Email this article 
EXPLORING INDONESIAN EFL TEACHERS’ PERSPECTIVES ON THEIR SELF-REGULATION
(1) Cita Hati International School, Indonesia
(*) Corresponding Author
Abstract
Abstract
The quality of ELT enterprises is strongly determined by its teachers’ dedication and commitment to imparting meritorious educational outcomes for diverse learners. One of the affective EFL teachers’ aspects that should be paid more exhaustive attention to is self-regulation. It is theoretically grounded that highly self-regulated EFL teachers are the individuals exceptionally eager to confront various teaching-learning obstructions. This present qualitative study was conducted in the support of narrative inquiry to obtain more renewable rewarding insights from the targeted research participants based on their recited stories. To fulfill this research objectivity, 5 open-ended written narrative interview questions were addressed to 2 invited Indonesian EFL teachers experiencing quite long-range teaching experiences. The results showcased that highly self-regulated Indonesian EFL teachers had transfigured into more innovative learning facilitators and professional educators. Thus, it can be inferred that self-regulation fully allowed Indonesian EFL teachers to be more judicious decision-makers and supportive learning counselors. Some suggestions were also depicted in the closing section.
Keywords: Self-regulation; EFL teachers’ perspectives; narrative inquiry
Keywords
Full Text:
PDFReferences
Ahmed, N., & Malik, B. (2019). Impact of psychological empowerment on job performance of teachers: Mediating role of psychological well-being. Review of Economics and Development Studies, 5(3), 451-460. https://doi.org/10.26710/reads.v5i3.693
Aldegether, R. (2020). Predicting reflective thinking among saudi elementary school teachers in Riyadh public schools. International Journal of Education and Practice, 8(3), 405-415. Retrieved on August, 6, 2021, from https://eric.ed.gov/?id=EJ1268067
Alsop, S. (2017). Afterword: Science education and promises of aesthetics, emotion and wellbeing. In Exploring emotions, aesthetics and wellbeing in science education research. New York: Springer Publishing.
Anjomshoa, L., Bagheri, M. S., & Bavali, M. (2017). External factors and Iranian EFL teachers’ performance: Examining the effectiveness of self-regulation. Iranian journal of educational sociology, 1(2), 131-145. Retrieved on August 6, 2021, from http://iase-idje.ir/browse.php?a_code=A-10-118-10&slc_lang=en&sid=1
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Boston: Cengage Learning Publishing.
Cazan, A. M. (2013). Teaching self-regulated learning strategies for psychology students. Procedia-Social and Behavioral Sciences, 78, 743-747. https://doi.org/10.1016/j.sbspro.2013.04.387
De Corte, E., Mason, L., Depaepe, F., & Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills. Handbook of self-regulation of learning and performance, 155-172. New York: Taylor & Francis Publishing.
Delfino, M., Dettori, G., & Persico, D. (2010). An online course fostering self-regulation of trainee teachers. Psicothema, 299-305. Retrieved on August 6, 2021, from https://reunido.uniovi.es/index.php/PST/article/view/8905
Diasti, K. S., & Mbato, C. L. (2020). Exploring undergraduate students’ motivation-regulation strategies in thesis writing. Language Circle: Journal of Language and Literature, 14(2), 176-183. https://doi.org/10.15294/lc.v14i2.23450
Ercoşkun, N. Ç., & Köse, E. (2014). Investigation of self-regulation and problem solving skills of prospective elementary teachers. International Online Journal of Educational Sciences, 6(2). 413-428. Retrieved on August, 6, 2021, from https://www.researchgate.net/
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in Language Institutes. Asian EFL Journal, 13(2), 249-272. Retrieved on August, 6, 2021, from https://70.40.196.162/PDF/June_2011.pdf#page=249
Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68-84. https://doi.org/10.1080/09571736.2011.625096
Gol, A. K., & Royaei, N. (2013). EFL teachers' self-regulation and job performance. Theory and Practice in Language Studies, 3(10), 1855. doi:10.4304/tpls.3.10.1855-1861
Griffiths, E. (2007). ‘They're Gonna Think We're the Dumb Lot Because We Go to the Special School’ A teacher research study of how mainstream and special school pupils view each other. Research in Education, 78(1), 78-87. https://doi.org/10.7227/RIE.78.7
Hamidi, S., & Ghafournia, N. (2021). Investigating the relationship among Iranian EFL teachers’ self-regulation, effective teaching, gender, and teaching experience. International Journal of Foreign Language Teaching and Research, 9(35), 167-186. Retrieved on August 6, 2021, from http://jfl.iaun.ac.ir/article_679453_8aee02fd70c98b0a13d9ff77238d79ed.pdf
Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach. Journal of Applied Research in Higher Education. Retrieved on August, 6, 2021, from https://www.emerald.com/insight/content/doi/10.1108/JARHE-08-2020-0260/full/html
Heydarnejad, T., Hosseini Fatemi, A., & Ghonsooly, B. (2017). Emotions and self-regulation: A case of Iranian EFL high school and private language institute teachers. International Journal of Educational Investigations, 4(4), 82-100. Retrieved on August 6, 2021, from http://www.ijeionline.com/attachments/article/62/IJEI.Vol.4.No.4.07.pdf
Karamooz, M., & Narafshan, M. H. (2017). The relationship between self-regulated strategies and burnout: A teacher analysis in the EFL context of Iran, Studies in Linguistics and Literature, 1(2), 1-11. doi:10.22158/sll.v1n2p186
Mbato, C. L. (2013). Facilitating EFL learners' self-regulation in reading: Implementing a metacognitive approach in an Indonesian higher education context (Doctoral dissertation, Southern Cross University).
