Language Teacher Cognition in EFL Contexts. A Systematic Review

Abstract

Language teacher cognition has contributed significantly to our understanding of teacher education in the last 30 years, and there has been prolific research concerning English as a foreign language teachers. Many observations have been made, and the field has changed from a relatively new and undeveloped area into a significant and well-researched field of inquiry. Against this background, this systematic review offers an insightful perspective of EFL teacher cognition to understand the focus and scope of language teacher cognition research, its approach, and key implications. The current review provides an overview of published research on teachers’ causal attributions between 2010 and 2020. An in-depth review of 66 studies in the EFL context documents the “what” and “how” regarding teacher cognition in different geographical areas. Results suggest that language teacher cognition is conceptualized in three dimensions: attitudinal, knowledge, and the relationship between various key constructs with practice, but very few studies offer a clear definition. The focus of the study remains in the areas of (1) belief/knowledge and practice; (2) pedagogical considerations; (3) teacher learning; (4) technology integration; (5) the development of teacher cognition/beliefs; (6) factors influencing teacher cognition; and (7) knowledge/awareness. A few studies also concern teacher cognition, such as research and self. Methodologically, studies are represented in 25 countries, but very few studies cover two or more regions. Most studies adopt a mixed-method design, and surveys are popular. Data analysis and research quality vary among the reviewed studies. The findings reveal three significant issues: teacher cognition, teaching practice, and teacher learning.