Abstract

Beliefs, concepts and perceptions drive teachers’ practices. This study reports a comparative enquiry into the soft power of decision making of two categories of teachers when approaching teaching in the language classroom. Decisions of tasks and participation structures teachers adopted in their instructions, and the underlying soft power of decision making in class are identified with reference to beliefs, knowledge, prior experiences and context. And it reveals that these teachers tend to capitalize on these theories eclectically, though they differ in the extent to which they stress one focus or another, and the logicality between teacher’s soft power and instructional decision making exists and gives an insight into the critical issues related to future study.

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