Mbato, C. L., & Cendra, A. (2019). Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. JELE (Journal of English Language and Education), 5(1), 66-82. https://doi.org/10.26486/jele.v5i1.949
Oolbekkink-Marchand, H. W., Van Driel, J. H., & Verloop, N. (2014). Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers. Teaching in Higher Education, 19(7), 799-811. https://doi.org/10.1080/13562517.2014.934342
Partovi, N., & Tafazoli, D. (2016). On the relationship between Iranian EFL teachers’ self-regulation, self-resiliency, gender and teaching experience. Research in English Language Pedagogy, 4(1), 7-25. Retrieved on August 6, 2021, from http://relp.khuisf.ac.ir/article_533634.html
Pazhoman, H., & Sarkhosh, M. (2019). The relationship between Iranian English high school teachers' reflective practices, their self-regulation and teaching experience. International Journal of Instruction, 12(1), 995-1010. Retrieved on August 6, 2021, from https://eric.ed.gov/?id=EJ1159090
Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62-72. https://doi.org/10.1016/j.tate.2013.05.003
Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013). Validity and reliability of the socio-contextual teacher burnout inventory (STBI). Psychology. doi: 10.4236/psych.2013.41010
Postholm, M. B. (2011). Self‐regulated learning in teaching: students’ experiences. Teachers and Teaching: theory and practice, 17(3), 365-382. https://doi.org/10.1080/13540602.2011.554713
Royaei, N., Ghapanchi, Z., & Ghanizadeh, A. (2020). Probing EFL teachers' perceptions of learners' success factors and its contribution to their goal-orientations and organizational commitment. Interchange, 51(4), 483-497. https://doi.org/10.1007/s10780-020-09405-1
Royaei, N., Ghonsooly, B., & Ghanizadeh, A. (2015). A mixed methods analysis of EFL teachers' self-regulated strategies and burnout. International Journal of Research Studies in Psychology, 4. Retrieved on August 6, 2021, from https://profdoc.um.ac.ir/paper-abstract-1047042.html
Siswanto, I. L., & Mbato, C. L. (2020). Investigating Indonesian senior high school students’ implementation of self-regulated learning towards the English subject. Journal of English Education and Teaching, 4(4), 483-498. https://doi.org/10.33369/jeet.4.4.483-498
Talmy, S., & Richards, K. (2011). Theorizing qualitative research interviews in applied linguistics. Applied linguistics, 32(1), 1-5. https://doi.org/10.1093/applin/amq045
Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and teacher education, 49, 78-88. https://doi.org/10.1016/j.tate.2015.03.003
Toussi, M. T. M., & Ghanizadeh, A. (2012). A study of EFL teachers' locus of control and self-regulation and the moderating role of selfefficacy. Theory & Practice in Language Studies, 2(11). doi:10.4304/tpls.2.11.2363-2371
Toussi, M. T. M., Boori, A. A., & Ghanizadeh, A. (2011). The role of EFL teachers' self-regulation in effective teaching. World Journal of Education, 1(2), 39-48. Retrieved on August 6, 2021, from https://eric.ed.gov/?id=EJ1159090
Toussi, M. T. M., Boori, A. A., & Ghanizadeh, A. (2011). The role of EFL teachers' self-regulation in effective teaching. World Journal of Education, 1(2), 39-48. Retrieved on August 6, 2021, from https://eric.ed.gov/?id=EJ1159090
Vesely, A. K., Saklofske, D. H., & Leschied, A. D. (2013). Teachers—The vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71-89. https://doi.org/10.1177/0829573512468855
Vohs, K. D., & Baumeister, R. F. (Eds.). (2016). Handbook of self-regulation: Research, theory, and applications. New York: Guilford Publishing.
Wijaya, K. F. (2021). English Education master students' self-regulated learning strategies in academic writing. Journal of English Teaching, 7(1), 15-29. Retrieved on August 6, 2021, from https://eric.ed.gov/?id=EJ1290629
Zhang, J., & Zheng, X. (2020). The influence of schools’ organizational environment on teacher collaborative learning: A survey of shanghai teachers. Chinese Education & Society, 53(5-6), 300-317. https://doi.org/10.1080/10611932.2021.1879553
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American educational research journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
DOI: https://doi.org/10.24071/ijiet.v6i1.3576
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Kristian Florensio Wijaya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.