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

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.