The Benefits of Nurturing EFL Teachers’ Agency at the Beginning of their Professional Development Journeys
DOI:
https://doi.org/10.36312/jolls.v4i1.1457Keywords:
Teacher agency, professional development, EFL educationalists, library analysisAbstract
EFL educators in this modern age are vulnerable to stressful and anxiety-evoking situations while dealing with their daily teaching demands such as heavy administrative workloads, unyielding students’ behaviors, and external pressure from the educational stakeholders. To better mitigate all these inevitable educational issues, it is of key importance for second language educators to instill a higher level of agency to nurture their commitment in giving their best teaching performances for their learners. For this reason, the researcher embarked this small-scale library study by exploring the potential benefits promoted by agency contributable for the further professional development within EFL educationalists. By doing so, the forthcoming research results can potentially promote a glimpse of enlightenment for globalized ELT stakeholders to better support the continual development of EFL teachers’ agency influential for the significant advancement of the whole second language exposure quality. A library analysis methodology was selected to generate more credible, relatable, and applicable research results for the targeted educational parties. To fulfill this major specific research objective, the researcher particularly chose 20 previous EFL teachers’ agency literature having been published worldwide in varied reputable journal article platforms ranging from 2017 until 2023 year to yield more relevant research outcomes for the predetermined research fields. The thematically clustered research results highly encouraged globalized educational institutions to start prioritizing the constant development of EFL teachers’ agency to gradually transform them into more adaptable and highly dedicated educationalists.
Downloads
References
Ahmad, H., & Shah, S. R. (2022). Teacher agency and professional development: A study on Cambridge English teacher program in the Arabian Gulf. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2080352
Bao, M., Ren, W., & Wang, D. (2020). Understanding the professional practice of teachers of chinese as an additional language through the lens of teacher agency. Sustainability (Switzerland), 12(18). https://doi.org/10.3390/su12187493
Bonner, S. M., Diehl, K., & Trachtman, R. (2020). Teacher belief and agency development in bringing change to scale. Journal of Educational Change, 21(2), 363–384. https://doi.org/10.1007/s10833-019-09360-4
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Green, C., & Pappa, S. (2021). EFL teacher education in Finland: Manifestations of professional agency in teacher educators’ work. Scandinavian Journal of Educational Research, 65(4), 552-568.
Gu, H., Liang, Y., & Wang, Q. (2022). A narrative inquiry into the agency of an EFL teacher in Western China. Frontiers in Psychology, 13(9), 1–16. https://doi.org/10.3389/fpsyg.2022.957372
Jiang, A. L., & Zhang, L. J. (2019). Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context. Language and Education, 33(4), 322–339. https://doi.org/10.1080/09500782.2019.1578789
Kayi-Aydar, H. (2019). Language Teacher Agency: Major Theoretical Considerations, Conceptualizations and Methodological Choices. Theorizing and Analyzing Language Teacher Agency, 6(19), 10–22. https://doi.org/10.21832/9781788923927-004
Klassen, A. C., Creswell, J., Plano Clark, V. L., Smith, K. C., & Meissner, H. I. (2012). Best practices in mixed methods for quality of life research. Quality of life Research, 21(3), 377-380.
Kordabadi, F. S., Aidinlu, N. A., & ... (2021). An Exploratory Study of Iranian EFL
Teachers’ Agency: Conceptions and Practices. Language Teaching and Learning, 9(35). 35-46. http://jfl.iaun.ac.ir/article_679362.html
Kristiawan, D., Carter, C., & Picard, M. (2022). Impact of Call Professional Development for Efl Materials on Teacher Agency and Technological Pedagogical Content Knowledge (Tpack) in Indonesian Islamic Schools. Teaching English with Technology, 22(3–4), 20–42.
Laili, N. M. R., Suryati, N., & El Khoiri, N. (2022). Narrative Inquiries of EFL Teachers Agency in the Development of Professional Identities. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 7(12), 635-647.
