Sedigheh Karimpour
Biographic Data
| ID | 4608613 |
|---|---|
| NAME | Sedigheh Karimpour |
| GIVEN NAMES | Sedigheh |
| FAMILY NAME | Karimpour |
| SIGNATURE | KARIMPOUR S |
| AFFILIATIONS | Mazandaran University of Medical Sciences |
| ORCID | 0000-0003-0048-3762 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The interconnection between teacher motivation and identity construction: An interpretative phenomenological approach
Drawing on the interpretative phenomenological approach, this study reports on the nexus between teacher motivation and identity construction. Adopting a theoretical framework that involves the role of self-efficacy, career choice, goals, and motivational sustainers and underminers in teacher motivation and identity construction, we show how historic-sociocultural factors come to profoundly contribute to the teachers’ constructed identities and t…
Emotions in switching the code: Contributions for English language teachers’ identity construction
The role of emotional tensions in English language student teachers’ identity construction: An activity theory perspective
Despite the recent growth of attention to language teachers’ emotions, knowledge about how emotional tensions contribute to student teachers’ identity construction is still under-developed. In response to this gap, the present study explored the role of emotional tensions in seven Iranian English language student teachers’ identity construction over a semester-long period. Theoretically grounded in activity theory, the study was conducted through…
Contribution of Interventionist Dynamic Assessment to the Acquisition of Modal Verbs: The Moderating Role of Field (In)dependence and Working Memory
As an alternative to conventional instruction and evaluation methods, dynamic assessment aims to promote language learning by utilising an interactive approach. As a subset of dynamic assessment, the interventionist approach to dynamic assessment focuses on mediation from implicit to explicit. In spite of its central role in language learning and assessment, the interventionist dynamic assessment has received less attention in empirical research.…
Stopping the Silent Fraud: Language Teachers’ Strategies to Mitigate Contract Cheating in Online Higher Education Exams
Purpose‐Based Emotion Labor: An Exploratory Heuristic for Expanding Research on Teacher Emotion(s)
Drawing on the literature on emotion labor, in this study, we propose the concept of purpose‐based emotion labor (PBEL) as an exploratory heuristic for (re)conceptualizing teacher emotion(s). PBEL is defined as engagement in purpose construction, invoked and shaped by personal, interpersonal, institutional, and sociocultural issues, as individuals navigate emotion labor to ultimately facilitate their professional development. We then present the …
Making sense of emotion and identity construction through metaphors: A prompt-based study in an English as a Foreign Language context
The study of teachers' cognitive processes has received considerable attention in the past decades. However, the scope of research on the way teachers cognitively represent and understand emotions and how such representations relate to the sociocultural particularities shaping their identities demands further attention. Inspired by the phenomenographic approach, the present study sought to examine how Iranian English as a Foreign Language (EFL) t…
English language teachers’ emotion-bearing situations in a professional development course: A critical-ecological perspective
This study adopts a critical-ecological perspective and examines English language teachers’ emotion labour in a professional development course structured around sharing emotion-bearing situations (EBSs). Data were collected from 10 Iranian teachers via online discussion, reflective journals, and semi-structured interviews. Data analyses revealed that the teachers’ EBSs were connected to micro-level (classroom), meso-level (institution), and macr…
Contributions of significant others to second language teacher well-being: A Self-Determination Theory Perspective
The present study explores the contributions of significant others to 10 Iranian English language teachers’ well-being by drawing on self-determination theory. We define significant others as individuals who play a key role in the emotional dynamics that teachers experience and serve as the impetus for those emotional experiences. Data were collected from questionnaires, narrative frames, and semi-structured interviews. Analyses of the data revea…
Exploring the professional role identities of English for academic purposes practitioners: A Qualitative Study
While English for Academic Purposes (EAP) has developed theoretically and empirically over the past decades, there are few documented studies on EAP practitioners’ identities. Our study examined 12 Iranian EAP practitioners’ role identities (as one type of identity) in light of the conceptualization of English for specific purposes (ESP) practitioner roles. Adopting a qualitative approach, the study revealed the role of various contextual factors…
English Language Teachers’ Emotion Labor in Response to Online Teaching: An Interpretative Phenomenological Approach
Recent iterations of online education emphasize gaining a deeper understanding of teachers’ professional skills, competencies, and performances. In line with this growing scholarship, the present study adopted an interpretative phenomenological analysis approach and examined Iranian English language teachers’ emotion labor in response to online teaching. To this end, data were collected from semi-structured interviews, reflective journals, and na…
Interactional features in second language classroom discourse: Variations across novice and experienced language teachers
Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice an…
Developing a taxonomy of teacher emotion labor through metaphor: Personal, interpersonal, and sociocultural angles
Emotion labor is a multidimensional construct that plays a key role in teachers’ emotional knowledge and emotional development. However, little empirical research has focused on such multidimensionality of emotion labor at personal, institutional, and sociocultural levels. The present study aimed to fill this gap by drawing on metaphors and integrating data from Iranian English language teachers through open-ended questionnaires, narrative frames…
Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance
Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research
Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian English language teachers used emotion labor as professional development work during participation in an…
Novice language teacher identity construction: Similarities, differences, and beyond
