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Khajavy, Gholam Hassan, Ghonsooly, Behzad, Hosseini Fatemi, Azar, Frenzel, Anne. (1397). Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework. پژوهش های میوه کاری, 6(2), 39-55. doi: 10.30466/ijltr.2018.120559
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". پژوهش های میوه کاری, 6, 2, 1397, 39-55. doi: 10.30466/ijltr.2018.120559
Khajavy, Gholam Hassan, Ghonsooly, Behzad, Hosseini Fatemi, Azar, Frenzel, Anne. (1397). 'Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework', پژوهش های میوه کاری, 6(2), pp. 39-55. doi: 10.30466/ijltr.2018.120559
Khajavy, Gholam Hassan, Ghonsooly, Behzad, Hosseini Fatemi, Azar, Frenzel, Anne. Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework. پژوهش های میوه کاری, 1397; 6(2): 39-55. doi: 10.30466/ijltr.2018.120559

Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework

Iranian Journal of Language Teaching Research
مقاله 4، دوره 6، شماره 2، مهر 2018، صفحه 39-55  XML اصل مقاله (2.24 MB)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2018.120559
نویسندگان
Gholam Hassan Khajavy email 1؛ Behzad Ghonsooly2؛ Azar Hosseini Fatemi1؛ Anne C. Frenzel3
1Department of English, Faculty of Humanities, Ferdowsi University of Mashhad, Mashhad, Iran
2Department of English, Faculty of humanities, Ferdowsi University of Mashhad, Mashhad, Iran
3Department of Psychology, Faculty of psychology and educational sciences, Ludwig-Maximilians-University Munich, Munich, Germany
چکیده
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. 
کلیدواژه‌ها
antecedents؛ Appraisal Theory؛ EFL Teachers؛ teacher emotions؛ qualitative research
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