Abstract:
In order to serve the characteristics of language learners in the 21st century, there are several aspects that the field of English language teaching (ELT), still, need to be challenged. Since teachers are viewed as crucial mediators of language learning, this study aimed to investigate two significant notions that have an impact on areas of English language teaching: 1) Relationships between agentic variables of teacher agency on the implementation of critical pedagogy. 2) Influences of teacher agency on teaching practices of ELT teachers. Informed by social cognitive theory: an agentic perspective of Bandura (2001), data were analyzed with a mixed-method design, including 117 ELT teachers who participated in the questionnaire survey and 5 ELT teachers who participated in the interview. The quantitative method was employed in order to explore relationships of agentic variables with a 15-item survey questionnaire. Through the semi-structured interview, the qualitative method was employed in order to investigate the impacts of teacher agency on teachers pedagogical practices. The results yield clear indications of the strength of agentic relationships and their influences on teachers teaching practices. In the light of the findings, this study offers implications, serving as a benchmark of guidelines to inform ELT programs for professional development and teacher training programs with an emphasis on inclusivity, interculturality, and creating critical thinking in the field of English language teaching
Thammasat University. Thammasat University Library