Scholarship on novice language teachers has often overlooked how novices comparatively develop personalized trajectories in the initial years. This study views novice-ness through the lens of identity construction and examines how three Iranian English language teachers in the first, second, and third years of teaching comparatively constructed their teacher identities. Data were collected from semi-structured interviews, classroom observations, …
The ecology of language teacher assessment literacy: Insights from emotional critical incidents
“Teacher, Man Mitoonam …?”: Translanguaging and English Language Teacher Emotion Labor
Theory and research on translanguaging have increasingly grown in the past decades. However, the scope of research on how teachers make sense of translanguaging is limited, particularly how they emotionally respond to a translanguaging pedagogy. The present study addressed this gap by examining eight Iranian English-L2 teachers’ translanguaging-inflected emotion labor in a private language school. Data were collected from classroom observations, …
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Despite the recent surge of interest in language teacher emotions, little research has examined the role of cognitive and social dimensions of teachers’ emotions in their identity construction. Adopting a phenomenographic‐narrative approach, the present qualitative study examined the connection between English language teachers’ perspectives, emotions, and identities. Seventeen Iranian English teachers were first presented with four emotionally c…
Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective
Despite the growth of research on teachers’ emotional vulnerability in recent years, little research has explored this issue among student teachers. Drawing on the lens of the community of practice (CoP), in this study, we report on the emotional vulnerability and coping strategies of Turkish student teachers during a teacher education course. Data were collected before, during, and after the course using semi‐structured interviews, reflective jo…
Novice language teacher emotion labor and identity construction: A community of practice perspective
To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers
The role of emotion labor in English language teacher identity construction: An activity theory perspective
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning
The role of emotion labor in English language teacher identity construction: An activity theory perspective
Novice language teacher emotion labor and identity construction: A community of practice perspective
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Despite the recent surge of interest in language teacher emotions, little research has examined the role of cognitive and social dimensions of teachers’ emotions in their identity construction. Adopting a phenomenographic‐narrative approach, the present qualitative study examined the connection between English language teachers’ perspectives, emotions, and identities. Seventeen Iranian English teachers were first presented with four emotionally c…
English language teachers’ emotion-bearing situations in a professional development course: A critical-ecological perspective
This study adopts a critical-ecological perspective and examines English language teachers’ emotion labour in a professional development course structured around sharing emotion-bearing situations (EBSs). Data were collected from 10 Iranian teachers via online discussion, reflective journals, and semi-structured interviews. Data analyses revealed that the teachers’ EBSs were connected to micro-level (classroom), meso-level (institution), and macr…
Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research
Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian English language teachers used emotion labor as professional development work during participation in an…
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning
Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective
Despite the growth of research on teachers’ emotional vulnerability in recent years, little research has explored this issue among student teachers. Drawing on the lens of the community of practice (CoP), in this study, we report on the emotional vulnerability and coping strategies of Turkish student teachers during a teacher education course. Data were collected before, during, and after the course using semi‐structured interviews, reflective jo…
To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers
The role of emotion labor in English language teacher identity construction: An activity theory perspective
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning
Novice language teacher identity construction: Similarities, differences, and beyond
Scholarship on novice language teachers has often overlooked how novices comparatively develop personalized trajectories in the initial years. This study views novice-ness through the lens of identity construction and examines how three Iranian English language teachers in the first, second, and third years of teaching comparatively constructed their teacher identities. Data were collected from semi-structured interviews, classroom observations, …
The ecology of language teacher assessment literacy: Insights from emotional critical incidents
“Teacher, Man Mitoonam …?”: Translanguaging and English Language Teacher Emotion Labor
Theory and research on translanguaging have increasingly grown in the past decades. However, the scope of research on how teachers make sense of translanguaging is limited, particularly how they emotionally respond to a translanguaging pedagogy. The present study addressed this gap by examining eight Iranian English-L2 teachers’ translanguaging-inflected emotion labor in a private language school. Data were collected from classroom observations, …
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Despite the recent surge of interest in language teacher emotions, little research has examined the role of cognitive and social dimensions of teachers’ emotions in their identity construction. Adopting a phenomenographic‐narrative approach, the present qualitative study examined the connection between English language teachers’ perspectives, emotions, and identities. Seventeen Iranian English teachers were first presented with four emotionally c…
Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective
Despite the growth of research on teachers’ emotional vulnerability in recent years, little research has explored this issue among student teachers. Drawing on the lens of the community of practice (CoP), in this study, we report on the emotional vulnerability and coping strategies of Turkish student teachers during a teacher education course. Data were collected before, during, and after the course using semi‐structured interviews, reflective jo…
