A5056440809- EFL/ESL Teaching and Learning
- Language, Discourse, Communication Strategies
- Second Language Learning and Teaching
- Multilingual Education and Policy
- Communication in Education and Healthcare
- Teacher Professional Development and Motivation
- Linguistic Education and Pedagogy
- Emotional Intelligence and Performance
- Educational and Psychological Assessments
- Agricultural Economics and Policy
- Teacher Education and Leadership Studies
- Language, Communication, and Linguistic Studies
- Child and Adolescent Psychosocial and Emotional Development
- Language, Metaphor, and Cognition
- Emotional Labor in Professions
- Diverse Educational Innovations Studies
- Motivation and Self-Concept in Sports
- Resilience and Mental Health
- Flow Experience in Various Fields
- Education Systems and Policy
- Varied Academic Research Topics
- Mind wandering and attention
- International Student and Expatriate Challenges
- Perfectionism, Procrastination, Anxiety Studies
- Second Language Acquisition and Learning
University of Leicester
2013-2024
University of Nottingham
2020
University of York
2012
The Asiatic Society of Mumbai
1898
Royal Asiatic Society
1898
Journal Article Silence in the Second Language Classrooms of Japanese Universities Get access Jim King Department Education, University York, UK E-mail: jim.king@york.ac.uk Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 34, Issue 3, July 2013, Pages 325–343, https://doi.org/10.1093/applin/ams043 Published: 29 September 2012
Learner engagement is crucial for ensuring the quality of learning experiences, and yet study ‘task engagement’ has received relatively little empirical attention in language education domain. This article reports on a exploring factors contributing to learners’ disengagement during task performance an English as foreign classroom. Thirty-seven learners performed 10 different speaking tasks implemented over 10-week period Japanese university task-supported The participants’ was measured...
Abstract Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress eventual burnout for teachers. One mechanism reducing such is that emotion regulation, the cognitive behavioral strategies individuals employ manage emotions they experience or display. To date, no known studies have reported specifically on in-class frustration experienced by teachers, how teachers regulate their feelings...
Abstract The issue of early‐career teacher attrition is a pressing concern across variety educational settings. Research in predominantly anglophone contexts has shown that rates foreign language teachers leaving the profession are particularly high. Noting important role well‐being plays fostering retention, this study examines factors affecting United Kingdom and Austria, subsequent possible consequences for their decision to leave or remain profession, drawing comparison 2 In‐depth,...
Mid-career teachers are often described as experienced and comfortable in their jobs with higher motivation self-efficacy (Hargreaves 2005); yet, at the same time, mid-career phase has also been portrayed a period marked by career plateau feelings of stagnation (Farrell 2014). Despite criticality this paradoxical research findings, teachers' lives have rarely examined in-depth (Day Gu 2010). This study employed semi-structured interviews 16 foreign language secondary schools two different...
This article seeks to explore personal and socio-contextual factors that supported or hindered the wellbeing of 13 late-career language teachers from Austria UK. Data were generated through in-depth life-history interviews, analysed following a Grounded Theory approach (Charmaz, 2006). Findings revealed interplay various influenced teachers’ willingness stay in profession. also showed four different pathways retirement: Perceived stress wanting leave profession; loved being teacher but...
Abstract The present paper seeks to explore the contextual factors shaping emotional labour experiences of secondary school teachers and explain ways these educators manage their emotions. Data were generated through a series 20 in-depth, semi-structured interviews with modern language (ML) in UK. findings showed that experienced primarily negative forms driven by five interrelated factors: lack institutional support, heavy workload, low perceived status MLs, students’ motivation, classroom...
This paper discusses the issue of tolerance silence within university tutorials from a cross-cultural, comparative perspective. A mixed methods, quasi-experimental approach was employed to measure length which individual students samples in Japan and UK tolerated during one-to-one staged encounter with their instructor. The comparison groups consisted two first-year intact classes, one (n = 20) 15), both whom were studying for Bachelor degree English. During tutorial encounter, instructor...
Abstract Language anxiety plays a key role in language learners’ silent behaviors class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context significant production of anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just subject content that causes anxiety, also cognitive processes occur from being environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found...
Over their career trajectories, teachers experience diverse challenges and uplifts, which influence sense of wellbeing. While research on teacher phases provides important insights into lives, studies exploring wellbeing capitals they draw to cope are scarce; and, in the field language education, virtually non-existent. In this article, we explore 58 from Austria UK pre-service, early-, mid-, late-career phases. Data were gathered through in-depth semi-structured interviews analysed...