Document Type : Original Article
Authors
1
Department of English Language, Faculty of Humanities, Bonab Branch, Islamic Azad University, Bonab, Iran
2
Assistant Professor, Department of English Language, Faculty of Humanities Bonab Branch, Islamic Azad University, Bonab, Iran
3
Assistant Professor, Department of English Language, Faculty of Humanities, Bonab Branch, Islamic Azad University, Bonab, Iran
10.22126/tale.2024.10910.1048
Abstract
Given the paramount importance of motivation and the paucity of research into teachers’ remotivational strategies, this study, adopting a sequential mixed-methods design, constructed and validated a teachers' remotivational strategies questionnaire. In so doing, the present study built upon an integrative framework encompassing Ecological Systems Theory (EST) and Self-Determination Theory (SDT). The participants comprised 235 EFL teachers within the age range of 21 to 45 (M=30.63, SD=5.28) and teaching experience of three months to 23 years (M=7.30, SD=3.87). To gather data, semi-structured interviews were conducted. Following that, the interview contents became subject to thematic analysis and the results along with the existing themes in the extant theoretical and empirical literature were used to develop the questionnaire. The results of thematic data analysis demonstrated that the emerging theme instances were situated within the integrative SDT/EST frame. The results of Exploratory Factor Analysis (EFA) suggested a three-factor structure encompassing relatedness, competence, and autonomy. Moreover, the results of Confirmatory Factor Analysis (CFA) indicated that the three-factor structure fit the Iranian EFL teachers' population. Based on the results, teachers' remotivational strategies questionnaire can be safely used for developing professional programs aiming at determining and promoting EFL teachers’ understanding and use of remotivational strategies.
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