Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-Theoretical Framework

Autor/inn/en	Khajavy, Gholam Hassan; Ghonsooly, Behzad; Fatemi, Azar Hosseini; Frenzel, Anne C.
Titel	Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-Theoretical Framework
Quelle	In: Iranian Journal of Language Teaching Research, 6 (2018) 2, S.39-55 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Emotional Response; Semi Structured Interviews; Feedback (Response); Language Teachers; Foreign Countries; Teacher Attitudes; Anxiety; Psychological Patterns; Homework; Teacher Student Relationship; Teaching Methods; Educational Research; Private Schools; Qualitative Research; Content Analysis; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Emotionales Verhalten; Language teacher; Sprachunterricht; Ausland; Lehrerverhalten; Angst; Hausaufgabe; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Private school; Privatschule; Qualitative Forschung; Inhaltsanalyse
Abstract	Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction with students, motivated students, and students' progress were the most frequently mentioned antecedents of enjoyment. For pride, positive feedback from students and students' progress were identified as the key antecedents. For anxiety and shame, inability to answer students' questions was the key antecedent, while shame was additionally triggered by responsibility for student failure, and anxiety was additionally triggered by class observation by supervisors, and lack of preparation. For anger, disciplinary issues, lack of student commitment to tasks and homework, and having to explain a topic to students several times when they do not understand were identified as the key antecedents. Demotivated and uncollaborative students were identified as antecedents of boredom. In the end, the findings were discussed and pedagogical and research implications were suggested. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01