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Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews

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Tůma F., Píšová M., Najvar P., Janíková V.

The New Educational Review

2014

vol. 36

289-299

The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.

English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

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Yang X., Wyatt M.

Studies in Second Language Learning and Teaching

2021

vol. 11

issue 1

41-70

While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.

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1 Studies in Second Language Learning and Teaching

1 The New Educational Review

1 Janíková V.

1 Najvar P.

1 Píšová M.

1 Tůma F.

1 Wyatt M.

1 Yang X.

1 2021

1 2014

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Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews

English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university