Emotional dynamics in the classroom: exploring the impact of Vietnamese EFL teachers’ emotional management on student motivation

This study investigates the effects of technology integration on the motivation and engagement of Indonesian EFL (English as a Foreign Language) students. The research seeks to answer the following questions: (1) What is the impact of technology on student motivation in EFL classrooms? (2) How does technology affect student engagement in learning English as a foreign language? (3) What are the specific challenges associated with integrating technology in EFL settings? A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews. The survey data were collected from 150 EFL students across various Indonesian schools, while in-depth interviews were conducted with 15 teachers to gain deeper insights into the observed phenomena. The findings reveal that technology integration positively influences student motivation by making learning more interactive and enjoyable. Students reported higher levels of interest and participation when technological tools were used. However, engagement levels varied, with some students feeling overwhelmed by the rapid pace of technological advancements. The study also identified several challenges, including insufficient teacher training, limited access to reliable technology, and the digital divide between urban and rural areas. In conclusion, while technology has the potential to enhance motivation and engagement among EFL students, addressing the identified challenges is crucial for maximizing its benefits. Effective training for teachers, improved access to technological resources, and policies aimed at bridging the digital divide are recommended to support the successful integration of technology in EFL education.

Motivation is a complex psychological construct regarded as one of the determinant factors in successful foreign language learning, which is why it regularly comes to the fore when trying to explain individual differences among language learners. In fact, one of the main objectives of many foreign language teachers in classrooms the world over is to increase student motivation, so that pupils may acquire a good command of English, the current main lingua franca. While many studies have been devoted to the role played by different orientations in this process, this paper focuses on the effect of the approach used in the foreign language classroom. Thus, attention is paid to the relationship between motivation and the language proficiency attained through two different approaches: Content and Language Integrated Learning (CLIL) and English as a Foreign Language (EFL), among 191 secondary school students. The results confirm the benefits of CLIL from both a motivational and a language competence perspective.

This study provides a comprehensive overview of current publication patterns in the field of English as a Foreign Language (EFL). In this research, the trends investigated are publication and citation growth, researcher’s productivity, and the most impactful publications. In addition to the publication trends, network visualizations of the terms co-occurrence and co-authorship are also presented in this research. A quantitative descriptive method with bibliometric analysis is employed as the research design of this research. The data analyzed are 6333 journal articles related to EFL published in 2011-2021. All of the data are obtained from the Scopus database. From the analysis using Scopus and Microsoft Excel, it was found that the highest publication growth in percent is in 2012 with a 98,6% of publication increase, and the highest publication growth in number is in 2020 with a total of 310 more publications compared to the previous year. Using the same tools, the researchers also found that the most productive author is Karim Sadeghi with 10 publications, and the most cited publication is an article titled 'English achievement and student motivation in CLIL and EFL settings' by David Lasagabaster. Meanwhile, from the network visualizations using VOSviewer, the researchers concluded that there are two major research themes in EFL, namely pedagogy and affective factors in learning, and the most collaborative author based on the co-authorship analysis is Ehsan Namaziandost.

Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of literature on TPACK among teachers engaged in different areas of education. However, few studies have addressed the assessment of TPACK through students’ perspectives in EFL settings. To address this gap, the purpose of this study was set to assess Iranian EFL students’ perspectives regarding their teachers’ TPACK. A total of 148 Iranian EFL students participated in this survey study. The data were collected through administering a previously validated TPACK questionnaire to the participants of the study. The findings obtained from the survey indicated that most EFL students perceived that their EFL teachers excelled in four components of TPACK such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), but the teachers were perceived to be relatively less proficient in the other three components of the scale such as technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK. The results suggest that Iranian EFL teachers may require further training in these latter elements of the TPACK to gain the required proficiency to integrate technology more effectively into their language classrooms.

This article examines an effort to support critical literacy in an English as a foreign language (EFL) setting by analyzing one college EFL reading classroom in which students read and responded to articles fromThe New Yorker.Data include transcribed audiotapes of classroom interaction and interviews with students, classroom materials, and response papers to the focal news article. Using these data, the research identifies (a) how critical literacy was employed in the EFL classroom, (b) students' critical engagement with the text through interaction and writing, and (c) benefits and challenges of employing critical literacy in an EFL setting. Results show that when taught to be critical readers of the text, these EFL participants were able to actively use linguistic resources from the article as well as their own cultural and personal experience to support their ideas and raise questions. Contrary to previous notions that language learners tend to be passive readers of information, the students in the current study actively voiced their opinions through discussion and response papers. The study suggests that newspaper and magazine articles can be important pedagogical tools for promoting critical thinking in the EFL reading classroom. Several challenges and limitations are discussed.

This study examines the impact of EFL (English as a foreign language) teachers’ collective efficacy (TCE) and job stress on job satisfaction. The participants were 25 EFL instructors from English Foundation School, Girne American University, North Cyprus who responded to the TCE, Job Stess and Job Satisfaction Questionnaires. Findings supported the hypotheses that TCE predicted job satisfaction in EFL setting in North Cyprus and job stress was negatively related to job satisfaction for EFL instructors. The results from this study provide evidence that TCE and job stress in an EFL context influence job satisfaction. At a broader level, the study is the first to examine teachers’ collective motivation beliefs in an EFL setting. For educators, this study underlines the importance of TCE as a source of individual job satisfaction.