Novice language teacher emotion labor and identity construction: A community of practice perspective
To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers
English Language Teachers’ Emotion Labor in Response to Online Teaching: An Interpretative Phenomenological Approach
Recent iterations of online education emphasize gaining a deeper understanding of teachers’ professional skills, competencies, and performances. In line with this growing scholarship, the present study adopted an interpretative phenomenological analysis approach and examined Iranian English language teachers’ emotion labor in response to online teaching. To this end, data were collected from semi-structured interviews, reflective journals, and na…
Interactional features in second language classroom discourse: Variations across novice and experienced language teachers
Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice an…
Developing a taxonomy of teacher emotion labor through metaphor: Personal, interpersonal, and sociocultural angles
Emotion labor is a multidimensional construct that plays a key role in teachers’ emotional knowledge and emotional development. However, little empirical research has focused on such multidimensionality of emotion labor at personal, institutional, and sociocultural levels. The present study aimed to fill this gap by drawing on metaphors and integrating data from Iranian English language teachers through open-ended questionnaires, narrative frames…
Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance
Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research
Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian English language teachers used emotion labor as professional development work during participation in an…
The role of emotional tensions in English language student teachers’ identity construction: An activity theory perspective
Despite the recent growth of attention to language teachers’ emotions, knowledge about how emotional tensions contribute to student teachers’ identity construction is still under-developed. In response to this gap, the present study explored the role of emotional tensions in seven Iranian English language student teachers’ identity construction over a semester-long period. Theoretically grounded in activity theory, the study was conducted through…
Contribution of Interventionist Dynamic Assessment to the Acquisition of Modal Verbs: The Moderating Role of Field (In)dependence and Working Memory
As an alternative to conventional instruction and evaluation methods, dynamic assessment aims to promote language learning by utilising an interactive approach. As a subset of dynamic assessment, the interventionist approach to dynamic assessment focuses on mediation from implicit to explicit. In spite of its central role in language learning and assessment, the interventionist dynamic assessment has received less attention in empirical research.…
Stopping the Silent Fraud: Language Teachers’ Strategies to Mitigate Contract Cheating in Online Higher Education Exams
Purpose‐Based Emotion Labor: An Exploratory Heuristic for Expanding Research on Teacher Emotion(s)
Drawing on the literature on emotion labor, in this study, we propose the concept of purpose‐based emotion labor (PBEL) as an exploratory heuristic for (re)conceptualizing teacher emotion(s). PBEL is defined as engagement in purpose construction, invoked and shaped by personal, interpersonal, institutional, and sociocultural issues, as individuals navigate emotion labor to ultimately facilitate their professional development. We then present the …
Making sense of emotion and identity construction through metaphors: A prompt-based study in an English as a Foreign Language context
The study of teachers' cognitive processes has received considerable attention in the past decades. However, the scope of research on the way teachers cognitively represent and understand emotions and how such representations relate to the sociocultural particularities shaping their identities demands further attention. Inspired by the phenomenographic approach, the present study sought to examine how Iranian English as a Foreign Language (EFL) t…
English language teachers’ emotion-bearing situations in a professional development course: A critical-ecological perspective
This study adopts a critical-ecological perspective and examines English language teachers’ emotion labour in a professional development course structured around sharing emotion-bearing situations (EBSs). Data were collected from 10 Iranian teachers via online discussion, reflective journals, and semi-structured interviews. Data analyses revealed that the teachers’ EBSs were connected to micro-level (classroom), meso-level (institution), and macr…
Contributions of significant others to second language teacher well-being: A Self-Determination Theory Perspective
The present study explores the contributions of significant others to 10 Iranian English language teachers’ well-being by drawing on self-determination theory. We define significant others as individuals who play a key role in the emotional dynamics that teachers experience and serve as the impetus for those emotional experiences. Data were collected from questionnaires, narrative frames, and semi-structured interviews. Analyses of the data revea…
Exploring the professional role identities of English for academic purposes practitioners: A Qualitative Study
While English for Academic Purposes (EAP) has developed theoretically and empirically over the past decades, there are few documented studies on EAP practitioners’ identities. Our study examined 12 Iranian EAP practitioners’ role identities (as one type of identity) in light of the conceptualization of English for specific purposes (ESP) practitioner roles. Adopting a qualitative approach, the study revealed the role of various contextual factors…
The interconnection between teacher motivation and identity construction: An interpretative phenomenological approach
Drawing on the interpretative phenomenological approach, this study reports on the nexus between teacher motivation and identity construction. Adopting a theoretical framework that involves the role of self-efficacy, career choice, goals, and motivational sustainers and underminers in teacher motivation and identity construction, we show how historic-sociocultural factors come to profoundly contribute to the teachers’ constructed identities and t…
Emotions in switching the code: Contributions for English language teachers’ identity construction
Psychology (23 works) · Sociology (17 works) · Pedagogy (15 works) · Social Psychology (14 works) · Linguistics (13 works) · EFL/ESL Teaching and Learning (9 works) · Language, Discourse, Communication Strategies (9 works) · Computer Science (8 works) · Social Psychology (8 works) · Social science (8 works)