Discover Education· 2026Q2
Loving pedagogy and foreign language teaching enjoyment as predictors of Iranian EFL teachers’ engagement in reflective practice
- 0citations
- Q2SCImago
- 2026year
Short summary
Loving pedagogy (LP) and foreign language teaching enjoyment (FLTE) significantly predict Iranian EFL teachers' engagement in reflective practice (RP), with LP being the stronger predictor.
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Key points
- Loving pedagogy (LP) and foreign language teaching enjoyment (FLTE) are positively correlated with reflective practice (RP) among Iranian EFL teachers.
- Both LP and FLTE significantly predict teachers' engagement in RP.
- LP emerged as the stronger predictor of RP compared to FLTE.
- Data were collected from 130 EFL teachers using three validated scales.
AI-generated from the title and abstract; the full text is not read.
Abstract
The present study examined the relationships among loving pedagogy (LP), foreign language teaching enjoyment (FLTE), and engagement in reflective practice (RP) among Iranian EFL teachers working across various educational contexts. Data were collected from 130 EFL teachers (89 females, 41 males) through online administration of the English Language Teaching Reflection Inventory, the Disposition toward Loving Pedagogy Scale, and the Foreign Language Teaching Enjoyment Scale. Pearson product‒moment correlation analysis indicated significant positive relationships among LP, FLTE, and RP. Multiple regression analysis showed that LP and FLTE each significantly predicted teachers’ engagement in RP, with LP emerging as the stronger predictor. These findings have implications for language teacher education and professional development programs.
The authors' abstract, as published at the source. Discover Education, 2026 · DOI ↗
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Field: Language and Linguistics
Language and LinguisticsArts and Humanities