Teachers’ professional identities and perezhivaniya in adopting technology-assisted language teaching: A longitudinal Q-methodology Approach

• Autores: Lili Qin, Baogui Niu
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 13, 2025 (Ejemplar dedicado a: Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts), págs. 301-319
• Idioma: inglés
• DOI: 10.30827/portalin.viXIII.32662
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This study examined the emotional experiences of 13 Japanese-as-foreign-language teachers, using Vygotskian concept of “perezhivanie” in the context of technology-assisted language teaching (TALT) at a northeastern Chinese university. Employing a longitudinal Q Methodology the research tracks the evolution of their professional identities as they engage with TALT over 15 months. Analysis reveals two main professional identities initially – the “advocate of online teaching” and the “supporter of offline teaching”. However, a new identity, the “regretter”, emerges in the second phase, reflecting a sense of missed opportunities in contributing to online course development. By examining educators’ professional identities through perezhivanie, this study highlights the dynamics between their cognitive processes, emotional responses, and technology shaping teacher professional identity within the evolving landscape of TALT.

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  • FUNDING INFORMATION:
  • National Philosophy and Social Science Fund General Project: Research on the Multi-Dimensional Coordinating Mechanism of Second Language Learner...