Imagined Communities and Investment in Learning: Exploring their Interplay among TEFL Students
محورهای موضوعی : Journal of Studies in Learning and Teaching English
Fatemeh Sokhanvar
1
,
Andisheh Saniei
2
,
Marzieh Bagherkazemi
3
1 - Department of English Language Teaching, ST.C., Islamic Azad University, Tehran, Iran
2 - Department of English Language Teaching, Ro.C., Islamic Azad University, Tehran, Iran
3 - Department of English Language Teaching, ST.C., Islamic Azad University, Tehran, Iran
کلید واژه: Investment in learning, Imagined community, Correlational analysis, Linear regression, NVivo 14,
چکیده مقاله :
The concepts of imagined communities and investment in learning reflect the social turn in applied linguistics, providing valuable insights into the complexities of learners’ experiences. This research attemptedo investigate the relationship between Teaching English as a Foreign Language (TEFL) students’ imagined communitiesd investment in learning, and whether the former predicts the latter. To this end, 200 TEFL students completed the researcher-made questionnaires on imagined communities and investment in learning. Additionally, 27 TEFL students participated in the semi-structured interview to gain deeper insights into these variables. Linear regression analysis showed that imagined communities significantly predicted investment in learning. The interviews, conducted online via Google Meet and lasting 10–15 minutes each, were analyzed in NVivo 14 using reflexive thematic analysis. This analysis identified key themes and codes related to learners’ investment and their imagined communities. This study suggests that imagined community is associated with higher investment in learning and may play a role in shaping TEFL students’ engagement. This indicates the significant role of imagination in teacher education and provides practical implications for educators to enhance learners’ engagement through future-oriented strategies.
The concepts of imagined communities and investment in learning reflect the social turn in applied linguistics, providing valuable insights into the complexities of learners’ experiences. This research attemptedo investigate the relationship between Teaching English as a Foreign Language (TEFL) students’ imagined communitiesd investment in learning, and whether the former predicts the latter. To this end, 200 TEFL students completed the researcher-made questionnaires on imagined communities and investment in learning. Additionally, 27 TEFL students participated in the semi-structured interview to gain deeper insights into these variables. Linear regression analysis showed that imagined communities significantly predicted investment in learning. The interviews, conducted online via Google Meet and lasting 10–15 minutes each, were analyzed in NVivo 14 using reflexive thematic analysis. This analysis identified key themes and codes related to learners’ investment and their imagined communities. This study suggests that imagined community is associated with higher investment in learning and may play a role in shaping TEFL students’ engagement. This indicates the significant role of imagination in teacher education and provides practical implications for educators to enhance learners’ engagement through future-oriented strategies.
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