EFL Teachers' Emo-Sensory Capital through the Lens of Complex Systems Theory: Scale Development and Validation

Emo-sensory capital, of that individuals utilize to engage with their environment. Therefore, tThe present study attached a prime significance to language teachers’ emo-sensory capital that may facilitate the “sense-induced emotions” puts emphasis onlanguage learnerslearners receive’ “sense-induced emotions” while confronting with their linguistic communitydifferent language items. This study made an attempt to illuminate this neglected area of research through the lens of sub-components of complexity theory. For this purpose, a mixed-methods study was carried out in which ۲۸۳ Iranian EFL teachers responded to a newly-developed questionnaire designed by the researchers. In order to analyze the study data, confirmatory factor analysis was performed via Structural Equation Modeling (SEM) procedures utilizing EQS software. The study findings confirmedrevealed this instrument as a valid and reliable measure ement of Iranian EFL teachers’ emo-sensory capital. Moreover, the results indicated that the majority of the EFL teachers demonstrated a moderate level of their emo-sensory capital conformity to complex theory sub-components. Our qualitative findings also revealed that Iranian EFL teachers hadve developed their emo-sensory capital in moderate conformity to complex theory sub-components.

کلیدواژه ها:

complexity theory ، EFL Teachers ، EFL learners ، Emo-sensory capital (ESC) ، Validation