Impact of motivational languaging activities on novice English teachers’ motivation: An activity theory perspective

• Autores: Hyun Soo Kim, Tae Young Kim
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, págs. 139-157
• Idioma: español
• DOI: 10.30827/portalin.v0i36.15909
• Títulos paralelos:
  • Impacto de las actividades de lenguaje motivacional en la motivación de los maestros novatos de inglés: Una perspectiva de la teoría de la actividad
• Enlaces
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• Resumen
  • español

    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.

    (143 words)

  • English

    El estudio tiene como objetivo explorar la influencia del lenguaje en la motivación de los profesores de inglés novatos e investigar la singularidad de las reacciones de cada profesor de inglés a las actividades de lenguaje motivacional (MLAs) desde una perspectiva de la teoría de la actividad (AT). Se entrevistó a tres profesores de inglés novatos de escuelas secundarias en Corea del Sur con preguntas basadas en un marco de AT, y completaron seis conjuntos de MLAs que constan de dos partes: motivación y lenguaje. Nuestros hallazgos indicaron que los dos maestros relativamente motivados podrían usar los MLAs para recuperar su identidad de maestro ideal y mejorar su confianza en la enseñanza. Al participar en los MLAs, una maestra desmotivada podría remodelar sus pensamientos con respecto a la enseñanza y motivarse nuevamente. También se ha demostrado que los MLAs podrían mediar en la participación en una comunidad de maestros imaginaria, lo que posiblemente conduce a una mejora en la motivación del maestro de L2, pero esto no ocurriría dependiendo de la agencia de maestros de uno.

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