EFL Teachers’ Emotional Experience in Technology-Equipped Classes: An Appraisal Theoretical Perspective | ||
| جستارهای زبانی | ||
| Articles in Press, Accepted Manuscript, Available Online from 13 July 2025 | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/lrr.2025.7191 | ||
| Authors | ||
| Sara Haghi* 1; Mohammad Aliakbari2; Ali Yasini2 | ||
| 1Kermanshah University of Technology, Kermanshah, Iran | ||
| 2Department of English Language and Literature, Faculty of Human Science, Ilam University, Ilam, Iran | ||
| Abstract | ||
| The current study identified EFL teachers' emotional experiences in technology-equipped classes from an appraisal theoretical framework (Frenzel, 2014). It further explored the underlying antecedents of the recognized emotions and sought instructors' suggestions for improving the current unpleasant feelings experienced. To this end, 10 EFL teachers took part in the study. Necessary data were collected through journalkeeping and semi-structured interviews. The obtained data were analyzed using Merriam's (2009) inductive approach. Research findings revealed that teachers enjoyed the class as a result of students' achievement, positive interactions among learners, and pupils' active involvement. Moreover, they felt proud if they received positive feedback from students, observed progress in students' learning, and felt capable of instructing the learners. Furthermore, shame was experienced because of feeling unable to work with technical tools, strong filtration on educational websites, and not having internet-connected systems in class. Anger was also reported to be felt if they had to work with obsolete or impaired devices. Finally, teachers' pity was aroused as they perceived the lack of professional technical tools as detrimental to students' learning. They also mentioned that they felt compassion for learners as they cannot take part in CBTs and have limitations accessing e-sources online. Teachers also argued that unpleasant emotions could be minimized through investing in equipping classes, holding training courses, and establishing a criterion for teaching evaluation. In the end, the implications and limitations of the study are discussed. | ||
| Keywords | ||
| Emotional experience; EFL teachers; Pleasant emotions; Unpleasant emotions; Technological devices | ||
| References | ||
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