Language Teachers Behind the Screen

Psychological Dimensions of L2 Teaching in Online Contexts
1. Auflage 2027
ISBN: 978-1-041-20855-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 184 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: New Directions in Computer Assisted Language Learning

With the rapid advancement of digital technologies, the field of technology-mediated second and foreign language (L2) learning and teaching has expanded considerably.

In such a digitalized teaching context, there is a growing need for researchers to investigate various aspects of L2 teaching psychology. This edited volume brings together a collection of studies and conceptual reviews on the psychological dimensions of L2 teaching in digital contexts. More specifically, the volume includes chapters that address a diverse range of psychological constructs in online L2 teaching from various empirical and theoretical perspectives. Furthermore, it showcases the dynamic nature of psychological states in online settings and presents innovative ideas for studying and assessing psychological variables in online L2 teaching contexts.

As such, this volume can serve as a useful resource for L2 teacher educators, researchers, teachers, and graduate students.

Zielgruppe

Academic, Postgraduate, and Undergraduate Advanced

Autoren/Hrsg.

Solhi, Mehdi

Noughabi, Mostafa Azari

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

Introduction: Psychology of Online L2 Teaching and the Focus of This Volume MOSTAFA AZARI NOUGHABI AND MEHDI SOLHI, 1. Technology-related psychological variables as predictors of Lx teachers’ wellbeing GHOLAM HASSAN KHAJAVY, CARLOS MURILLO-MIRANDA, DÁVID SMID, SARAH MERCER AND MIROSLAW PAWLAK, 2. From clicks to commitment: tracing the roles of psychological needs, enjoyment, and self-regulated learning strategies in pre-service L2 teachers’ online engagement SIYI WANG, YONGLIANG WANG AND YONGXIANG WANG, 3. The dynamics of the teacher’s emotional wellbeing in digital learning contexts ADAM SWIATEK, 4. Transnational higher education teachers' emotions during internet blackout: a collaborative autoethnography JABER KAMALI, SOMAYEH TAHMOURESI AND YASSER TEIMOURI, 5. L2 teachers’ emotion regulation in online classes: what we know so far and what we need to explore next ATHIP THUMVICHIT AND ZHIJIE WANG, 6. Assessing psychological dimensions of L2 teaching in online contexts: methodological challenges and innovative solutions MAJID ELAHI SHIRVAN AND TAHEREH TAHERIAN, 7. Reconsidering online teaching self-efficacy of L2 teachers from a psycho-ecological perspective ERKAN YÜCE, 8. Digital teaching persona and shadow: Revisiting language teacher identity in online contexts through Jungian psychology MEHDI SOLHI AND MOSTAFA AZARI NOUGHABI, Index

Über Autor(innen)

Mehdi Solhi is Associate Professor of English Language Education at Istanbul Medipol University. He has published in various refereed journals such as System, Language Teaching Research, Journal of Multilingual and Multicultural Development, International Review of Applied Linguistics in Language Teaching, Studies in Second Language Learning and Teaching, European Journal of Education, and Innovation in Language Learning and Teaching. His research interests include applied linguistics, psychology of language learning and teaching, educational psychology, and materials development.

Mostafa Azari Noughabi has a Ph.D. in Applied Linguistics from Hakim Sabzevari University, Iran. He is an editorial member of Current Psychology. He has presented in national and international conferences and published in leading journals including Computer Assisted Language Learning, ReCALL, British Journal of Educational Technology, System, Language Teaching Research, Learning and Individual Differences, Journal of Multilingual and Multicultural Development, Studies in Second Language Learning and Teaching, Innovation in Language Learning and Teaching, Learning and Motivation, and The Asia-Pacific Education Researcher. His research interests are positive psychology in SLA, computer-assisted language learning, and L2 teacher education.