Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework
Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private lang...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Urmia University
2018-06-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://ijltr.urmia.ac.ir/article_120559.html |
| _version_ | 1811311411470532608 |
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| author | Gholam Hassan Khajavy Behzad Ghonsooly Azar Hosseini Fatemi Anne C. Frenzel |
| author_facet | Gholam Hassan Khajavy Behzad Ghonsooly Azar Hosseini Fatemi Anne C. Frenzel |
| author_sort | Gholam Hassan Khajavy |
| collection | DOAJ |
| description | Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction with students, motivated students, and students' progress were the most frequently mentioned antecedents of enjoyment. For pride, positive feedback from students and students' progress were identified as the key antecedents. For anxiety and shame, inability to answer students’ questions was the key antecedent, while shame was additionally triggered by responsibility for student failure, and anxiety was additionally triggered by class observation by supervisors, and lack of preparation. For anger, disciplinary issues, lack of student commitment to tasks and homework, and having to explain a topic to students several times when they do not understand were identified as the key antecedents. Demotivated and uncollaborative students were identified as antecedents of boredom. In the end, the findings were discussed and pedagogical and research implications were suggested. |
| first_indexed | 2024-04-13T10:18:26Z |
| format | Article |
| id | doaj.art-5ec5ccf600804e7f8bdf125e02f6df6b |
| institution | Directory Open Access Journal |
| issn | 2322-1291 2322-1291 |
| language | English |
| last_indexed | 2024-04-13T10:18:26Z |
| publishDate | 2018-06-01 |
| publisher | Urmia University |
| record_format | Article |
| series | Iranian Journal of Language Teaching Research |
| spelling | doaj.art-5ec5ccf600804e7f8bdf125e02f6df6b2022-12-22T02:50:38ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912018-06-01623955Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical FrameworkGholam Hassan Khajavy0 Behzad Ghonsooly1Azar Hosseini Fatemi2Anne C. Frenzel3University of BojnordFerdowsi University of MashhadFerdowsi University of MashhadLudwig-Maximilians-University MunichDrawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction with students, motivated students, and students' progress were the most frequently mentioned antecedents of enjoyment. For pride, positive feedback from students and students' progress were identified as the key antecedents. For anxiety and shame, inability to answer students’ questions was the key antecedent, while shame was additionally triggered by responsibility for student failure, and anxiety was additionally triggered by class observation by supervisors, and lack of preparation. For anger, disciplinary issues, lack of student commitment to tasks and homework, and having to explain a topic to students several times when they do not understand were identified as the key antecedents. Demotivated and uncollaborative students were identified as antecedents of boredom. In the end, the findings were discussed and pedagogical and research implications were suggested.http://ijltr.urmia.ac.ir/article_120559.htmlantecedentsappraisal theoryEFL teachersteacher emotionsqualitative research |
| spellingShingle | Gholam Hassan Khajavy Behzad Ghonsooly Azar Hosseini Fatemi Anne C. Frenzel Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework Iranian Journal of Language Teaching Research antecedents appraisal theory EFL teachers teacher emotions qualitative research |
| title | Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework |
| title_full | Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework |
| title_fullStr | Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework |
| title_full_unstemmed | Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework |
| title_short | Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework |
| title_sort | antecedents of pleasant and unpleasant emotions of efl teachers using an appraisal theoretical framework |
| topic | antecedents appraisal theory EFL teachers teacher emotions qualitative research |
| url | http://ijltr.urmia.ac.ir/article_120559.html |
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