The article analyses the implementation and efficacy of artificial intelligence in teaching English to first-year students at the Abai Kazakh National Pedagogical University. The present study examined the effects of AI chatbots on students' speaking abilities and overall experiences in the English as a Foreign Language (EFL) classroom. The participants were 11 EFL teachers and 51 Abai University students, who were randomly assigned into two groups: an experimental cohort and a control cohort. The experimental group, consisting of over 26 students, received instruction through AI-based educational programs, while the control group, comprising over 25 students, received instruction through traditional teaching methods. Employing a pre-and post-test research design, the present study undertook a comparative analysis of students' progress in English speaking skills, both within and between experimental and control groups. The findings of the conducted tests have indicated that both groups exhibited a significant improvement in their oral communicative abilities, as evidenced by their performance in the two speaking tasks, namely reading a text aloud and answering questions. As for the student's proficiency and fluency, it was observed that there was no significant difference between the two groups in terms of pronunciation. However, a discernible variation was detected in their intonation and stress patterns during the reading task. The results of this questionnaire offer an analysis of students' attitudes and opinions regarding integrating AI chatbots into language learning. This sheds light on the potential benefits and limitations of utilising such technology in the EFL context. Furthermore, the recent study explores the potential of AI chatbots as an effective tool to facilitate language learning and their future applications in the EFL setting. The implications of the research findings are thoroughly discussed, considering how AI chatbots can potentially enhance language learning and their potential usefulness in EFL education in the future.

This symposium brings together a number of leading scholars in emotional regulation and emotional management. Our goal is to generate a comprehensive understanding of the current state of the literature on emotional regulation and management, as well as its theoretical and practical implications. We also seek to critically examine the upcoming challenges for future research in this area and point out new perspectives to understand emotional regulation. We will present emotional regulation of discrete emotions such as pride and envy, and discuss how and why emotional regulation tactics might work well or not under different circumstances. We will also propose new perspectives of understanding emotional regulation and management research by using Confucian thoughts as a framework. Bursting with Pride? Emotion Regulation for a Discrete Positive Emotion Presenter: Alicia A. Grandey; Pennsylvania State U. Emotional Labor and the Regulation of Discrete Emotions Presenter: Ronald H. Humphrey; Virginia Commonweal...

The previous two decades of the 20th century has witnessed a dynamic change in the distribution of employment that has shifted from agriculture and industry to the service sector. With the rise of the service sector, more numbers of employees are involved in direct contact with the client and in such occupations, the job demands expression of appropriate emotions during the interaction. Concomitant with this transition a relatively new labour market has been created, which is marked by work roles that focus on direct communication between service workers and customers. Many a times the front-line service workers have to regulate their emotions in jobs so as to appear professional, even when during unpleasant situations. This new type of labour which has emerged from the work demand is termed as ‘Emotional labour’. Emotional labour is not confined tocustomer service workers, it can be challenging for most of us, because it is not easy to hide true emotions and display emotions required in work place. Organizational expectation of emotional expression by employees at work place leads to emotional labour. Arlie Hochschild (1983) was the first sociologist to distinctively point out the management and display of emotions by workers as part of their work role. She defined emotional labour as the management of emotions in order to bring out visible facial and bodily display. Hochschild asserted that emotional labour is a stressor that maybe harmful for the psychological and physical well-being of employees. Her findings suggested that the need to manage emotions in work place may bring in contradiction between the emotions an employee feels and the emotions he/she has to display while working with customers. This discrepancy between required and true emotions is referred to as ‘Emotional dissonance’. The more the conflict between the required and true emotions, the more employees tend to experience stress, job burnout, and psychological alienation from self. Hochschild proposed two different approaches to reduce emotional dissonance, which are surface acting (outward behavior) and deep acting (inner feelings). As the emotional state of employees is directly related to work performance, management of factors causing emotional labor is an important aspect at work environment.

The application of ChatGPT, an AI-driven tool launched in 2022, has sparked debate in the English as a Foreign Language (EFL) setting since its emergence, with some questioning its effectiveness and others favoring its use. This study aimed to explore the insights of how students and instructors perceive ChatGPT in the EFL context. Using a descriptive qualitative method, 34 participants comprising 17 EFL students and 17 EFL instructors provided their insights through Likert-scale questionnaires. Thematic Analysis was used to examine the data. Results revealed mixed perspectives: the majority of both students (52.9%) and instructors (52.9%) agreed that ChatGPT positively contributes to English skill improvement. Similarly, most participants (58.8% students, and 64.7%) believed it provides a good learning experience. In terms of class participation, 35.3% of students and 47.1% of instructors considered ChatGPT effective. However, opinions on its user-friendliness were divided among students (35.3% disagreed, 29.4% agreed), while a majority of instructors (58.8%) found it not easy to use. Both groups (students: 50.8%, instructors: 53.9%) disagreed that ChatGPT enhances critical thinking, possibly due to its automation feature. Regarding future use, 35.3% of students and 41.2% of instructors expressed a positive outlook. In conclusion, ChatGPT is viewed favorably overall in the aspects measured, indicating its potential for use in EFL settings.

Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings

Anxiety is a significant issue in English as a Foreign Language (EFL) classrooms, impacting learners' performance and overall language acquisition. This theoretical review examines recent research findings and effective techniques for reducing anxiety in EFL settings. Drawing on qualitative methodologies and empirical studies from the past five years, the review highlights various factors contributing to anxiety, including low self-esteem, fear of mistakes, and pressure from peers and teachers. The Foreign Language Classroom Anxiety Scale (FLCAS) emerges as a valuable tool for measuring anxiety, focusing on exam anxiety, communication anxiety, and fear of poor grades. The review identifies several strategies to alleviate anxiety, such as creating a supportive environment, delaying error correction, providing ample speaking practice opportunities, and incorporating relaxation techniques. Additionally, interventions like game-based learning, music instruction, and cooperative learning activities demonstrate promise in reducing anxiety and enhancing motivation among EFL learners. The review underscores the pivotal role of teachers in mitigating anxiety by offering effective feedback, facilitating speaking practice, and fostering a welcoming classroom environment conducive to language acquisition. Ultimately, the review emphasizes the importance of understanding and addressing anxiety to promote successful language learning outcomes in EFL classrooms.

Communication anxiety significantly hinders learning outcomes in English as a Foreign Language (EFL) classrooms. This research explores the correlation between interpersonal intelligence and communication anxiety among high school students, assessing how variations in interpersonal skills influence anxiety levels during EFL interactions. Employing a quantitative approach, the study engaged 32 eleventh-grade students from class 11 MIPA 3 at SMA Mekar Arum, selected through random sampling. Data were collected using designed questionnaires to evaluate interpersonal intelligence and communication anxiety and analyzed with Pearson Product Moment Correlation via SPSS 22.0. The results indicated a significant negative correlation between interpersonal intelligence and communication anxiety (r= -0.494, p < 0.05), demonstrating that students with higher interpersonal intelligence experience lower communication anxiety. Notably, 65.6% of the students demonstrated medium levels of interpersonal intelligence, while 34.4% had high levels. In terms of communication anxiety, 56.3% of students experienced moderate levels, and 43.8% experienced high levels. Conclusively, this study underscores the importance of fostering interpersonal intelligence as a strategic approach to alleviate communication anxiety in EFL settings. It recommends that EFL instructors integrate group-based and interactive activities that enhance interpersonal relations among students to improve their educational experience and outcomes.

In today's technology-driven world, students are increasingly surrounded by digital tools, with easy access to vast amounts of information (Egbert, 2009). From a pedagogical perspective, integrating technology into education is essential for successful learning outcomes (Sebring and Chicago School Consortium, 2013). Despite this, less than half of students utilize technology for academic purposes, though 92% have access to it at home. The evolving information age has made previously expensive technologies accessible to many (Edwards, 2009), necessitating that educators adapt to this technological integration. This study examines the impact of Google Classroom and its extensions on student motivation and engagement in English as a Foreign Language (EFL) classrooms at SMA Islam Athirah Bone. The research highlights the importance of incorporating real-world technology into EFL classes to enhance student interest and motivation (Usher Center on Education, 2012). Technology supports diverse learning styles, fosters community, and provides hands-on experiences, especially beneficial for students with learning disabilities (Heafner, 2004; Liu, 2016). As English is a global language, its learning is critical for accessing research and higher education (Morris Maxey, 2014). Traditional methods have evolved, with technology playing a pivotal role in English language instruction (Graddol, 2012).This qualitative study uses video recordings, interviews, and observation checklists to explore the impact of technology on student engagement and motivation in EFL classrooms. Data collection involved classroom observations and semi-structured interviews with teachers and students. The findings indicate that both teachers and students at SMA Islam Athirah Bone perceive the use of Google Classroom and its extensions as beneficial for active learning and engagement. This study contributes to a deeper understanding of how technological tools can enhance EFL learning experiences and suggests practical applications for better classroom interactions.

In the current literature on foreign language teaching, it has become clear that having the requisite ability of intercultural communicative competence (ICC) to be aware of different cultures, respect them, and interact with people from different cultures is crucial. Language is connected to culture and societies, in which people need to communicate with one another. English as a lingua franca provides a means of communication among different cultures. Thus, English as a foreign language (EFL) teaching classes offer perfect situations to foster ICC. From this viewpoint, this article gives an account to raise awareness of ICC in EFL settings by explaining ICC and its relationship with language, describing the significance of ICC, and illustrating some suggestions in the literature for the enhancement of ICC in EFL classes. This paper seeks to improve EFL teachers’ understanding of intercultural communication and to help them with their classroom practices.