Findings showed that English scores dropped significantly for the formal cooperative learning (CL) class but were unaffected for the informal CL class. Intrinsic motivation for the informal CL class increased significantly, whereas the formal CL class’ was unaffected. The extent to which students felt their basic psychological needs were met increased for both classes, raising the possibility that intrinsic motivation could be enhanced in the future for the formal CL class as well.

The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.

This study investigates the self-reflections of 426 ALTs on the JET Programme in Japan regarding their own sense of purpose and value in EFL education. The results suggest that, whilst ALTs did feel a sense of contribution, they also felt as though they lacked chances to implement communicative teaching methods over the dominant grammar-based pedagogy. Suggestions to improve their role in the classroom are provided.

In this presentation, I will briefly explain some of the initial findings from an ongoing research project into junior high school teachers’ sense of agency before describing some of the research design issues which have emerged as I attempt to understand teachers’ views and beliefs. The presentation is aimed at stimulating discussion regarding teacher agency and the value and the difficulties in using multiple methods in educational research.