur depending on one’s teacher agency.