International Journal of Applied Linguistics,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 10, 2025
ABSTRACT
This
study
explores
college
students’
emotional
experiences
in
an
English
as
a
medium
of
instruction
(EMI)
course
at
Korean
university.
The
data
include
interviews
and
classroom
observations
conducted
over
semester.
analysis
reveals
that
management—referred
to
emotion
labor—are
intricately
connected
with
language
ideologies
prioritize
within
multilingual
classrooms
beyond.
findings
indicate
the
hegemony
native
speakerism
positions
speakers
superior
role,
leading
varied
among
students
differing
levels
engagement
labor.
Specifically,
these
speakers’
experiences,
enabling
them
express
their
frustration
more
freely.
In
contrast,
non‐native
often
suppress
frustration,
disappointment,
resentment
related
perceived
unfairness,
instead
channeling
emotions
into
desire
for
symbolic
imaginative
capital
associated
positive
opportunities
EMI
courses
might
offer.
highlights
how
power
dynamics
hierarchies
differentially
influence
“right
express”
underscores
need
consistent
policies
inclusive
environments
support
well‐being
academic
success.
Frontiers in Psychology,
Год журнала:
2025,
Номер
16
Опубликована: Фев. 26, 2025
Based
on
Cognitive
Load
Theory,
this
study
developed
a
moderated
mediation
model
to
examine
the
relationship
between
English
as
foreign
language
(EFL)
teachers'
air
pollution
appraisal
and
negative
emotions.
Specifically,
it
hypothesizes
that
significantly
increases
mental
effort
of
EFL
teachers,
which
in
turn
leads
manifestation
Additionally,
introduces
concept
working
memory
capacity
teachers
can
negatively
moderate
impact
increased
their
emotions,
effectively
attenuating
overall
mediating
effect.
Data
for
research
was
gathered
from
daily
diary
surveys
182
across
23
high
schools
Shanxi
Province,
China.
The
hypotheses
were
tested
using
two-level
Hierarchical
Linear
Modeling
Monte
Carlo
analysis,
with
all
proposed
receiving
empirical
support.
This
enriches
existing
literature
appraisal,
teacher
emotion,
offering
crucial
practical
insights
educational
institutions
how
mitigate
adverse
effects
teachers.
International Journal of Applied Linguistics,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 8, 2025
ABSTRACT
In
the
field
of
foreign
language
education,
teacher
psychology
was
much
less
researched
than
students,
and
university
teachers
especially
received
minimal
attention
as
recognized
competent
users
instructors.
However,
they
could
also
experience
complex
emotions
deriving
from
their
demands
in
advanced‐level
teaching
diverse
faculty
responsibilities.
Meanwhile,
control‐value
theory
sheds
light
on
potential
mediation
teachers’
self‐efficacy
beliefs
for
different
anxiety
types.
Through
a
survey
investigation
among
212
EFL
(English
language)
China,
this
study
profiled
anxiety,
after
exploratory
factor
analysis
confirmative
these
measures.
Structural
equation
modeling
then
performed
to
estimate
mediating
effects
various
facets.
The
findings
were
twofold.
Firstly,
reported
an
overall
low
level
English
use.
Secondly,
positively
intercorrelated
with
negatively
self‐efficacy.
models
showed
that
would
aggravate
related
uncertain
self‐perceptions
competence
professional
identity.
Based
major
findings,
paper
finally
proposed
implications
emotional
support
regarding
construction
positive
self‐image.
Bridging
research
and
practice
on
teacher
emotions,
this
study
demonstrates
how
the
affective
dimension
of
identity
can
be
pedagogized
through
emotion
as
a
mode
critical
inquiry.
Focusing
Ray,
Spanish
language
in
rural
area
US,
presents
process
outcomes
his
semester-long
self-inquiry.
Data
analysis,
drawn
from
Ray's
reflective
narratives
emotions
teaching
biweekly
collaborative
dialogues
with
educator,
examines
inquiry
led
to
development
emotional
reflexivity.
The
findings
reveal
enabled
him
recognize
tensions
when
required
teach
subjects
outside
expertise.
Additionally,
highlights
pedagogizing
fostered
perspectives
biases
unfair
practices
related
identity,
particularly
class
was
regarded
“other”
space
compared
classrooms
“regular”
subjects.
suggest
that
requires
not
only
an
understanding
one's
but
also
awareness
intersection
between
social
political
contexts
those
emotions.
provides
implications
for
education
training.
