A teacher's positive initial response to blended delivery was shaped by experience, TELL beliefs and personality¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The interaction of past experience, belief in technology-enhanced language learning, and personality underpinned the teacher's positive reaction to the change to blended delivery. → Qi 2022
Evidence¶
Qi 2022¶
Qi, G. Y., & Wang, Y. (2022). Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom. The JALT CALL Journal, 18(1). https://doi.org/10.29140/jaltcall.v18n1.569
q2 · i? · qualitative · r3
Findings from Period 1 of the case study, synthesising written reflection and email interview data from one teacher two weeks before semester start. The authors identify three factors: familiarity with course content and technology, belief in flexible and equal learning, and a challenge-seeking personality.
"it appeared that the interaction between her experience, her belief in TELL and her personality played a dominant agentic role in her positive response to the possible challenges brought about by the change to blended delivery."
Discussion¶
Related Claims¶
- Teacher agency development proceeds through temporal phases in which different subsystems dominate — related
- Challenges of blended delivery catalyse opportunities for teacher agency growth — related
- Nature and nurture interact dynamically: children's experiences shape their biology as much as biology shapes development — related
- Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — related
- Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
experience-belief-personality-shape-initial-agency-response |
title |
A teacher's positive initial response to blended delivery was shaped by experience, TELL beliefs and personality |
description |
A teacher's positive initial response to blended delivery was shaped by experience, TELL beliefs and personality |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — qi-2022 |
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