EFL Teachers’ Perceptions Regarding Praxical Hope: A Qualitative Study in Public Schools

Articles in Press

Document Type : Research Article

Authors

• Seyyed Mohammad Reza Adel ¹
• Gholamreza Zareian ²
• Fatemeh Malek Abbasi ²

¹ Hakim Sabzevari University, Sabzevar, Iran

² Department of English Language and Literature Faculty of Literature and Humanities Hakim Sabzevari University, Sabzevar, Iran

https://doi.org/10.22067/lts.2025.94144.1359

Abstract

The present qualitative study examined the perceptions of pre-service, in-service, and retired English as a Foreign Language (EFL) teachers regarding the concept of praxical hope within public school settings in Gorgan, Iran. The researchers interviewed 42 participants,, to explore the nuanced understandings and implications of praxical hope in EFL education. Using a constructivist grounded theory framework, the researchers utilized purposive sampling to confirm a diverse representation of experiences and viewpoints among participants. The study used MAXQDA 24 to analyze the data and identified 46 primary codes related to praxical hope in open coding. Consequently, the researchers organized these codes into 25 categories, resulting in a proposed model of praxical hope with four fundamental constructs: empowerment and agency, collaborative learning environments, critical reflection and social awareness, and innovative pedagogical practices. Findings of the study emphasize the significance of nurturing praxical hope to improve teaching efficacy and student outcomes in EFL contexts.

Keywords

• Hope
• Praxical Hope
• Qualitative Research
• EFL Teachers
• Perception

Main Subjects

• Language Education