scholarly journals On the Role of EFL/ESL Teachers' Emotion Regulation in Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Fang Wang ◽  
Zhi Ye
Keyword(s):  
Emotion Regulation ◽  
Academic Engagement ◽  
Empirical Studies ◽  
Personal Factors ◽  
Esl Teachers ◽  
Extrinsic Factors ◽  
Efl Teachers ◽  
Educational Implications ◽  
Review Study

Considering the pivotal role of students' academic engagement in their success, discovering the intrinsic and extrinsic factors that inspire students to engage in class activities seems crucial. Notwithstanding, only a few empirical studies have been devoted to teachers' personal factors such as emotion regulation and their predictive function. Further, to our knowledge, no theoretical or systematic review study has been conducted on the association between teacher emotion regulation and student academic engagement. The current review study seeks to fill these lacunas by illustrating English as a foreign language (EFL) or English as a second language (ESL) teachers' emotion regulation and its' capability to enhance students' academic engagement. Using the existing evidence, the power of ESL/EFL teachers' emotion regulation in predicting their pupils' academic engagement was proved. The findings' educational implications are further discussed.

scholarly journals Toward the Association Between EFL/ESL Teachers' Work Engagement and Their Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Aizhen Zhang ◽  
Yang Yang
Keyword(s):  
Work Engagement ◽  
Academic Engagement ◽  
Personal Factors ◽  
Esl Students ◽  
Esl Teachers ◽  
Learning Success ◽  
Scant Attention ◽  
Teacher Work ◽  
Review Study

Given the fact that EFL/ESL students' academic engagement is of high importance for their learning success, numerous studies have been carried out to identify factors contributing to students' engagement. However, the role of teacher personal factors, notably teacher work engagement has received scant attention. Moreover, no review study has been conducted on this issue. Accordingly, the present review intends to explicate the multidimensional essence of teacher work engagement and student academic engagement and the association between these constructs. In light of the theoretical and empirical evidence, the role of EFL/ESL teachers' work engagement in improving their students' academic engagement was proved. The pedagogical implications of the findings are also highlighted.

scholarly journals Emotion Regulation Choice: Differences in U.S. and Indian Populations

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Ashish Mehta ◽  
Gerald Young ◽  
Alyssa Wicker ◽  
Sarah Barber ◽  
Gaurav Suri
Keyword(s):  
Emotion Regulation ◽  
Choice Behavior ◽  
Indian Philosophy ◽  
Empirical Studies ◽  
Cognitive Reappraisal ◽  
The Past ◽  
Intensity Images ◽  
Internal And External Factors ◽  
Effective Use

In the past two decades, researchers have conclusively demonstrated that various emotion regulation (ER) strategies give rise to differing consequences. Such findings have prompted an examination of the internal and external factors that contribute to emotion regulation choice. Previous empirical studies modeling ER choice have been limited to Western samples. Based on knowledge of the role of culture in other choice behavior, we sought to test whether culture was a driver of ER choice. For the present studies, we compared ER choices of participants from India, to ER choices of participants from the U.S.A. Research demonstrating a correlation between religiosity and effective use of cognitive reappraisal lead us to anticipate the more religious India showing higher rates of cognitive reappraisal. Based on the incorporation of acceptance themes in Indian philosophy, as well as higher rates of fatalistic outlooks in India, we also expected to see Indian participants more frequently using an acceptance ER strategy. We further expected that difference in choice strategies would be moderated by emotional intensity of the stimuli. To test these hypotheses, we presented high and low-intensity emotion-eliciting images to both samples and recorded ER choice selections. We discovered that as hypothesized, the Indian sample was significantly more likely to use cognitive reappraisal than the U.S. sample, specifically for high intensity images. Contrary to our hypothesis, the choice rate for acceptance was indistinguishable in the Indian and U.S. samples. This research indicates that culture bears considerably on which strategies people choose to employ when regulating emotion in response to negative stimuli.

scholarly journals EFL Teachers' Optimism and Commitment and Their Contribution to Students' Academic Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Di Lu
Keyword(s):  
Academic Success ◽  
School Principals ◽  
Empirical Studies ◽  
Academic Optimism ◽  
Great Level ◽  
The Past ◽  
Efl Teachers ◽  
Review Study ◽  
New Guidelines ◽  
Structural Research

