This study draws on teacher perception data gathered from 65 secondary school modern languages (L2) teachers in South-East England. Data were collected via four iterations of an online questionnaire and follow-up interviews with six heads department. paper reports respondents’ perceived strengths development needs relation to their classroom practice, including: L2 teachers’ sense self-efficacy...

Abstract The male-female differences in burnout and its possible effect on EFL teachers’ performance has not received much attention in the literature of burnout. To address this issue, the researchers conducted this study to investigate the effect of burnout and, more specifically, its three subcomponents–Emotional, Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA)–on t...

Abstract The male-female differences in burnout and its possible effect on EFL teachers’ performance has not received much attention in the literature of burnout. To address this issue, the researchers conducted this study to investigate the effect of burnout and, more specifically, its three subcomponents–Emotional, Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA)–on t...

The present study reports on an investigation of secondary school teachers’ purposes the first language (L1) use in foreign (L2) classes and reflects teaching practices implemented schools Turkey. also aims to explore beliefs about L1 L2 teaching. utilized ethnography employed classroom observations, field notes, interviews. 19 teachers English were included study. findings revealed that served...

The last three decades or so have seen a proliferation of studies into second language (L2) teachers’ cognition, encompassing their thinking, knowledge, and belief. However, are lacking the origins (or sources) L2 beliefs especially ideological beliefs. This paper reports subset findings from study investigating classroom practices secondary school EFL teachers in Indonesia. Aiming to reveal ab...

This qualitative study investigated teachers’ perspectives on the functions of first language (L1) use in second (L2) classroom. Data were collected from seven Jordanian English as foreign (EFL) teachers, where each teacher participated one classroom observation and two rounds interviews, pre-observation post-observation. Interviews transcribed coded for recurrent themes. Thematic analysis iden...