Vincent Greenier
Biographic Data
| ID | 5998314 |
|---|---|
| NAME | Vincent Greenier |
| GIVEN NAMES | Vincent |
| FAMILY NAME | Greenier |
| SIGNATURE | GREENIER V |
| AFFILIATIONS | University of Aberdeen |
| ORCID | 0000-0001-6844-2209 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 53 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Investigating Chinese undergraduate students’ perception of creative support in the EFL classroom
Guided by the process dimension of Rhodes’ 4P model of creativity as the analytical framework, this study explores how undergraduate students perceive creativity in their experience in EFL classrooms. The participants, 240 Chinese EFL students at various universities throughout China, completed a questionnaire. Following the questionnaire, six students agreed to interview to provide insight into their perceptions. The quantitative results suggest…
The Unfolding of Careers
Teacher attrition negatively impacts teachers, learners, schools, and educational systems. However, language teacher attrition research remains scant compared to general education studies, particularly so with expatriate TESOL professionals. Thus, the purpose of this study is to analyze and interpret why expatriate language teachers leave the field of TESOL. Using the unfolding model of voluntary turnover, a well‐established model from organizati…
A narrative inquiry into the resilience of novice middle school English teachers in China
This narrative inquiry examines how two novice middle school English teachers in China transform negative emotions into professional resilience. Through narrative analysis of in-depth interviews, guided by Mansfield et al.’s (2012) resilience framework, the study reveals how negative emotions catalyse growth across profession-related, emotional, motivational, and social dimensions. Findings show that with adequate support, negative experiences ca…
Student-teachers’ conceptualisations of culture and attitudes towards transcultural pedagogies and materials in ELT
Creative translanguaging in formative assessment
In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging…
Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers
In the modern educational landscape, teacher creativity has a vital role, especially in language education. Teacher creativity plays a crucial role in today's world, and some studies have explored the factors influencing creativity among language teachers. The present research explored the impact of psychological factors, self‐efficacy, collective efficacy, and autonomy on the professional creativity of Chinese English as a foreign language (EFL)…
Fifty years of System research and projections for the future
I Promised Growing up I Would Not Become a Teacher”
Despite some research attention given to expatriate native‐English‐speaking teachers' (NESTs) identities and the national educational ideologies that have led to their international recruitment, surprisingly little research has addressed their career trajectories as TESOL professionals. To address this gap, this case study explores the career of a long‐serving expatriate TESOL professional through the lens of Social Cognitive Career Theory (SCCT)…
Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers
Understanding professional commitment change of novice CFL university teachers
This study examined three novice Chinese as a foreign language (CFL) university teachers’ professional commitment change in New Zealand from an integrated theoretical framework of professional commitment. Drawing on data from interviews, classroom observations, and teaching material, the study found that although all the participants had mixed reasons for becoming novice CFL university teachers abroad, their ensuing professional commitment toward…
A netnography of emergent Esol researcher identity and development in a virtual community of practice
For emerging researchers, communities of practice (CoPs) can be a much‐needed source of knowledge and support, particularly during a global pandemic. Within this context, a virtual CoP (VCoP) project was initiated for novice researchers in Teaching English to Speakers of Other Languages (TESOL)/Applied Linguistics worldwide to exchange perspectives and academic knowledge. Guided by netnography, our study explores the social, cultural, and profess…
Emotion regulation and psychological well-being in teacher work engagement
Photo-narrative frames
Beyond Good Teaching Practices
Teacher leadership has been given increased recognition in general education as a means to empower teachers as professionals and improve educational outcomes. However, it has not received as much attention in the field of English language teaching (ELT), and research that has been conducted in this area has tended to focus predominantly on program management. This study focused on examining learners’ perspectives of language teacher leadership wi…
Emotion regulation and psychological well-being in teacher work engagement
Photo-narrative frames
A narrative inquiry into the resilience of novice middle school English teachers in China
This narrative inquiry examines how two novice middle school English teachers in China transform negative emotions into professional resilience. Through narrative analysis of in-depth interviews, guided by Mansfield et al.’s (2012) resilience framework, the study reveals how negative emotions catalyse growth across profession-related, emotional, motivational, and social dimensions. Findings show that with adequate support, negative experiences ca…
Student-teachers’ conceptualisations of culture and attitudes towards transcultural pedagogies and materials in ELT
I Promised Growing up I Would Not Become a Teacher”
Despite some research attention given to expatriate native‐English‐speaking teachers' (NESTs) identities and the national educational ideologies that have led to their international recruitment, surprisingly little research has addressed their career trajectories as TESOL professionals. To address this gap, this case study explores the career of a long‐serving expatriate TESOL professional through the lens of Social Cognitive Career Theory (SCCT)…
