Drawing upon Activity Theory, this mixed-methods study explored L2 teachers’ (de)motivation factors, motivation change, and voice in adopting strategies that could motivate L2 teachers. Semi-structured interviews, a motivational timeline diagram, and a researcher-developed scale were used to collect data from 226 in-service L2 teachers. The interview data collected from 15 participants were analyzed through open, axial, and selective coding using MAXQDA Analytics Pro version 12.3. Individual participants’ motivational timelines were also carried over into a collective diagram to illustrate motivational trajectories. Descriptive statistics were used to analyze the quantitative data collected from 211 teachers. The findings identified a number of (de)motivation factors and indicated that L2 teachers experienced changes in their motivation due to some primary and secondary level contradictions in their motivational activity systems. Moreover, L2 teachers’ commitment to their profession revealed the significant role of teachers’ beliefs and agency in resolving those contradictions. The theoretical and practical implications of the study were accordingly discussed.
language teacher motivation, motivation factor, demotivation factor, motivation change, activity theory, motivating strategy, exploratory sequential design, qualitative research
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Recommended APA Citation
Rahmati, T., & Sadeghi, K. (2021). English as a Foreign Language Teachers’ Motivation: An Activity Theory Perspective. The Qualitative Report, 26(4), 1084-1105. https://doi.org/10.46743/2160-3715/2021.4472