International Journal of Applied Linguistics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 31, 2024
ABSTRACT
Research
suggests
that
teacher
agency
influences
different
areas
of
English
as
a
foreign
language
(EFL)
teachers’
practice
and
professionalism.
Nevertheless,
the
role
professional
in
facilitating
sustainable
development
(SPD)
work
engagement
has
been
overlooked.
To
fill
this
gap,
study
used
semi‐structured
interview
with
sample
27
Chinese
EFL
teachers
to
unveil
their
perceptions
interplay
concern.
The
results
indicated
venues
through
which
could
contribute
SPD
engagement.
Professional
lead
by
affecting
teaching
motivation,
positive
emotional
experiences,
enthusiasm,
self‐development.
Conversely,
it
was
found
facilitated
influencing
methods/materials,
satisfaction,
commitment,
responsibility,
horizons.
findings
are
discussed
implications
listed
for
use
agentic
practices
second/foreign
(L2)
education,
triggers
many
other
outcomes
like
development.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: July 30, 2024
Abstract
Emotion
regulation
strategies
can
enhance
teachers'
well‐being
and
performance
by
enabling
them
to
cope
with
the
challenges
stressors
of
teaching.
Personality
traits,
however,
may
affect
vulnerability
depression
their
capacity
regulate
emotions.
To
investigate
how
emotion
mediated
relationship
between
EFL
personality
traits
depression,
we
invited
546
Chinese
teachers
complete
relevant
online
questionnaires.
The
Structural
Equation
Modelling
(SEM)
results
revealed
that
directly
influenced
levels,
levels
negatively
impacted
strategies.
Furthermore,
demonstrated
positive
emotions
suggesting
higher
had
lower
more
effective
findings
implied
fostering
improve
mental
health
teaching
quality.
study
also
added
knowledge
role
in
interplay
depression.
Innovation in Language Learning and Teaching,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 14
Published: Jan. 1, 2025
The
role
of
artificial
intelligence
(AI)
tools
in
promoting
different
aspects
second
language
(L2)
education
has
recently
obtained
increasing
attention.
However,
there
is
insufficient
evidence
about
the
contribution
AI-mediated
L2
instruction
to
English
as
a
foreign
(EFL)
learners'
positive
and
negative
emotions.
To
address
gap,
this
study
conducted
latent
growth
curve
modeling
(LGCM)
analysis
find
out
changes
350
Chinese
EFL
classroom
engagement
enjoyment.
Two
questionnaires
were
used
collect
data
at
points
semester
that
was
taught
through
AI
tools.
results
showed
both
enjoyment
significantly
increased
learners
over
time.
While
grew
steadily
participants,
rate
not
equal
among
them.
Furthermore,
it
found
student
had
going-togetherness
time,
from
beginning
end
course.
are
discussed
implications
for
adoption
classes
provided
teachers
teacher
educators.
Innovation in Language Learning and Teaching,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 18
Published: Feb. 13, 2025
Research
on
emotion
and
language
learning
has
gained
broad
attention;
however,
there
is
insufficient
research
students'
negative
emotions
in
LOTE-as-L3
classrooms,
especially
within
multilingual
contexts.
To
fill
this
gap,
study
examines
the
Chinese
students
majoring
dual
foreign
languages
exhibit
English
L3
courses,
such
as
boredom,
enjoyment,
regulation.
The
Q
method,
which
integrates
qualitative
quantitative
approaches,
was
used
to
analyze
a
sample
of
27
study.
Retrospective
interviews
were
conducted
after
data
analysis
gain
more
profound
understanding.
Multiple
inverted
factor
analyses
interview
results
identified
three
major
attitudes
among
these
students:
balanced
activity-induced
low
regulation
ability.
reveals
that
varying
teaching
methods,
materials,
activities
result
differing
levels
boredom
other
emotions.
Additionally,
due
specific
nature
major,
did
not
prefer
either
language.
This
holds
pedagogical
significance
by
incorporating
translanguaging
backgrounds
into
strategies
providing
recommendations
for
teachers
policymakers
China
help
alleviate
languages.
Language Teaching Research,
Journal Year:
2025,
Volume and Issue:
unknown
Published: March 19, 2025
Foreign
language
teaching
enjoyment
(FLTE),
a
recently
conceptualized
notion
of
teachers’
positive
emotion,
has
received
burgeoning
interest
in
psychology
studies
and
the
field
second
research.
However,
due
to
pure
novelty
concept
FLTE
excessive
reliance
on
quantitative
research
methods
capturing
its
correlates,
way
can
be
influenced
by
contextual
work-related
factors
remains
far
from
being
comprehensively
understood.
There
are
multitude
challenges
jeopardizing
emotions
workplace
for
teachers
English
as
foreign
(EFL).
Accordingly,
enlightened
an
activity
theory
perspective,
our
qualitative
study,
aimed
unravel
that
boost/diminish
among
10
EFL
teachers.
The
data
were
collected
through
narrative
frames
semi-structured
interviews
analysed
via
MAXQDA
2020.
Thematic
analysis
revealed
nine
major
themes
regarding
sources
developing
FLTE.
In
addition,
eight
reduced
levels
Iranian
study
concluded
system
with
supportive
work
environment
could
help
enjoy
their
profession
despite
hurdles.
findings
demonstrated
learners,
colleagues,
institutional
principals,
parents,
rules
regulations,
materials,
division
labor,
objects
define
perceived
implies
teacher
education
initiatives
should
explicitly
focus
creating
supportive,
environment.