The present review study determines to scrutinize EFL teachers' optimism and commitment and their contribution to students' academic success. Academic optimism, as a new construct, is evolving from the examination of the positive psychology (PP), societal principal, and communal school assets that affect the attainment and success of all learners. In addition, within the past decades, commitment has received a great level of consideration, principally in the domain of structural research. The straightforward perseverance of this review is to extend the concept of academic optimism to individuals, that is, to hypothesize theoretical optimism and approve the efficacy of this paradigm at the instructor level in relation to students' academic success. According to the literature review, the definitions of these constructs, namely teachers' optimism and commitment, and students' academic success, as well as empirical studies in this domain are presented. As a conclusion, this study, to some extent, promotes the educators' mindfulness about their commitment. In this respect, pedagogical implications for teachers, school principals, teacher-trainers, and future researchers are presented, and new guidelines for further research are determined.

scholarly journals Toward the Impact of EFL Teachers' Self-Efficacy and Collective Efficacy on Students' Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Qiaoqiao Lu ◽  
Zarina Mustafa
Keyword(s):  
Academic Success ◽  
Collective Efficacy ◽  
Beneficial Effects ◽  
Sense Of Efficacy ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Review Study ◽  
Theoretical Evidence ◽  
The Impact

Given the centrality of students' engagement in their academic success, considerable attention has been paid to this construct and its potential predictors. Notwithstanding, a limited number of studies have focused on the role of teacher self- and collective efficacy as antecedents of student engagement. Further, no review study has been carried out to illustrate the impact of EFL teacher' efficacy on learning engagement. Hence, the current study intends to review the previous studies conducted on this topic to probe into the beneficial effects of EFL teachers' sense of efficacy on students' academic engagement. The predictability power of EFL teachers' self- and collective efficacy was confirmed through empirical and theoretical evidence. The conclusion and pedagogical implications of the finding are also discussed.

scholarly journals The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Chunju Peng
Keyword(s):  
Foreign Language ◽  
Academic Motivation ◽  
Empirical Studies ◽  
Personal Factors ◽  
Teacher Praise ◽  
Motivation And Engagement ◽  
Efl Students ◽  
Theoretical Evidence ◽  
The Impact

Given the undeniable role of English as a foreign language (EFL) students’ academic motivation and engagement in L2 success, identifying the antecedents of these positive academic behaviors seems essential. Accordingly, many empirical studies have probed into the impact of students’ personal factors on their motivation and engagement. Yet, not much attention has been paid to the role of teachers’ communication behaviors, notably praise. Additionally, no review has been performed in this regard. The present review study intends to address these gaps by explaining teacher praise and its positive outcomes for EFL students’ motivation and engagement. In light of the empirical and theoretical evidence, the role of teacher praise in improving students’ academic motivation and engagement was proved. The paper concludes with some pedagogical implications.

scholarly journals Literature and Creativity in an ELT Context

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Alireza Zaker
Keyword(s):  
Classroom Environment ◽  
Life Skills ◽  
Cultural Awareness ◽  
Literary Work ◽  
Vital Role ◽  
Future Research ◽  
Human Beings ◽  
Personal Factors ◽  
Efl Teachers

There is now a growing consensus among scientists and researchers that the mental and personal factors of individuals play a vital role in learning, especially learning English as a second language. Creativity, as one of these human factors, is believed to significantly affect L2 learning and life skills among human beings. Moreover, employing literature as the content of instruction in ELT is believed to provide EFL teachers and learners with numerous advantages, including higher levels of creativity. Based on this premise, this study suggests seven techniques which intend to promote creativity through employing literature in an EFL classroom. Following these techniques, some implementation concerns are stated in order to increase the chance of obtaining satisfactory results when employing these techniques. These concerns address the peculiarities of classroom environment, the role of cultural awareness, the importance of interaction, the significance of selecting a literary work, the appropriate feedback types, and motivation. The article concludes with some avenues for future research.

Motivational Systems and Bulimia Symptoms: Role of Emotion Regulation Deficits

2019 ◽  
Author(s):  
Lindsey S. Hovrud ◽  
Raluca M. Simons ◽  
Emma Shaughnessy ◽  
Jeffrey S. Simons
Keyword(s):  
Emotion Regulation ◽  
Motivational Systems

The role of emotion regulation in the pursuit of achievement goals

2006 ◽  
Author(s):  
Diana Tyson ◽  
Suzanne Bouffard ◽  
Nancey Hill
Keyword(s):  
Emotion Regulation ◽  
Achievement Goals
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