Original Research
Language Teachers’ Immunity in Technology-Integrated Classrooms in Light of Activity Theory: A Case of Public Schools versus Private Institutes
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Language teacher immunity (LTI), i.e., the ability to confront professional challenges, has recently gained momentum in applied linguistics research. However, the impact of technology integration on its development across diverse educational contexts has not yet received the attention it deserves. The present study aims to fill this gap by exploring the immunity of 10 language teachers from public and private institutions with respect to the integration of technological instruments in their actual practices. Data were collected through narrative frames and semi-structured interviews drawing on Activity Theory (AT). The data analysis revealed that both groups of teachers experienced maladaptive immunity due to insufficient infrastructure, inequitable assessment standards, lack of technological support, administrative greed, and inadequate TPACK in their educational environments. To address these triggers, public sector teachers endeavored to adapt external resources while private sector teachers practiced autonomy and engaged in professional development courses. The participating teachers found self-reliant strategies more beneficial and reported that engaging in these processes led to a range of self-perceptions, from feeling highly autonomous to feeling demotivated. This study provides implications for language teachers, policymakers, and teacher educators.
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Keywords
Language Teacher Immunity; Language Education; Technology-Integrated Education; Public versus Private Language Schools
Author(s) Information
Publisher’s Note
The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.
Funding
This research received no specific grant.
CRediT Authorship Contribution Statement
Sara Haghi: Conceptualization, Methodology, Formal Analysis, Investigation, Writing - Original Draft
Mehdi Solhi: Writing - Review & Editing, Supervision
Jaber Kamali: Conceptualization, Methodology, Writing - Original Draft, Writing - Review & Editing
Generative AI Use Disclosure Statement
In preparing this manuscript, AI-assisted tools were used solely to refine the language (e.g., improving clarity, grammar, style, and readability). The AI was not used to generate original ideas, arguments, analyses, results, or interpretations, nor to create data, figures, or references. All scholarly content and final editorial decisions are the authors’ own, and the authors take full responsibility for the accuracy and integrity of the work.
Ethics Declarations
This study adhered to the ethical principles outlined in the Declaration of Helsinki. Informed consent was obtained from all participants, and confidentiality and anonymity were maintained throughout the study.
Competing Interests
The authors have no conflicts of interest to declare.
Data Availability
Data is available and will be shared upon reasonable request.