Investigating EFL Teachers' Emotional Regulation Strategies in Second Language Classroom Contexts

Kristian Florensio Wijaya(1*),

(1) Sanata Dharma University
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v8i1.18032

Abstract


ABSTRACT

            It is of clear importance for EFL teachers to better regulate their emotions while facing multivariate classroom vicinities offering undeniable uniqueness possessed by each learner. As a contradictory, EFL teachers frequently undergo emotional impairs during engaging in their vocation as burnout, emotional exhaustion, boredom, frustration, and reluctance. Responding to this serious teaching issue, emotional regulation strategies should be introduced earlier for EFL teachers in order to bring about positive teaching-learning influences for the whole school communities in terms of enjoyable learning activities, spirited learners, committed educators, and a solid rapport established among educational boards. This current study attempted to probe more profoundly on tangible emotional regulation strategies implemented by EFL teachers teaching in distinctive school institutions. One research problem was formulated in this study namely, what are the specific strategies EFL Teachers apply to regulate their emotions in second language learning contexts? This qualitative study utilized narrative inquiry to better obtain more obvious portrayals out of the teachers’ real-time experiences of managing their emotional states for particular teaching periods. The findings of this study displayed that the diminution of EFL teachers’ negative emotions will enable learners to achieve their gratifying learning outcomes and retain teachers to survive longer in their current vocation. 


Keywords


emotional regulation strategies; EFL teachers; SLA; narrative inquiry

Full Text:

PDF

References


Akbari, R., Samar, R. G., Kiany, G. R., & Tahernia, M. (2017). A qualitative study of EFL teachers' emotion regulation behavior in the classroom. Theory and practice in Language Studies, 7(4), 311-321.

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Biron, M., & Van Veldhoven, M. (2012). Emotional labour in service work: Psychological flexibility and emotion regulation. Human Relations, 65(10), 1259-1282.

Cardelle-Elawar, M., & de Acedo Lizarraga, M. L. S. (2010). Looking at teacher identity through self-regulation. Psicothema, 22(2), 293-298.

Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational psychology review, 21(3), 193-218.

Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.

Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 235-242.

Deveci, İ., Önder, İ., & Çepni, S. (2013). Parents'Views Regarding Homeworks Given in Science Courses. Journal of Baltic Science Education, 12(4).

Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language teaching research, 22(6), 676-697.

Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143.

Garner, P. W. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22(3), 297-321.

Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: Emotion regulation and emotional labor strategies as predictors of teacher burnout. International Journal of Pedagogies and Learning, 10(2), 139-150.

Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111.

Hascher, T., & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum. International Journal of Educational Research, 77, 15-25.

Heydarnejad, T., Hosseini Fatemi, A., & Ghonsooly, B. (2017). An Exploration of EFL Teachers' Teaching Styles and Emotions. Journal of Applied Linguistics and Language Research, 4(2), 26-46.

Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440.

Jabu, B., Noni, N., Talib, A., & Syam, A. (2017). Lecturers’ use of corrective feedback and students’ uptake in an Indonesian EFL context. Global Journal of Engineering Education, 19(1), 82-87.

Keller, M. M., Chang, M. L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in psychology, 5, 1442.

Khany, R. (2019). EFL Teachers’ Emotional Intelligence, Emotional Support, and Their Classroom Leadership: A Structural Equation Modeling Approach. International Journal of Research in English Education, 4(3), 1-20.

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence. Emotional development and emotional intelligence: Educational implications, 3, 31.

Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121-130.

Myruski, S., Gulyayeva, O., Birk, S., Pérez‐Edgar, K., Buss, K. A., &

Dennis‐Tiwary, T. A. (2018). Digital disruption? Maternal mobile device use is related to infant social‐emotional functioning. Developmental science, 21(4), e12610.

Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher–student relationships. Teaching and Teacher Education, 26(8), 1695-1703.

Newberry, M., & Allsop, Y. (2017). Teacher attrition in the USA: The relational elements in a Utah case study. Teachers and Teaching, 23(8), 863-880.

Nguyen, M. H. (2014). Preservice EAL Teaching as Emotional Experiences: Practicum Experience in an Australian Secondary School. Australian Journal of Teacher Education, 39(8), n8.

Said, S. B. (2014). 11 Teacher identity development in the midst of conflicting ideologies. Advances and current trends in language teacher identity research, 148.

Saric, M., & Steh, B. (2017). Critical reflection in the professional development of teachers: Challenges and possibilities. CEPS journal, 7(3), 67-85.

Sharma, S. (2016). To find the relationship of professional commitment of teacher educator with emotional intelligence socio-economic status. ACADEMICIA: An International Multidisciplinary Research Journal, 6(12), 136-143.

Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.

Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational psychology review, 23(4), 457-477.

Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of personnel evaluation in education, 20(3-4), 165-184.

Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.

Syamsinar, S., & Jabu, B. (2016). The problems in professional competence of teachers in teaching English subject at Vocational High Schools. ELT WORLDWIDE, 2(2), 95-109.

Talbot, K., & Mercer, S. (2018). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432.

Torabi, M., & Noori, S. M. (2019). Religious leaders and the environmental crisis: Using knowledge and social influence to counteract climate change. The Ecumenical Review, 71(3), 344-355.

Toraby, E., & Modarresi, G. (2018). EFL Teachers' Emotions and Learners' Views of Teachers' Pedagogical Success. International Journal of Instruction, 11(2), 513-526.

Vesely, A. K., Saklofske, D. H., & Leschied, A. D. (2013). Teachers—The vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71-89.

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213-238.


Article Metrics

Abstract view : 1222 times | PDF view : 106 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

INDEXING

  

     

 

      


EDITORIAL OFFICE

ELT Worldwide: Journal of English Language Teaching

English Language Education Graduate Program, Universitas Negeri Makassar.

 

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222.

E-Mail: elt.worldwide@unm.ac.id


e-ISSN: 2503-2291

View My Stats

Creative Commons License
ELT Worlwide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.