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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
Language: English
Authors: Dewi Nur Suci (ORCID 0009-0000-0368-7387), Yazid Basthomi (ORCID 0000-0003-3314-3334), Bambang Yudi Cahyono (ORCID 0000-0001-5210-5208), Mirjam Anugerahwati
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1495616
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  Data: EFL Vocational Classroom Teacher's Emotion-Regulation Strategies and Emotional Well-Being in Technology Application: A Narrative Inquiry
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  Data: <searchLink fieldCode="AR" term="%22Dewi+Nur+Suci%22">Dewi Nur Suci</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0368-7387">0009-0000-0368-7387</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yazid+Basthomi%22">Yazid Basthomi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3314-3334">0000-0003-3314-3334</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bambang+Yudi+Cahyono%22">Bambang Yudi Cahyono</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5210-5208">0000-0001-5210-5208</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mirjam+Anugerahwati%22">Mirjam Anugerahwati</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22PASAA%3A+Journal+of+Language+Teaching+and+Learning+in+Thailand%22"><i>PASAA: Journal of Language Teaching and Learning in Thailand</i></searchLink>. 2025 71:350-385.
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  Data: 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
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  Data: 36
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 0125-2488<br />2287-0024
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  Data: 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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  Data: 2026
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  Data: EJ1495616
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      – Text: English
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        PageCount: 36
        StartPage: 350
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Well Being
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      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Technology
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Collegiality
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      – SubjectFull: Beliefs
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      – SubjectFull: Coping
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Values
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: EFL Vocational Classroom Teacher's Emotion-Regulation Strategies and Emotional Well-Being in Technology Application: A Narrative Inquiry
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              Type: published
              Y: 2025
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