Investigating the Motivation of a Language Teacher: Face-to-Face, Hybrid and Online Experiences

This qualitative case study was conducted to observe a language teacher’s motivational changes during face-to-face, hybrid and online classes. In the light of Complex Dynamic Systems Theory (CDST), the motivation of a language teacher was investigated, and the rise and fall of motivation in different circumstances were aimed to be better understood with the help of retrospective interview questions. Thus, using retrodictive qualitative modelling and a mind map, the current study focused on the ups and downs, dynamism, and complexity of motivation during English language grammar and vocabulary classes. The field of English language learning and teaching experienced COVID-19 before, and after the devastating earthquake in Turkiye, the country decided to continue online and hybrid education. To capture the differences and similarities between these two maladies, this study was carried out in-depth with a single individual teaching English to preparatory classes at a state university in Turkiye. The findings displayed that motivation is a complex element that can change, fluctuate, and develop over time and experiences. It is important to notice that situations in COVID-19 and the natural disaster are completely different. Therefore, a language teacher’s motivational situations are found to be different in these two unwanted circumstances. Findings also revealed that it is possible to observe the rise and fall of motivation in the Covid-19 and post-earthquake teaching context. It is believed that, with this study, new ways of interpreting the motivation of language teachers can be developed, and new solutions can be thought for education in case of unexpected and unpredictable challenges.