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The book presents theoretical considerations as well as the results
of empirical research on the existence of "directed motivational
current" (DMC) experiences among Iranian English as a foreign
language (EFL) learners in order to provide insights into how a DMC
is triggered and launched, and to explore whether the key
characteristics of DMCs could be detected in language learners'
experiences in Iran. Although Doernyei et al. (2016) claimed that
language learners who experience a DMC may have an amalgamation of
several positive emotions, they did not present any evidence of
whether these feelings exert any impact on learners' willingness to
take part in language learning situations (willingness to
communicate (WTC)), their confidence to use their L2, their
self-perceptions, and the extent to which they independently try to
learn English inside and outside the classroom context (language
learner autonomy). This book extensively studies DMCs in an EFL
setting and examines how such experiences affect language learners'
WTC, self-concept, language learner autonomy, and self-confidence.
The broad purpose of this book which is a response to the dearth of
research on incorporating videotaping as a strategy for reflective
teaching in Iran, was three-fold: first, it aimed to investigate
the contents of reflective teaching through videotaping as
reflecting the views of teachers about different aspects of
teaching like communication patterns in the classroom, affective
climate of the classroom, error correction, etc. Meanwhile, it made
an attempt to explore teachers' self reflections and their peers'
reflections on the teaching process. This book also strived to shed
some light on the effect of reflective teaching through videotaping
on teachers' professional development. Data were triangulated from
four main sources. The results of the analysis of in situ data may
have some enticing implications for EFL teachers, materials
developers, and syllabus designers. Particularly, they can consider
the implications of research for classroom pedagogy. Finally, it is
important not to overlook that further studies are required to
support the arguments made in this book and other similar studies.
Such a perspective will certainly open up some new avenues of
research.
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