Papers by Chris Hastings
TNTESOL Journal, Nov 2012
Research in L2 motivation has evolved since Gardner and Lambert introduced the socio- educational... more Research in L2 motivation has evolved since Gardner and Lambert introduced the socio- educational model and highlighted the importance of attitudes and affect to the SLA process. Though the field expanded focus, little work has been done into L2 teacher motivation; instead, most studies have focused on student attitudes and motivation. This paper highlights the need for research into teacher attitudes and L2 teacher motivation in the ESL/EFL classroom.
Dissertation by Chris Hastings
This study explored the effects that living in Saudi Arabia, segregated from the host community b... more This study explored the effects that living in Saudi Arabia, segregated from the host community by a high level of social distance, has on teachers' attitudes and motivation to teach, by asking four questions: 1. Do EFL teachers in Saudi feel isolated from the host culture? 2. Do teachers acculturate to Saudi society? 3. How do EFL teachers in Saudi Arabia perceive the social distance between students and teachers? 4. If teachers feel a great cultural distance, what effect does this have on foreign teachers’ attitudes towards their students? What effect does this have on the teachers’ motivation?
A qualitative design was deemed most appropriate. Operating in the exploratory-interpretive paradigm, it aimed to discover meaning as the participants interpreted it. Both the phenomenological orientation of understanding the essence of lived experiences and the ethnographic orientation of exploring shared behaviors, beliefs, and language were used.
Eleven English teachers, who shared a contextual location and a few characteristics, were purposefully selected to participate in two semi-structured interviews, which were intended to elicit meaningful and culturally relevant responses, and provide unanticipated information.
The interviews revealed the following: money was teachers' primary motivation for working in Saudi Arabia; most teachers arrived wanting to learn Arabic; social distance prevented cultural experiences; the subjects reported low levels of job satisfaction and commitment; and the subjects were more motivated by extrinsic than intrinsic work factors.
These results contribute to an understanding of L2 teacher motivation and raise further questions about the role of foreign EFL teachers in Saudi Arabia. Limitations of the study and suggestions for further research were identified.
Books by Chris Hastings
This collection of voices from the field in ESL and EFL contexts personalizes the issues TESOL ed... more This collection of voices from the field in ESL and EFL contexts personalizes the issues TESOL educators face and serves as a resource for those wanting to address social injustices in their individual TESOL contexts. Each chapter in this volume represents one of two realities that English language learners are often on the margins of society, and that those of us who teach them must work to advocate for their needs. This book will help educators identify the needs of other students or the areas of privilege represented in the ELT world, where more advocacy work is needed.
Many things have changed in the landscape of English language teaching in the Kingdom of Saudi Ar... more Many things have changed in the landscape of English language teaching in the Kingdom of Saudi Arabia in the 35 years since the British Council published the booklet English Language Teaching Profiles. Therefore, this book presents readers with an up-to-date summary of the current situation for English language teachers and learners in what is now referred to as KSA. Dr. Hastings presents a clear and concise account of the rise of English language teaching and learning in KSA, at the national and at the local level, from when the nation state was first established in the early 1930s to the present day.
Uploads
Papers by Chris Hastings
Dissertation by Chris Hastings
A qualitative design was deemed most appropriate. Operating in the exploratory-interpretive paradigm, it aimed to discover meaning as the participants interpreted it. Both the phenomenological orientation of understanding the essence of lived experiences and the ethnographic orientation of exploring shared behaviors, beliefs, and language were used.
Eleven English teachers, who shared a contextual location and a few characteristics, were purposefully selected to participate in two semi-structured interviews, which were intended to elicit meaningful and culturally relevant responses, and provide unanticipated information.
The interviews revealed the following: money was teachers' primary motivation for working in Saudi Arabia; most teachers arrived wanting to learn Arabic; social distance prevented cultural experiences; the subjects reported low levels of job satisfaction and commitment; and the subjects were more motivated by extrinsic than intrinsic work factors.
These results contribute to an understanding of L2 teacher motivation and raise further questions about the role of foreign EFL teachers in Saudi Arabia. Limitations of the study and suggestions for further research were identified.
Books by Chris Hastings
A qualitative design was deemed most appropriate. Operating in the exploratory-interpretive paradigm, it aimed to discover meaning as the participants interpreted it. Both the phenomenological orientation of understanding the essence of lived experiences and the ethnographic orientation of exploring shared behaviors, beliefs, and language were used.
Eleven English teachers, who shared a contextual location and a few characteristics, were purposefully selected to participate in two semi-structured interviews, which were intended to elicit meaningful and culturally relevant responses, and provide unanticipated information.
The interviews revealed the following: money was teachers' primary motivation for working in Saudi Arabia; most teachers arrived wanting to learn Arabic; social distance prevented cultural experiences; the subjects reported low levels of job satisfaction and commitment; and the subjects were more motivated by extrinsic than intrinsic work factors.
These results contribute to an understanding of L2 teacher motivation and raise further questions about the role of foreign EFL teachers in Saudi Arabia. Limitations of the study and suggestions for further research were identified.