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There is a research scarcity in theoretical conceptualizing of hope for teaching second or foreign languages. On the other hand, adopting an exploratory mixed-methods research design, Ghadyani et al. (2020) presented a categorical framework of hope for teaching English as a foreign language. Continuing the previous study, the specific objective of this paper is to depict the process by which hope for teaching English as a foreign language is created. Given conducted in-depth interviews with a purposive sample of experienced EFL teachers, a qualitative theoretical model of hope for teaching EFL was developed. Piloting provided a benchmark against which to validate the qualitative results. In the testing phase, 228 Iranian EFL teachers were given the developed scale (Ghadyani et al., 2020). The final theoretical model of hope for teaching EFL was developed and confirmed via performing statistical data analysis. It was revealed that hope for teaching English as a foreign language can be achieved through five paths. The process tends to start with the factor ‘interpersonal relationship’ and it comes to an end with the factor ‘anticipated effort’. The variable ‘source’ was identified and confirmed as the core factor. Additionally, results of this study are compared with those of the research done by Ghadyani et al. (2021, 2022). The findings would be valuable to program designers and curriculum evaluators in assessing the effective use of the second/foreign language teaching.

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Original Research 

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A Theoretical Model of Hope for Teaching English Language

There is a dearth of research on hope in studies of second or foreign (L2) language learning. Therefore, the present research contributes conceptually to a deep understanding of hope for learning English as a foreign language and the ways it may be developed. To do so, an exploratory mixed-methods design was employed. Using in-depth interviews, qualitative data was collected from the advanced-level adult Iranian EFL learners. Grounded-based analysis of the data led to the emergence of forty-seven items tied to seven main components as well as inter-relationships between them. In the quantitative phase, a 47-item questionnaire of hope for learning EFL was designed and then piloted. Next, to test the validity of the piloting phase findings, the refined 46-item questionnaire of hope for learning EFL was administered to a convenience sample of EFL learners (n=330). Statistical analyses of the testing data confirmed that forty-six items are linked to seven broad underlying components of hope for learning EFL. The main factors building the construct of hope for learning EFL were confirmed. Moreover, core factor, interconnections between the identified components were developed and validated. The findings can provide invaluable clues as to the development of educational interventionist programs in the future.

An Exploratory Empirical Research on Hope for Learning English as a Foreign Language

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