EFL Vocational Classroom Teacher's Emotion-Regulation Strategies and Emotional Well-Being in Technology Application: A Narrative Inquiry
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| Title: | EFL Vocational Classroom Teacher's Emotion-Regulation Strategies and Emotional Well-Being in Technology Application: A Narrative Inquiry |
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| Language: | English |
| Authors: | Dewi Nur Suci (ORCID |
| Source: | PASAA: Journal of Language Teaching and Learning in Thailand. 2025 71:350-385. |
| Availability: | Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1 |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | English (Second Language), Language Teachers, Emotional Response, Self Control, Well Being, Technology Uses in Education, Educational Technology, Teacher Student Relationship, Collegiality, Beliefs, Coping, Professional Autonomy, Values, Resilience (Psychology), Professional Identity, Career and Technical Education, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 0125-2488 2287-0024 |
| Abstract: | This study explores an English teacher's emotional experiences and regulation strategies while integrating technologyenhanced language learning (TELL). Using a qualitative narrative inquiry design, data were collected through interviews, focus group discussions (FGDs), and narrative frames with one novice teacher and his students. The findings reveal that the teacher experienced negative emotions such as confusion, frustration, and fatigue, particularly when learning to use Telegram for Mobile Assisted Language Learning (MALL) and creating instructional videos. These emotions, however, gradually transformed into satisfaction and confidence as he developed technological mastery. The study also shows that teacher-student interactions, collegial support, and personal beliefs significantly shaped the teacher's emotional well-being. Cognitive reappraisal, suppression, and problem-directed coping emerged as key emotion-regulation strategies, complemented by savoring and gratitude. The teacher's autonomy and faith-based values further contributed to his resilience and positive emotional engagement. Despite limitations related to online data collection and participant availability, the study provides insights into how emotions and regulation strategies influence teachers' professional identity and well-being. Implications for teacher education highlight the need for emotional support, technological mentoring, and attention to teachers' personal belief systems. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495616 |
| Database: | ERIC |
| Abstract: | This study explores an English teacher's emotional experiences and regulation strategies while integrating technologyenhanced language learning (TELL). Using a qualitative narrative inquiry design, data were collected through interviews, focus group discussions (FGDs), and narrative frames with one novice teacher and his students. The findings reveal that the teacher experienced negative emotions such as confusion, frustration, and fatigue, particularly when learning to use Telegram for Mobile Assisted Language Learning (MALL) and creating instructional videos. These emotions, however, gradually transformed into satisfaction and confidence as he developed technological mastery. The study also shows that teacher-student interactions, collegial support, and personal beliefs significantly shaped the teacher's emotional well-being. Cognitive reappraisal, suppression, and problem-directed coping emerged as key emotion-regulation strategies, complemented by savoring and gratitude. The teacher's autonomy and faith-based values further contributed to his resilience and positive emotional engagement. Despite limitations related to online data collection and participant availability, the study provides insights into how emotions and regulation strategies influence teachers' professional identity and well-being. Implications for teacher education highlight the need for emotional support, technological mentoring, and attention to teachers' personal belief systems. |
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| ISSN: | 0125-2488 2287-0024 |
