Backgrounds and Aims: Though EFL teachers now generally hold an equity-oriented mindset, they are often blamed for not implementing equitable practices in the actual teaching. The contributing factors causing cognition-practice inconsistency should be recognized and highlighted to ensure equitable teaching. Therefore, by taking an interpretative qualitative approach, this study explored in-depth the contributing factors that caused the mismatch between EFL teachers’ equity-oriented cognition and practices.
Methods: We adopted classroom observation and stimulated recall interviews with 10 university teachers to examine the contributing factors that lead to cognition-practice inconsistency.
Results: Our results showed two experiential factors (unpleasant schooling experiences and limited effective training) and five contextual factors (unfavorable student factors, inharmonious classroom climate, toxic school contexts, equity-deficient education system, and negative social cultures) mediated the relationship between teachers’ equity-oriented cognition and practices.
Conclusion: The findings shed light on an association between influential factors and teachers’ equity-oriented cognition-practice mismatch. Moreover, an equity-oriented teaching framework was thus proposed to help eliminate the constraining effect of these factors.
Keywords: educational equity, English as a Foreign Language, EFL, contributing factors, cognition-practice inconsistency