Emotions and their effects in a language learning Mexican context

López, Mariza G. Méndez; Cárdenas, Martha Armida Fabela

doi:10.1016/j.system.2013.12.006

Cited by 29 publications

(19 citation statements)

References 20 publications

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“…In the meantime, the literature in both mainstream education (e.g., Day & Leitch, 2001;Hargreaves 1998aHargreaves , b, 2000Nias, 2002;Yin & Lee, 2012) and, though not notably, second language education (e.g., Aragao, 2011;Cowie, 2011;Méndez López & Fabela Cárdenas, 2014) has witnessed an increasing interest in the studies of emotions and emotional experiences in both learning and teaching contexts in recent years. This heightened interest reflects the recognition of the fact that emotions remarkably influence both students' and teachers' lives and play a crucial role in quality teaching, educational reform, and student-teacher interaction (Cross & Hong, 2012).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Akbari¹,

Samar²,

Kiany³

et al. 2017

TPLS

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Abstract-This study aimed to explore the nature of emotion regulation behavior among EFL teachers. To this end, semi-structured interviews were conducted with 18 EFL teachers teaching general English courses in both private language institutes and public schools in Iran. All interviews, conducted in Farsi, were first transcribed and translated into English. Then, through the use of conceptual content analysis technique, the data were scrutinized for emotion regulation strategies. Overall, five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies emerged in the interviews. The emerging categories from the conceptual content analysis corresponded, to a great extent, to the Process Model of Emotion Regulation proposed by Gross (1998).

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Section: Introductionmentioning

confidence: 99%

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Akbari¹,

Samar²,

Kiany³

et al. 2017

TPLS

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“…Additionally, although researchers have made progress towards identifying the role of emotions in education (e.g., Linnenbrink, 2006;Nias, 1996;Schutz & Lanehart, 2002;Schutz & Pekrun, 2007;van Veen & Lasky, 2005), there is still a need for researchers to study how emotions may influence EFL teaching and student learning, given that research on these topics is scarce (Méndez, 2011;Méndez & Fabela, 2014;Méndez & Peña, 2013). For instance, Méndez (2011) claims that "although the process of learning a foreign language is replete with emotions, these have not been sufficiently studied in the field of English Language Teaching" (p. 45).…”

Section: Introductionmentioning

confidence: 99%

How Novice EFL Teachers Regulate Their Negative Emotions

Tejeda¹,

González²,

Martínez³

2016

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This research report shares the findings that emerged from a qualitative study in which the main objective was to discover whether or not novice English as a foreign language teachers regulate their negative emotions during their initial teaching practice, and if so, how they do this. The data were collected by semi-structured interviews and observations, and analyzed by microanalysis and constant comparative analysis. The participants were five novice teachers who study English at the same university, and who were giving classes as part of their internship. The results from this research revealed that these particular novice English as a foreign language teachers use different emotional strategies to regulate their negative emotions. Key words: Emotional regulation, emotions, novice EFL teachers, stages, strategies.El pro pó si to de este re por te de in ves ti ga ción es com par tir los ha llaz gos de un es tu dio cua li ta ti vo cuyo ob je ti vo prin ci pal fue des cu brir si los maes tros prin ci pian tes de in glés como len gua ex tran je ra regu lan sus emo cio nes ne ga ti vas du ran te su prác ti ca ini cial y de ser así, cómo lo ha cen. La in for ma ción fue re co lec ta da usan do en tre vis tas semi-es truc tu ra das y ob ser va cio nes. Di cha in for ma ción fue ana li za da usan do mi croa ná li sis y aná li sis de cons tan te com pa ra ción. Los par ti ci pan tes de esta in ves ti ga ción son cin co maes tros prin ci pian tes que es tu dian in glés en la mis ma uni ver si dad y que como ser vi cio so cial esta ban im par tien do cla ses. Los re sul ta dos de la in ves ti ga ción re ve lan que es tos maes tros principiantes de inglés como lengua extranjera usan diferentes estrategias emocionales para regular sus emociones negativas.Pa la bras cla ve: emo cio nes, es tra te gias, eta pas, maes tros prin ci pian tes de in glés como len gua extran je ra, re gu la ción emo cio nal.

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“…Nevertheless, pre-service teachers with a vocation tend to see negative emotions in an optimistic way, which prevent them from losing energy and motivation (Cross & Hong, 2012). This is an important finding for countries such as Mexico in which the access to university is limited (Méndez López & Fabela Cárdenas, 2014). Some students without the calling for teaching decide to enrol in elt programmes because access is less difficult, or because their families cannot afford for them to study their dream career in a different city.…”

Section: Emotions Of English Language Teachersmentioning

confidence: 99%

“…In Mexico, where Spanish is the official language and English as a foreign language is a compulsory subject beginning with elementary school, the students tend to exhibit certain reluctance to learning the latter. In addition, some students who enrol in elt programmes do not have the calling for teaching (Méndez López & Fabela Cárdenas, 2014). Such lack of motivation, stemming from previous scholastic experiences or from an absence of vocation, may affect the performance of pre-service teachers during their practicum, originating diverse emotions in them.…”

Section: Introductionmentioning

confidence: 99%

Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

López

2020

Profile: Issues Teach. Prof. Dev.

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This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

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Emotions and their effects in a language learning Mexican context

Cited by 29 publications

References 20 publications

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

How Novice EFL Teachers Regulate Their Negative Emotions

Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

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