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Affective-Strategy-Oriented Training and Language Teacher Immunity: The Case of In-Service Novice EFL vs. Non-EFL Major Teachers | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 1، دوره 18، شماره 37، مهر 2026، صفحه 1-14 اصل مقاله (415.99 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2026.71897.2856 | ||
| نویسندگان | ||
| Ali Akbar Ansarin* 1؛ Zahra Ansari2 | ||
| 1Department of English Language and Literature, University of Tabriz, Tabriz, Iran. | ||
| 2Department of English Language and Literature, University of Guilan, Rasht, Iran. | ||
| چکیده | ||
| In the SLA context, Immunity is considered a defense mechanism against stressful situations. Some researchers have claimed that the maladaptive immunity of teachers can be transformed into productive immunity through pre-and in-service training of teachers. This study aimed to examine the effect of in-service training on teachers’ immunity levels and to determine whether the pre-service training has any effect on the immunity development among teachers. Participants of this study (N=46) were selected by convenience sampling from private institutes in Zanjan, Tabriz, and Urmia, Iran. They were divided into two groups, non-EFL teachers (10 Male, 10 Female) and EFL teachers (13 Male, 13 Female), receiving 5 training sessions on affective strategies, preceded and followed by the Language Teacher Immunity Questionnaire developed by Hiver (2017). The results showed a significant development of the immunity level among both groups of participants. Moreover, it was stated that pre-service training had no impact on the in-service training that EFL teachers received. As a result, in-service training programs have to pay more attention to teacher immunity and strategies to deal with stressful situations that teachers normally face, regardless of teachers’ background knowledge about the field. | ||
| کلیدواژهها | ||
| Language Teacher Immunity؛ In-Service Training؛ Pre-Service Training؛ Non-EFL Teachers؛ EFL Teachers | ||
| مراجع | ||
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