Impact of Motivational Languaging Activities on Novice English Teachers’ Motivation: An Activity Theory Perspective

Hyun Soo Kim; Tae-Young Kim

doi:10.30827/portalin.vi36.15909

Autores/as

Hyun Soo Kim Chung-Ang University
Tae-Young Kim Chung-Ang University

DOI:

https://doi.org/10.30827/portalin.vi36.15909

Palabras clave:

English Teacher, Teacher Motivation, Activity Theory, Languaging, Motivational Languaging Activity

Resumen

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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