This research project examines how teachers of English as a Foreign Language (EFL) try to address their students’ language anxiety. In most cases, these teachers’ efforts are motivated by an ethic of care in which they seek to construct positive relationships with students in order to help mitigate their students’ anxiety. However, such efforts often also lead to teacher emotional labour, in an attempt by teachers to suppress their own emotions and prioritise those of their students.
This two-phase project focuses on gaining classroom-based insights into language learning psychology by exploring teachers’ beliefs, experiences and practices in respect to key areas in the field, including motivation, emotions and beliefs.
Our main aim for the methodological design was to create data collection instruments with ‘participant benefits’ by conducting research that would give teachers something back. Foreign language teachers in Austria, Portugal, and Greece took part in the study.
This project focuses on the role of teacher socio-emotional competencies in effective classroom management, the promotion of positive and healthy interpersonal relationships between the teacher and their students and among students, and the successful regulation of emotions during the process of language learning and teaching. We look specifically at how these competencies function in actual classrooms and how best they can be fostered.
This project concentrates on the emotional experiences, including ethical dilemmas and emotional rewards, of experienced English language teachers during classroom practice. We focus specifically on the language used by teachers to discuss their emotions, as well as the strategies they deploy to manage emotionally challenging episodes in class.
This project draws on research interviews with tertiary-level experienced teachers of English and analyses their storytelling of critical incidents throughout their careers and how they interpreted the effects of ‘what happened’ in retrospective sense-making. The project focuses on those teacher stories which are classified as ‘critical incidents’, i.e. events that mark a significant turning point in one’s professional life, are often highly emotionally charged, and are cast as having a continuing significance.