Li, X. (2023). A theoretical review on the interplay among EFL teachers’ professional identity, agency, and positioning. Heliyon, 9(4), 1-17. https://doi.org/10.1016/j.heliyon.2023.e15510
Mbato, C. L., & Wijaya, K. F. (2020). Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers. JET (Journal of English Teaching), 6(2), 96–110. https://doi.org/10.33541/jet.v6i2.47
Molla, T., & Nolan, A. (2020). Teacher agency and professional practice. Teachers and Teaching: Theory and Practice, 26(1), 67–87. https://doi.org/10.1080/13540602.2020.1740196
Moradi, H. (2022). An exploration of autonomy, agency and identity in EFL contexts - (Mark) Feng Teng, Autonomy, Agency and Identity in Teaching and Learning English as a Foreign Language. Singapore: Springer, 2019. Pp. i-xii+132. Hardback £74.99, ISBN 978-981-13-0727-0. English Today, 38(1), 63–65. https://doi.org/10.1017/s026607842000053x
Peña-Pincheira, R. S., & De Costa, P. I. (2021). Language teacher agency for educational justice–oriented work: An ecological model. TESOL Journal, 12(2), 1–13. https://doi.org/10.1002/tesj.561
Ruan, X., & Toom, A. (2022). Exploring Female EFL Teachers’ Professional Agency for Their Sustainable Career Development in China: A Self-Discrepancy Theory Perspective. Frontiers in Psychology, 13(6), 1–11. https://doi.org/10.3389/fpsyg.2022.906727
Sahragard, R., & Rasti, A. (2017). Making sense of EFL teacher agency?: Insights from an Iran case study. Journal of English Language Teaching and Learning, 9(19), 145–169.
Sari, D. R. (2021). Rural EFL Teachers’ Emotions and Agency in Online Language Teaching: I Will Survive. Vision: Journal for Language and Foreign Language Learning, 10(1), 1–16. https://doi.org/10.21580/vjv10i17727
Scott, T. (2020). Higher Education’s Marketization Impact on EFL Instructor Moral Stress, Identity, and Agency. English Language Teaching, 14(1), 99. https://doi.org/10.5539/elt.v14n1p99
Swennen, A., & Volman, M. (2019). International Research, Policy and Practice in Teacher Education. International Research, Policy and Practice in Teacher Education, 7(8), 107–121. https://doi.org/10.1007/978-3-030-01612-8
Teng, (Mark) Feng. (2019). Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers. English Teaching and Learning, 43(2), 189–212. https://doi.org/10.1007/s42321-019-00024-3
Tká?, B., & Gabrhelová, G. (2020). Teacher and contemporary society. Journal of English Language Teaching, 2(4), 1-12.
Utami, A. A., & Kuswandono, P. (2023). Exploring EFL Teacher’s Agency and Self-efficacy in their. Professional Practice Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 289–306. http://dx.doi.org/10.210
Weng, Z., Zhu, J., & Kim, G. J. Y. (2019). English language teacher agency in classroom-based empirical studies: A research synthesis. TESOL International Journal, 14(1), 37–61.
Wijaya, K. F. (2021). English Education Master Students’ Perceptions on Their Agency as Future EFL Teachers. Journal of Foreign Language Teaching and Learning, 6(2), https://doi.org/10.18196/ftl.v6i2.11994
Wu, X. (2023). A Longitudinal Study of EFL Teacher Agency and Sustainable Identity Development: A Positioning Theory Perspective. Sustainability Research Journal, 15(1). 41-53. https://doi.org/10.3390/su15010048
Yang, H. (2018). An analysis of the relationship between Chinese EFL teachers' agency and beliefs from an activity theory perspective. Asian EFL Journal, 20(3), 32-54.
Xu, G., & Kim, J. (2022). Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency. Sustainability Research Journal, 14(8), 12-24. https://doi.org/10.3390/su14084659
Xu, J., & Fan, Y. (2022). Finding success with the implementation of task-based language teaching: the role of teacher agency. Language, Culture and Curriculum, 35(1), 18–35. https://doi.org/10.1080/07908318.2021.1906268
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 kristian wijaya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
