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

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.

Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **

“…Besides, it was noticed that the students' interaction with their peers increased their interest to the lesson. Wijaya (2021) emphasizes that teachers' emotional states have an impact on the learning atmosphere.…”

EFL Teachers’ Mindfulness and Emotion Regulation in Language Context

“…Perhaps due to such strong influence, these experiences do not float freely, thus if you are to comprehend the pressures imposed on you from other people and societies, you need to be aware of them and investigate them ( Nezlek and Kuppens, 2008 ; Wang and Guan, 2020 ). The term emotion regulation alludes to the capability of adjusting, managing, changing, and controlling the conception and portrayal of feelings as a result of inner and outer elements ( Wijaya, 2021 ). It is the cycle through which individuals seek to influence the experience of emotive encounters to achieve their individual goals ( Jennings et al, 2011 ).…”

“…Based on this, it can be maintained that educators’ emotion regulation denotes their capability to succeed and endure classroom emotive practices ( Wang and Ye, 2021 ). Concerning EFL educator educators, this competence to control feelings is an important socio-emotive ability that provides resilience and pliability in dealing with the unfavorable circumstances that often occur during instruction ( Wijaya, 2021 ). Undoubtedly, an integral component of daily life is emotional regulation.…”

Positive Emotion Regulations Among English as a Foreign Language Teachers During COVID-19

“…The notion of emotion regulation refers to one’s ability to control, handle, modify, and regulate the perception and expression of emotions caused by internal and external factors ( Wijaya, 2021 ). It is a process by which people make attempts to affect their encountering emotional experiences to accomplish personal ends ( Colombo et al, 2021 ).…”

“…This necessitates a strong emotional-regulation system in which the teachers control and manage their experienced emotions before, during, and after their emergence ( Wang and Ye, 2021 ). For EFL teachers, this capability to regulate emotions is a pivotal socio-emotional skill that brings about resilience and flexibility in facing adverse situations common in teaching ( Cam, 2021 ; Wijaya, 2021 ). In other words, it is a mechanism which can improve, maintain, and reduce the timing, duration, intensity, and construction process of both negative and positive emotions ( Koole, 2009 ).…”