A netnography of emergent Esol researcher identity and development in a virtual community of practice
For emerging researchers, communities of practice (CoPs) can be a much‐needed source of knowledge and support, particularly during a global pandemic. Within this context, a virtual CoP (VCoP) project was initiated for novice researchers in Teaching English to Speakers of Other Languages (TESOL)/Applied Linguistics worldwide to exchange perspectives and academic knowledge. Guided by netnography, our study explores the social, cultural, and profess…
Fifty years of System research and projections for the future
Beyond Good Teaching Practices
Teacher leadership has been given increased recognition in general education as a means to empower teachers as professionals and improve educational outcomes. However, it has not received as much attention in the field of English language teaching (ELT), and research that has been conducted in this area has tended to focus predominantly on program management. This study focused on examining learners’ perspectives of language teacher leadership wi…
Beyond Good Teaching Practices
Teacher leadership has been given increased recognition in general education as a means to empower teachers as professionals and improve educational outcomes. However, it has not received as much attention in the field of English language teaching (ELT), and research that has been conducted in this area has tended to focus predominantly on program management. This study focused on examining learners’ perspectives of language teacher leadership wi…
Emotion regulation and psychological well-being in teacher work engagement
Photo-narrative frames
Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers
Understanding professional commitment change of novice CFL university teachers
This study examined three novice Chinese as a foreign language (CFL) university teachers’ professional commitment change in New Zealand from an integrated theoretical framework of professional commitment. Drawing on data from interviews, classroom observations, and teaching material, the study found that although all the participants had mixed reasons for becoming novice CFL university teachers abroad, their ensuing professional commitment toward…
A netnography of emergent Esol researcher identity and development in a virtual community of practice
For emerging researchers, communities of practice (CoPs) can be a much‐needed source of knowledge and support, particularly during a global pandemic. Within this context, a virtual CoP (VCoP) project was initiated for novice researchers in Teaching English to Speakers of Other Languages (TESOL)/Applied Linguistics worldwide to exchange perspectives and academic knowledge. Guided by netnography, our study explores the social, cultural, and profess…
Creative translanguaging in formative assessment
In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging…
Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers
In the modern educational landscape, teacher creativity has a vital role, especially in language education. Teacher creativity plays a crucial role in today's world, and some studies have explored the factors influencing creativity among language teachers. The present research explored the impact of psychological factors, self‐efficacy, collective efficacy, and autonomy on the professional creativity of Chinese English as a foreign language (EFL)…
Fifty years of System research and projections for the future
I Promised Growing up I Would Not Become a Teacher”
Despite some research attention given to expatriate native‐English‐speaking teachers' (NESTs) identities and the national educational ideologies that have led to their international recruitment, surprisingly little research has addressed their career trajectories as TESOL professionals. To address this gap, this case study explores the career of a long‐serving expatriate TESOL professional through the lens of Social Cognitive Career Theory (SCCT)…
A narrative inquiry into the resilience of novice middle school English teachers in China
This narrative inquiry examines how two novice middle school English teachers in China transform negative emotions into professional resilience. Through narrative analysis of in-depth interviews, guided by Mansfield et al.’s (2012) resilience framework, the study reveals how negative emotions catalyse growth across profession-related, emotional, motivational, and social dimensions. Findings show that with adequate support, negative experiences ca…
Student-teachers’ conceptualisations of culture and attitudes towards transcultural pedagogies and materials in ELT
Investigating Chinese undergraduate students’ perception of creative support in the EFL classroom
Guided by the process dimension of Rhodes’ 4P model of creativity as the analytical framework, this study explores how undergraduate students perceive creativity in their experience in EFL classrooms. The participants, 240 Chinese EFL students at various universities throughout China, completed a questionnaire. Following the questionnaire, six students agreed to interview to provide insight into their perceptions. The quantitative results suggest…
The Unfolding of Careers
Teacher attrition negatively impacts teachers, learners, schools, and educational systems. However, language teacher attrition research remains scant compared to general education studies, particularly so with expatriate TESOL professionals. Thus, the purpose of this study is to analyze and interpret why expatriate language teachers leave the field of TESOL. Using the unfolding model of voluntary turnover, a well‐established model from organizati…
Psychology (10 works) · Pedagogy (8 works) · Mathematics education (6 works) · Social Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Political science (4 works) · Computer Science (3 works) · Creativity (3 works) · Creativity in Education and Neuroscience (3 works) · International Student and Expatriate Challenges (3 works)