A LITERATURE REVIEW ON ENGLISH LANGUAGE TEACHERS’ EMOTIONS

A LITERATURE REVIEW ON ENGLISH LANGUAGE TEACHERS’ EMOTIONS

Ngo Huynh Hong Nga* nhhnga@ctu.edu.vn Can Tho University Xuan Khanh, Ninh Kieu district, Can Tho City, Vietnam
Vo Doan Tho doantho@ueh.edu.vn University of Economics Ho Chi Minh City 59C Nguyen Dinh Chieu, District 3, Ho Chi Minh City, Vietnam
Summary: 
Emotion plays a crucial role in the classroom, not only influencing teachers’ well-being and teaching quality but also affecting students’ engagement, learning outcomes, and the overall educational environment. While teachers’ emotions are a fundamental aspect of education, research on this topic in the context of English language teaching in Vietnam remains limited. This review examines recent studies on English language teachers’ emotions. Specifically, it explores key concepts related to emotions and teachers’ emotions, research approaches, and commonly used theoretical frameworks (e.g., Ecological systems theory, Emotional geographies, Achievement emotions, Appraisal theory, and Critical approach). Additionally, the paper discusses factors influencing teachers’ emotions (e.g., personal factors, individual factors, and emotional competence) along with prevailing research trends and future research directions. This review serves as a valuable reference for further studies on English language teachers’ emotions in Vietnam.
Keywords: 
Literature review
Teacher
teachers’ emotion
theoretical framewors
influential factor
Refers: 

[1] Abdul-Messie, L.. (2023). Trying to feel the right feeling for the job: The emotional labour of English language teachers in state secondary schools in Italy. Social Sciences & Humanities Open, 8(1), 1-11. https://doi.org/10.1016/j.ssaho.2023.100582

[2] Alzaanin, E. I. (2021). Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective. Language Teaching Research, 28(3), 931-947. https:// doi.org/10.1177/13621688211012863

[3] Awwad, A. A. (2022). The impact of EFL teachers’ emotional intelligence and teacher-related variables on self-reported EFL teaching practices. World Journal of English Language, 12(6), 166-175. https://doi.org/10.5430/wjel.v12n6p166

[4] Benesch, S. (2017). Emotions and English language teaching: Exploring teachers’ emotion labor, Routledge

[5] Bliss-Moreau, E. (2020). Emotions, In T. K. Shackelford & V. A. Weekes-Shackelford (Eds.). Encyclopedia of evolutionary psychological science (pp. 1-6), Springer, https://doi.org/10.1007/978-3-319-16999-6_2507-1

[6] Bronfenbrenner, U.(1979). The ecology of human development: Experiments by nature and design, Harvard University Press.

[7] Chen, J. (2021). Refining the teacher emotion model: Evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, 51(3), 327-357. https://doi.org/10.1080/0 305764X.2020.1831440

[8] Chen, S., & Tang, L. (2024). EFL teachers’ engagement: The impact of well-being and emotion regulation,. Heliyon, 10(5), 1-9. https://doi.org/10.1016/j. heliyon.2024.e27338

[9] Chen, Y. (2023). Expert EFL teachers’ emotion in professional contexts in China. Theory and Practice in Language Studies, 13(12), 3338-3345. https://doi. org/10.17507/tpls.1312.32

[10] Deng, J., Heydarnejad, T., Farhangi, F., & Farid Khafaga, A.(2022). Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers. Frontiers in Psychology, 13(2022), 1-17. https://doi.org/10.3389/ fpsyg.2022.1019984

[11] Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250- 264. https://doi.org/10.1080/00461520.2021.198550 1

[12] Gannoun, H., Kunt, N., & Deris, F. D. (2023). Investigating anxiety about teaching a foreign language among EFL teachers pursuing their post graduate studies. Issues in Language Studies, 12(1), 39-54. https://doi.org/10.33736/ils.5101.2023

[13] Goetze, J. (2023). An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology. The Modern Language Journal, 107(1), 328-352. https://doi.org/10.1111/modl.12832

[14] Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080. https://doi.org/10.1111/0161-4681.00142

