A Closer Look at the Applications and Implications of Positive Emotions in Second/Foreign Language Classrooms

Background. There is an absence of research – in EFL contexts – into the importance of positive psychology, notably the significant role of emotions in teaching.  The topic of an instructor’s emotional labour and grit is particularly important in this context.

Objective. The central focus of the current investigation was to determine the degree of association (predictive link) between teachers’ emotional labour and teacher grit, which represents the perseverance and passion for enduring objectives in the context of second language teaching with teacher success. Specifically, it sought to uncover the unique power of EFL teachers’ emotional labour and their grit in predicting the degree of their success in the Iranian context.

Design. For this purpose, a quantitative approach with correlational design was adopted, and three questionnaires namely, Teacher Emotional Labour Strategies Scale (TELSS), Teacher Grit Scale, and EFL Language Teachers’ Effectiveness Questionnaire were administered to a sample of 184 English teachers across three different teaching contexts comprising Iranian private language institutes, public high schools, and universities in various provinces of Iran.

Results. Results of regression analysis indicated that teacher grit is a significant and better predictor of teacher success compared to teachers’ emotional labour. Furthermore, the results of correlation analysis also confirmed that there was a positive relationship between teacher emotional labour, teacher grit and teacher success.

Conclusion. The findings suggest that the grittier English teachers are, the more effective they are in their professional duties and work environments. Finally, theoretical and pedagogical implications are discussed, and several suggestions for future research are given.

Background. Loving pedagogy is a new concept in the field of applied linguistics and its correlates have not been fully researched.

Objective. To investigate the relations of English as a foreign language (EFL) teachers’ resilience, mindfulness, and foreign language teaching enjoyment (FLTE) in prediction of their attitudes toward loving pedagogy in Iran.

Design. Iranian EFL teachers (N = 255) completed four questionnaires online on Google Forms. In order to analyze the data, standard multiple regression analysis was performed using SPSS version 25.

Results. The results of standardized multiple regression revealed that EFL teachers’ FLTE, resilience, and mindfulness were significant predictors of their loving pedagogy. FLTE was identified as the strongest predictor.

Conclusion. The findings of this study signified the importance of positive psychological factors in creating a pedagogy of love where EFL teachers show kindness and sympathy toward their learners.

Background. Socio-emotional competence (SEC) is essential in language teaching, where classroom interactions, pedagogical choices, and student engagement are deeply shaped by emotional dynamics. While teacher emotions have been studied quantitatively, little is known about how pre-service EFL teachers develop SEC during a practicum. This gap calls for qualitative inquiry into their emotional experiences and professional growth.

Objective. To probe how an SEC-infused practicum course influences EFL pre-service teachers’ awareness of the role of emotions in English language teaching during a practicum course lasting for 12 weeks in the Turkish context.

Design. Designed as an exploratory case study, the data come from reflective reports, narratives from weekly mentoring meetings, and lesson plans of practice teaching. The study participants are 12 pre-service EFL teachers enrolled in a practicum course during the 2023/24 academic year fall semester.

Results. Incorporating SEC in the practicum processes significantly enhanced pre-service EFL teachers’ ability to recognize, reflect on, and incorporate emotional and social factors into their teaching. This awareness influenced their lesson design, classroom management, and perceptions of English as a global, emotionally charged medium of communication.

Conclusion. Language teacher education programs are advised to emphasize the role of emotions by implementing socio-emotional competency-based principles and practices throughout the curriculum.

Background. Due to its prominence in the professional success of teachers, work engagement has gained increasing attention in educational research, particularly in language studies. While previous studies have investigated the contribution of various factors to language teachers’ work engagement, the role of emotional experiences, notably positive emotions, remains underexplored.

Objective. To bridge this gap, the current research sought to examine the interplay between positive emotions and work engagement from the standpoints of Iranian L2 teachers. It was also aimed at pinpointing the particular positive emotions that most significantly contribute to the work engagement of L2 teachers.  

Design. Phenomenology as a qualitative research approach was employed to scrutinise the perceptions and lived experiences of participants. With the aid of maximum variation sampling, 37 L2 teachers were selected from diverse educational institutions in Iran. To delve into the participants’ perspectives and experiences, an open-ended questionnaire and a semi-structured interview were employed. Participants’ answers to the questionnaire and the follow-up interview were analysed through inductive thematic analysis.

Results. The thematic analysis revealed that Iranian L2 teachers perceived a close and dynamic association between positive emotions and work engagement. The analysis further indicated that, according to Iranian L2 teachers, positive emotions such as enjoyment, contentment, passion, pride, and hope can significantly contribute to their work engagement.

Conclusion. The study’s findings highlight the importance of positive emotions in promoting the work engagement of L2 teachers and suggest that educational administrators should prioritise creating a supportive working environment that cultivates positive emotional experiences.

Background. The positive role of grit (perseverance and passion for long-term goals even in the face of setbacks) in language learning outcomes is well-documented in the academic literature. However, a significant gap remains in understanding the factors that contribute to the development and enhancement of second language (L2) grit.

Objective. The present study explored the interplay among perceived teacher-student rapport, academic engagement, and L2 grit from the perspective of Iranian EFL learners. More specifically, the predictive role of teacher-student rapport and academic engagement in Iranian EFL learners’ grit was probed. Additionally, the mediating role of academic engagement in the relationship between teacher-student rapport and L2 grit was examined.

Design. To this end, 397 Iranian undergraduate and graduate students were selected using snowball sampling from different universities in Iran. Structural equation modelling (SEM) was used to analyse the data.

Results. Both teacher-student rapport and academic engagement were significant predictors of L2 grit, with engagement identified as the strongest predictor. Moreover, academic engagement served as a mediating variable in the relationship between teacher-student rapport and L2 grit, underscoring its pivotal role in cultivating learners’ perseverance and passion for second language acquisition.

Conclusion. The findings suggest that positive emotions and supportive social interactions enhance cognitive and behavioural capacities, thereby fostering a more resilient approach to learning. Relevant implications and suggestions for future research are discussed.