“I never make a permanent decision based on a temporary emotion”
Unveiling EFL teachers’ perspectives about emotions in assessment
Bibliographic Data
| ID | 21196554 |
|---|---|
| Authors | Ali Derakhshan (0000-0002-6639-9339, Golestan University), Yongliang Wang (0000-0002-4672-8481, Nanjing Normal University, corresponding author), Farhad Ghiasvand (0000-0002-6599-3838, Allameh Tabataba'i University) |
| Year | 2024 |
| Volume | 15 |
| Issue | 6 |
| Pages | 2659-2684 |
| Publication date | 2024-11-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2023-0089 |
| OpenAlex | W4386686967 |
| Language | EN |
| Citations received | 48 |
| References cited | 71 |
Teachers’ emotions have been approved to play a pivotal role in higher education. However, the interface of university teachers’ emotions and assessment practices has been widely ignored in second/foreign language contexts. To fill this lacuna, this study examined the perceptions of 35 Iranian EFL university teachers regarding the types, triggers, and regulation strategies of assessment-related emotions through a semi-structured interview. After a thematic analysis of the data by MAXQDA software, it was found that Iranian university teachers have experienced both negative and positive emotions during their assessment practices. Such emotions were mainly triggered by teachers’ assessment methods/practices, teaching context, and the assessment culture of the department. Furthermore, the results indicated that the participants employed several preventive and responsive strategies to regulate negative and positive feelings during the L2 assessment. Practical implications are discussed regarding the necessity of training university teachers on the interplay of emotions and L2 assessment
Applied linguistics · Feeling · Linguistics · Pedagogy · Perception · Qualitative research · Social science · Sociology · Thematic analysis · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Psychology · Social Psychology · Student Assessment and Feedback
Exploring Chinese EFL teachers’ perceptions and experiences of positive psychology use in language education
The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
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The Nexus of Identity, Emotions, and Agency in Virtual Exchanges Between Pre‐Service Teachers From Türkiye and the United States
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The dynamics of L2 teacher boredom and their link to creativity
Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
Boredom strikes back
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Personal Attributes Contributing to Chinese EFL Students' Well‐being
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Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being
A Latent Growth Curve Modelling Study on the Impact of AI ‐Powered Robots on Classroom Enjoyment and Willingness to Attend Classes
Exploring emotional experiences of Chinese university novice EFL teachers
Teacher well-being and burnout in English Language Teaching (ELT)
Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios
The Dual Impact of AI Adoption on College Students’ Academic Performance in Music Education
The Mediating Effect of Fixed Teaching Mindset on the Relationship Between AI Anxiety and Professional Burnout Among English as a Foreign Language Teachers
Mapping the ecological constellation of loving pedagogy practice in EFL contexts
Unveiling the tapestry of teacher belief research
Exploring the dynamicity of pre-service EFL teachers’ emotions and interpersonal emotion regulation in a recurrent restorying design
AI-induced emotions in L2 education
“I wonder who I am when my assessment ideas are not respected”
Exploring the nexus of self-efficacy in digital literacy and technology acceptance
“I Am Excessively Pressed by Classroom Tasks”
The Interplay of Emotion Regulation, Resilience, and Teacher Identity
Understanding the moderating role of school achievement level between growth mindsets, engagement and achievement in students’ English learning
Modeling the role of rapport and classroom climate in EMI students' classroom engagement
Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-Covid-19
Translanguaging as an emotional assessment practice
Sketching the ecology of humor in English language classes
The facilitating role of English as a foreign language teachers’ positive psychological capital and cognitive flexibility in their professional success
Factor structure and psychometric properties of the L2 teacher boredom scale
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies
Emotional exhaustion among Bhutanese teachers of English
The relationship between components of EFL teachers' spiritual intelligence and their work engagement
Examining the role of psychological wellbeing in EFL teachers' pedagogical effectiveness and professional success
Engagement and willingness to communicate in the L2 classroom
The preventive role of teachers’ immediacy behaviours and classroom climate in EFL students’ self-silencing
The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being
Cultivating resilience through a community of inquiry
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Revisiting Research on Positive Psychology in Second and Foreign Language Education
A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context
Setting an Agenda for Positive Psychology in SLA
Measuring Teachers’ enjoyment, anger, and anxiety
Emotion Regulation in Adulthood
English as a foreign language teachers’ professional success in the Chinese context
Developing a teacher identity in the university context
Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health
Elephants in the Room
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching
Achievement goals and achievement emotions
Academic Buoyancy
Teacher–student relationship at university
Measuring emotions in students’ learning and performance
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior
Achievement Emotions and Academic Performance
The Control-Value Theory of Achievement Emotions
Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic
Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China
Experienced academics' emotions related to assessment
Emotional regulation goals and strategies of teachers
Teachers' emotions and emotion regulation strategies
Exploring burnout among university faculty
Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work
Emotion regulation and psychological well-being in teacher work engagement
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers
The interplay of EFL teachers’ immunity, work engagement, and psychological well-being
Naturalistic inquiry
Emotions and Teacher Identity
Introducing positive psychology to SLA
The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research
Grounded theory research
Emotions and confidence within teaching in higher education
| Unique citing works | 48 |
|---|---|
| Citations per year | 16 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 35 |