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'Let Emotion Ring': An Autoethnographic Self-Study of an EFL Instructor in Wuhan during COVID-19

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Title: 'Let Emotion Ring': An Autoethnographic Self-Study of an EFL Instructor in Wuhan during COVID-19
Language: English
Authors: Shuwen Liu (ORCID 0000-0003-1921-3738), Rui Yuan (ORCID 0000-0002-6603-6423), Chuang Wang (ORCID 0000-0003-3372-2053)
Source: Language Teaching Research. 2025 29(1):221-241.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Instruction, Language Teachers, Ethnography, COVID-19, Pandemics, Teacher Attitudes, Foreign Countries, Psychological Patterns, Electronic Learning, Correlation, Technology Uses in Education, Teacher Student Relationship, Self Management, College Second Language Programs
Geographic Terms: China
DOI: 10.1177/13621688211053498
ISSN: 1362-1688
1477-0954
Abstract: Teaching has always been an emotionally demanding profession, which involves tremendous emotional labour on the part of language teachers. This is particularly true for instructors of English as a foreign language (EFL) suddenly obliged to teach online during the COVID-19 pandemic. Drawing on the approach of autoethnographic self-study, this article reveals the first author's understanding and negotiation of complex emotions during her online teaching from February to May 2020 in Wuhan, the centre of the COVID-19 pandemic during that period. This study sheds light on a language teacher's complex emotional experiences in relation to technology, students and colleagues under the sudden shifts of teaching environment. It also explores how emotional regulation strategies are employed through undertaking emotional labour and observing/renegotiating emotional rules. The study exemplifies the importance of emotionally managed classrooms, and language teachers are advised to make deliberate and strategic efforts in channelling positive emotions into online teaching. The authors call for more attention to self-study as a viable and instrumental approach to facilitating language teachers' continuing development and enhancing their emotional reflexivity and well-being.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455794
Database: ERIC
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  Data: 'Let Emotion Ring': An Autoethnographic Self-Study of an EFL Instructor in Wuhan during COVID-19
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  Data: <searchLink fieldCode="AR" term="%22Shuwen+Liu%22">Shuwen Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1921-3738">0000-0003-1921-3738</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rui+Yuan%22">Rui Yuan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6603-6423">0000-0002-6603-6423</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chuang+Wang%22">Chuang Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3372-2053">0000-0003-3372-2053</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(1):221-241.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 21
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  Data: 10.1177/13621688211053498
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
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  Data: Teaching has always been an emotionally demanding profession, which involves tremendous emotional labour on the part of language teachers. This is particularly true for instructors of English as a foreign language (EFL) suddenly obliged to teach online during the COVID-19 pandemic. Drawing on the approach of autoethnographic self-study, this article reveals the first author's understanding and negotiation of complex emotions during her online teaching from February to May 2020 in Wuhan, the centre of the COVID-19 pandemic during that period. This study sheds light on a language teacher's complex emotional experiences in relation to technology, students and colleagues under the sudden shifts of teaching environment. It also explores how emotional regulation strategies are employed through undertaking emotional labour and observing/renegotiating emotional rules. The study exemplifies the importance of emotionally managed classrooms, and language teachers are advised to make deliberate and strategic efforts in channelling positive emotions into online teaching. The authors call for more attention to self-study as a viable and instrumental approach to facilitating language teachers' continuing development and enhancing their emotional reflexivity and well-being.
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  Data: 2025
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  Data: EJ1455794
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    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Teachers
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: College Second Language Programs
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      – SubjectFull: China
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