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1- Depatment of English Language and Literature, Faculty of Humanities and Social Sciences, Lorestan University , rostami.a@lu.ac.ir
2- Lorestan University
2- Lorestan University
Abstract: (571 Views)
Considering EFL teachers’ identities and emotions as discursive practices through a post-structuralist lens offered by the concept of navigation of emotions, this study sought to explore EFL teachers’ emotional experience in online classes during online education to examine the way their emotional navigation helped them negotiate their identities. The participants, including 17 Iranian EFL teachers, working at universities in the West, North, and East of Iran, were chosen using purposeful sampling. To generate data, in-depth interviews and personal documents were used, which were analyzed using inductive thematic analysis. The participants spoke of the experience of mixed emotions, creating the sense of ambivalence, which offered the possibility of dialectic thinking for reconciling contradictory views and questioning the existing dominant and preconceived ideas. Moreover, they navigated their emotions through emotional reflexivity and positive reframing. While emotional reflexivity, as a process of self-confrontation, consisted of relational struggles and agency, reframing, as an example of deep acting, entailed emotional resonance or a sense of aliveness and connectivity as well as a possibility for stressing the transpersonal attachment, as a novel concept to be addressed in teaching English. The role of positive emotions in enriching language learning processes, which is mainly ignored in language education, was underscored because the cultivation of positive emotions in English language learners increases their intrinsic motivation, enhances their engagement, and creates a sense of belonging to the target language.
Keywords: Teacher identity construction1, emotional ambivalence, emotional reflexivity, dialectic thinking, resonance
Article Type: Research article |
Subject:
language teaching
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