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Derakhshan, Ali, Zhang, Lawrence. (1403). Introduction to Special Issue: New Insights into the Study of Classroom Emotions: Emerging Research Methods for Exploring the Implications of Positive and Negative Emotions in Language Education Environments. پژوهش های میوه کاری, 12(3 (Special Issue)), 1-8. doi: 10.30466/ijltr.2024.121574
Ali Derakhshan; Lawrence Jun Zhang. "Introduction to Special Issue: New Insights into the Study of Classroom Emotions: Emerging Research Methods for Exploring the Implications of Positive and Negative Emotions in Language Education Environments". پژوهش های میوه کاری, 12, 3 (Special Issue), 1403, 1-8. doi: 10.30466/ijltr.2024.121574
Derakhshan, Ali, Zhang, Lawrence. (1403). 'Introduction to Special Issue: New Insights into the Study of Classroom Emotions: Emerging Research Methods for Exploring the Implications of Positive and Negative Emotions in Language Education Environments', پژوهش های میوه کاری, 12(3 (Special Issue)), pp. 1-8. doi: 10.30466/ijltr.2024.121574
Derakhshan, Ali, Zhang, Lawrence. Introduction to Special Issue: New Insights into the Study of Classroom Emotions: Emerging Research Methods for Exploring the Implications of Positive and Negative Emotions in Language Education Environments. پژوهش های میوه کاری, 1403; 12(3 (Special Issue)): 1-8. doi: 10.30466/ijltr.2024.121574

Introduction to Special Issue: New Insights into the Study of Classroom Emotions: Emerging Research Methods for Exploring the Implications of Positive and Negative Emotions in Language Education Environments

Iranian Journal of Language Teaching Research
دوره 12، 3 (Special Issue)، اسفند 2024، صفحه 1-8    اصل مقاله (408.28 K)
نوع مقاله: Editorial
شناسه دیجیتال (DOI): 10.30466/ijltr.2024.121574
نویسندگان
Ali Derakhshan* 1؛ Lawrence Jun Zhang2
1Golestan University, Gorgan, Iran
2University of Auckland, New Zealand
چکیده
Classroom emotions significantly influence the teaching and learning processes, profoundly shaping students’ academic trajectories and teachers’ instructional practices. Positive emotions such as enjoyment, enthusiasm, pride, hope, etc. enhance motivation, foster engagement, and contribute to an atmosphere conducive to effective learning. In contrast, negative emotions like anxiety, frustration, boredom, etc. can impede academic functioning and reduce classroom participation. Previous studies on these positive and negative emotions have been constrained by traditional, linear research methods that fail to capture their dynamic and context-sensitive nature. The present special issue addresses this gap by exploring how emerging research methods, notably complexity-informed approaches, can deepen our understanding of classroom emotions. It features 10 empirical studies and two book reviews that collectively highlight the nuanced interplay of emotions in language classrooms and offer innovative approaches to examining them.
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