Overview

Employing a mixed-method approach, the book investigates the psychology of English as a Foreign Language (EFL) teachers in the online teaching environment in China during the COVID-19 pandemic. Specifically, questionnaires were conducted on Chinese EFL teachers to explore the profiles of EFL teachers’ anxiety, self-efficacy, buoyancy and engagement. Additionally, semi-structured interviews were used to demystify their psychological growth in the dynamic interaction with ecological environments, thus constructing an ecological model of EFL teacher psychology in online teaching. The book provides new insights into EFL teacher psychology and theoretical references for building a functional ecosystem for the professional development of EFL teachers. The book will be of interest to researchers in teacher psychology, language teachers and practitioners, especially those working in the complex technology-based educational environment, and policy makers in foreign language education.

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9781032790312

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Reviews

“This timely and highly innovative book draws attention to the vitally important area of language teacher psychology specifically in the online space. Drawing on a large-scale dataset, Honggang explores four under-researched constructs from an ecological perspective adding rich, original insights to the field. The volume represents a unique, invaluable resource.” Univ.-Prof. Dr. Sarah Mercer, Head of the ELT Research and Methodology section at University of Graz, Austria “The book draws on an ecological perspective to systematically examine language teacher psychology in online teaching during the pandemic. Its timely publication enables us to consolidate what we have learned about language teachers’ psychological needs and experiences in challenging conditions so that they did not toil in vain.” Professor Xuesong (Andy) Gao, School of Education, University of New South Wales, Australia “Dr Honggang Liu deserves credit for embarking on such a systematic study into language teacher psychology. This work is particularly important given the immense workload and psychological stress many teachers go through. It is a timely publication that has successfully filled a void in the existing literature on foreign language teacher education.” Professor Lawrence Jun Zhang, Faculty of Education and Social Work, University of Auckland, New Zealand

Author Information

Honggang Liu is Professor of Applied Linguistics at the School of Foreign Languages, Soochow University. His research interests include language teacher education, psychology of language learning and teaching, and social class in English language education.

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