Anxiety in language teachers: Exploring the variety of perceptions with Q methodology

Fraschini, Nicola; Park, Hyunjin

doi:10.1111/flan.12527

Cited by 26 publications

(19 citation statements)

References 93 publications

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“…Similarly, Song and Park (2019) examined the relationship between ideology and EFL teachers' anxiety in Korea, highlighting the tension between ideologically shaped social structures and teachers' agency in emotional experiences, which affects their professional development. In comparison, Fraschini and Park (2021) and Khajavy et al (2018) operated in a sociocultural paradigm and used psychological appraisal-based emotion theories (Frenzel, 2014;Pekrun et al, 2018). Their work aimed to complement and advance existing knowledge of triggers and consequences of language teacher anxiety, by exploring how the antecedents, the activation, and experience of the emotion are linked.…”

Section: Language Teacher Anxietymentioning

confidence: 99%

“…As a result, there is very limited knowledge regarding language teachers’ emotional experiences inside the classroom. However, a few recent studies provide initial evidence that language teachers’ emotions are systematically linked to their perceptions of different aspects of their professional environment as well (Dumančić et al., 2022; Fraschini & Park, 2021). Fraschini and Park (2021) used an appraisal‐based emotion theory (Pekrun et al., 2018) to examine how teachers’ emotional experiences result from the cognitive appraisal of anxiety‐related stressors in the language teaching profession and found evidence for the variability of individual language teachers’ appraisals and subsequent emotional responses to the same stressors, shedding light on both the nature and the complexity of foreign language (FL) teachers’ emotional lives, albeit outside of the classroom.…”

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confidence: 99%

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An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology

Goetze

2023

The Modern Language Journal

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Despite emerging evidence for the link between teacher emotions and student outcomes, research on language teachers' classroom emotions is still scarce. This study adopts a framework rooted in appraisal-based emotion theory to explore the complexity of teachers' emotional lives and the nature of language teacher emotions in the classroom, using anxiety as a starting point and drawing on vignette methodology for emotion elicitation. A total of 272 foreign and second language teachers from North America, Asia, and Europe completed an online version of the Foreign Language Teacher Emotion Questionnaire. Each teacher evaluated two vignettes of anxiety-provoking classroom scenarios along six appraisal dimensions and reported their emotions. Results indicate great levels of emotional complexity, revealing both the frequent presence of multiple positive emotions and the rare experience of anxiety as the sole emotion in anxiety-provoking classroom scenarios. At the same time, regression analyses found that anxiety's appraisal pattern explains between 16% and 48% of the variance in anxiety across all vignettes. Implications for adopting appraisal-based emotion theories and vignette methodology in language teachers' classroom emotion research in second language acquisition are discussed. K E Y W O R D Sappraisal theory, emotional complexity, language teacher anxiety, language teacher emotions, vignette methodology Language teacher emotions recently received increased research attention (Mercer & Kostoulas, 2018). This increase is motivated by claims that language teachers are one of the most important factors for student learning (Dörnyei, 2018) and by emerging empirical evidence for the systematic link between teacher emotions and student outcomes (Frenzel et al., 2021;Moskowitz & Dewaele,

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Section: Language Teacher Anxietymentioning

confidence: 99%

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confidence: 99%

An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology

Goetze

2023

The Modern Language Journal

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“…Out of those studies of the effects of TWB, teacher personal outcomes [60] ranked the first, followed by teaching outcomes [61], student learning and outcomes [62], and school-level outcomes [64]. The scarcity of investigations with this research focus may be because the current research often regards TWB itself as an outcome variable [57,72]. It is also of significance, however, that very rarely has the impact of TWB on other stakeholders and the wider environment been explored.…”

Section: Research Focimentioning

confidence: 99%

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Dong-qing

Chen²,

Li³

et al. 2022

IJERPH

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This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques.

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“…This, in turn, impacts the quality of their instruction. Anxiety remains a focal point of research to this day, as scholars, such as Fraschini and Park (2021) and Goetze (2020) explored various facets of language teaching related to this emotion. While Fraschini and Park (2021) employed a holistic approach to examine the shared experiences of Korean language teachers of English and their ties to language teaching anxiety, Goetze (2020) relied on the transitivity and attitude systems to research German language teachers' interpretation of classroom anxiety, as well as cognitive precursors related to it.…”

Section: Introductionmentioning

confidence: 99%

“…Anxiety remains a focal point of research to this day, as scholars, such as Fraschini and Park (2021) and Goetze (2020) explored various facets of language teaching related to this emotion. While Fraschini and Park (2021) employed a holistic approach to examine the shared experiences of Korean language teachers of English and their ties to language teaching anxiety, Goetze (2020) relied on the transitivity and attitude systems to research German language teachers' interpretation of classroom anxiety, as well as cognitive precursors related to it. Barring anxiety, early research also expanded its scope to include teacher stress (e.g., Bress, 2006;Mousavi, 2007), which is a state that entails teacher emotions and impacts not only the teacher, but their learners as well.…”

Section: Introductionmentioning

confidence: 99%

Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences

Dumančić¹,

Martinović²,

Burić³

2022

JPLL

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Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field’s understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers’ (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.

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Anxiety in language teachers: Exploring the variety of perceptions with Q methodology

Cited by 26 publications

References 93 publications

An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology

An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences

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