[15] Jalilzadeh, K., Attaran, A., & Coombe, C.(2024). Unveiling emotional experiences: a phenomenological study of emotional labor in expatriate EFL teachers. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 2-21, https://doi.org/10.1186/ s40862-024-00259-z

[16] Kamali, J., & Javahery, P. (2024). Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran. Human Arenas(2024), 1-23. https://doi.org/10.1007/s42087-024-00438-x

[17] Lê, T. T., & Phạm, T. T. (2024). Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes. Ampersand, 13(2024), 1-8. https://doi. org/https://doi.org/10.1016/j.amper.2024.100183

[18] Lian, A., Syahdan, S., Manalu, C., & Natsir, M. (2024). Practicum anxiety and English language preservice teacher preparation in Indonesia: Experiences from the COVID‑19 pandemic. English Teaching and Learning, 1-24. https://doi. org/10.1007/s42321-024-00171-2

[19] Lu, T.-P., & Chen, J. (2024). The effects of teacher’s emotional intelligence on team-member exchange and job performance: The moderating role of teacher seniority. Current Psychology, 43(5), 4323- 4336. https://doi.org/10.1007/s12144-023-04593-2

[20] Moors, A., Ellsworth, P. C., Scherer, K. R., & Frijda, N. H. (2013). Appraisal theories of emotion: State of the art and future development. Emotion Review, 5(2), 119-124. https://doi.org/10.1177/1754073912468165

[21] Morris, S., & King, J. (2024). Language teacher emotions, In Z. Tajeddin & T. S. C. Farrell (Eds.). Handbook of language teacher education: Critical review and research synthesis (pp. 1-27). Springer. https://doi. org/10.1007/978-3-031-43208-8_8-1

[22] Nguyễn, H. H., & Phạm, T. T. (2023). EFL teachers’ emotions at online teaching throughout the COVID-19 pandemic: Changes and coping strategies. TESL-EJ, 26(4), 1-21. https://doi. org/10.55593/ej.26104a13

[23] Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583- 597. https://doi.org/10.1037/0022-0663.98.3.583

[24] Phạm, T. T. H., Samsudin, M. A., Nguyễn, H. D. H., Nguyễn, Q. T., & Nguyễn, N. A. (2023). Exploring the influences of teacher professional identity on teachers’ emotion among Vietnamese secondary school teachers. Journal of Teacher Education for Sustainability, 25(2), 143-164. https://doi.org/DOI: 10.2478/jtes-2023-0021

[25] Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi. org/10.1177/00336882209275

[26] Romo-Escudero, F., Guzmán, P., & Romo, J. (2023). Teachers’ emotions: Their origin and influence on the teaching-learning process, In P. Fossa & C. Cortés-Rivera (Eds.). Affectivity and learning: Bridging the gap between neurosciences, cultural and cognitive psychology (pp. 351-375). Springer. https:// doi.org/10.1007/978-3-031-31709-5_19

[27] Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings, Educational Psychology Review, 18(2006), 343-360. https://doi. org/10.1007/s10648-006-9030-3

[28] Su, X., & Lee, I. (2024). Emotion regulation of EFL teachers in blended classroom assessment. The Asia-Pacific Education Researcher, 33(3), 649-658, https://doi.org/10.1007/s40299-23-00761-x

[29] Tao, J., Xu, Y., & Gao, X. A. (2024). Teacher emotions and agency enactment in online teaching. Teaching and Teacher Education, 137(2024), 1-12. https://doi. org/10.1016/j.tate.2023.104389

[30] Xu, Y. (2013). Language teacher emotion in relationships: A multiple case study. In X. Zhu & K. Zeichner (Eds.). Preparing teachers for the 21st century (pp. 371-393). Springer. https://doi.org/10.1007/978-3- 642-36970-4_22

[31] Yang, S. (2024). Language teacher emotion. In Language teacher emotion, identity learning and curriculum reform (pp. 13-26). Springer. https://doi. org/10.1007/978-981-99-9742-8_3

[32] Zhang, Y., & Yusof, F. M. (2024). Exploring emotional experiences of Chinese university novice EFL teachers: An ecological perspective. Acta Psychologica, 251(2024), 1-13. https://doi. org/10.1016/j.actpsy.2024.104590

Journal: 

Articles in Issue