A SYSTEMATIC REVIEW OF THEORETICAL FRAMEWORKS USED IN RESEARCH ON LANGUAGE TEACHER EMOTION

A SYSTEMATIC REVIEW OF THEORETICAL FRAMEWORKS USED IN RESEARCH ON LANGUAGE TEACHER EMOTION

Vo Doan Tho* doantho@ueh.edu.vn VNIES
Ngo Huynh Hong Nga nhhnga@ctu.edu.vn
Summary: 
Teacher emotion has become a significant area of research in language education, reflecting the inherently complex and dynamic nature of teaching. This paper presents a systematic review of the theoretical frameworks used in studies on language teachers’ emotions, including Activity theory, Emotion Regulation theory, Appraisal theory, and Sociocultural theory. These frameworks offer diverse perspectives on how teacher emotions are constructed and shaped by personal, social, and organizational factors. Using a systematic literature review approach, this study evaluates the strengths, limitations, and relevance of each framework in capturing the complexity of teacher emotions. The findings indicate that teacher emotions are not isolated personal reactions but are co-constructed within professional communities and influenced by institutional policies and social support systems. The paper concludes by recommending that future research continue to explore the application of these theoretical frameworks in diverse educational contexts and develop supportive policies to strengthen teachers’ emotional resilience and occupational well-being.
Keywords: 
Emotions
theoretical frameworks
Activity theory
Sociocultural theory
Appraisal theory
Emotion Regulation theory.
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