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  1. Psychological Capital Relates With Teacher Enjoyment: The Mediating Role of Reappraisal.Xiang Zhou & Songyun Zheng - 2022 - Frontiers in Psychology 13.
    This study examined the relationship between psychological capital and teacher enjoyment in the context of online teaching and investigated whether the emotion regulation strategy of reappraisal mediated their relationship. 221 Chinese university teachers were selected as the research sample through snowball sampling in an online survey. After controlling for age, gender, teaching experience, education level, time and energy input during online teaching and online teaching experience, the results showed that PsyCap and reappraisal positively influence the teachers’ online teaching enjoyment, and (...)
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  • Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking.Lawrence Jun Zhang & Qiang Sun - 2022 - Frontiers in Psychology 13.
    It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been conducted in various socio-cultural contexts, little has been reported on cognitions of Chinese teachers of English as a foreign language so far. Such understanding is of primary importance to student success in language learning given the sociocultural context where grammar (...)
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  • “Transparency” of Textbook Activities as Perceived by Chinese Middle School English Teachers With Different Professional Experience.Hao Xu - 2021 - Frontiers in Psychology 12.
    Transparency of textbook activities, i.e., the degree of easiness for teachers to process and comprehend them, needs to be researched in terms of both materials design and materials use. This article reports on a study that investigates the impact of teachers’ professional experience and transparency of textbook activities on teachers’ actual perception of the transparency of materials. The study adopted a mixed-methods design and collected quantitative data via a five-point scale survey from 115 secondary school teachers as well as interview (...)
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  • A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction.Qiang Sun & Lawrence Jun Zhang - 2021 - Frontiers in Psychology 12.
    There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a-foreign-language teachers in China. (...)
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  • A Bibliometric Analysis of Linguistic Research on COVID-19.Zhibin Peng & Zhiyong Hu - 2022 - Frontiers in Psychology 13.
    Research on COVID-19 has drawn the attention of scholars around the world since the outbreak of the pandemic. Several literature reviews of research topics and themes based on scientometric indicators or bibliometric analyses have already been conducted. However, topics and themes in linguistic-specific research on COVID-19 remain under-studied. With the help of the CiteSpace software, the present study reviewed linguistic research published in SSCI and A&HCI journals to address the identified gap in the literature. The overall performance of the documents (...)
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  • Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge.Shuo Li, Liyan Liu & Anne Li Jiang - 2021 - Frontiers in Psychology 12.
    Efforts to improve student–teacher education have recently focused on developing adequate Pedagogical Content Knowledge as a critical element for effective preparation. Despite many initiatives implemented in teacher education programs, however, their effectiveness in developing student–teachers’ PCK and factors affecting the PCK development are under-researched and evidenced. Drawing upon theories about and research on PCK, this study examined whether a recently updated 2-year teacher education program could develop student–teachers’ PCK effectively and explored what factors influencing the PCK development of student–teachers with (...)
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  • Developing and Validating a Scale for Measuring Pre-Service Chinese as an Additional Language Teacher Beliefs.Chili Li, Ting Yi, Shuang Zhang, Chunyan Ma & Honggang Liu - 2022 - Frontiers in Psychology 13.
    Teacher beliefs are a pivotal psychological quality for sustainable teacher development. Previous studies have mainly focused on the beliefs of English-as-a-second/foreign-language teachers, while little attention has been paid to those of Chinese-as-an-additional-language teachers. Particularly, there is a paucity of effort made to develop and validate instrument for measuring pre-service CAL teacher beliefs. Therefore, to further quantify the beliefs of CAL teachers is increasingly called for as an essential means to help teachers sensitize their beliefs system and promote teacher development as (...)
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  • The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices.Masoomeh Estaji & Kiyana Zhaleh - 2022 - Frontiers in Psychology 13.
    This mixed methods research study investigated if explicit instruction could affect EFL teachers’ perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional, and procedural justice. To this end, 77 Iranian English as a Foreign Language teachers, chosen through maximum variation sampling, attended a four-session online justice-training course. The data were collected both before and after the course intervention through close- and open-ended questionnaires. Quantitative data analysis results, obtained (...)
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  • Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision.Xiaolong Cheng & Lawrence Jun Zhang - 2021 - Frontiers in Psychology 12.
    While previous studies have examined front-line teachers’ written feedback practices in second language writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking and non-native English-speaking teachers’ written feedback practices in the Chinese tertiary context. Our (...)
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  • Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-Native English-Speaking Teachers' Beliefs.Xiaolong Cheng & Lawrence Jun Zhang - 2022 - Frontiers in Psychology 13.
    Although the efficacy of teacher written feedback has been widely investigated, relatively few studies have been conducted from feedback practitioners' perspectives to investigate teachers' beliefs regarding it, particularly compare beliefs held by teachers with different sociocultural and linguistic backgrounds. Consequently, much remains to be known about teachers' conceptions about written feedback, who has different first languages. To bridge such a gap, we conducted this qualitative study to examine the similarities and differences between native English-speaking and non-native English-speaking teachers' beliefs in (...)
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  • To What Extent Can Language Teachers Enact Agency in Emergency Online Teaching?Qiaoying Cai & Xinmin Zheng - 2022 - Frontiers in Psychology 13.
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  • Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case.Chunrong Bao, Lawrence Jun Zhang & Helen R. Dixon - 2022 - Frontiers in Psychology 13.
    New Zealand is a multilingual and multicultural society, where English, Maori, and the New Zealand sign language are designated as its official languages. However, some heritage languages are also taught either within or outside the national education system. During the past decade, an increasing number of students have chosen Mandarin Chinese as an additional language because of its fast-growing importance. To date, studies regarding CAL are mainly based on the mainstream Chinese programs or online platforms, with less attention paid to (...)
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