Abstract
Considering the pivotal role of students' academic engagement in their success, discovering the intrinsic and extrinsic factors that inspire students to engage in class activities seems crucial. Notwithstanding, only a few empirical studies have been devoted to teachers' personal factors such as emotion regulation and their predictive function. Further, to our knowledge, no theoretical or systematic review study has been conducted on the association between teacher emotion regulation and student academic engagement. The current review study seeks to fill these lacunas by illustrating English as a foreign language (EFL) or English as a second language (ESL) teachers' emotion regulation and its' capability to enhance students' academic engagement. Using the existing evidence, the power of ESL/EFL teachers' emotion regulation in predicting their pupils' academic engagement was proved. The findings' educational implications are further discussed.
Highlights
Given the fact that students’ disengagement is a major threat to their success (Hiver et al, 2021), fostering students’ academic engagement is of high importance for teachers in all instructionallearning contexts, notably English as a second language (ESL)/English as a foreign language (EFL) classes
In the current review study, the variables of teacher emotion regulation and student academic engagement were fully described
It is mainly due to the fact that in order to motivate students to become involved in the learning process, teachers should be able to control their negative reactions to students’ misconducts (Kwon et al, 2017)
Summary
Given the fact that students’ disengagement is a major threat to their success (Hiver et al, 2021), fostering students’ academic engagement is of high importance for teachers in all instructionallearning contexts, notably ESL/EFL classes. Student academic engagement covers both emotional and behavioral aspects of students’ involvement in performing learning tasks (Christenson et al, 2012). The probable effects of teacher personal traits such as emotion regulation has been the focus of less empirical research (e.g., Akbari et al, 2017; Kwon et al, 2017; Buricand Frenzel, 2020). Despite the facilitative function that teacher emotion regulation may serve in engaging students, a few studies (Akbari et al, 2017; Kwon et al, 2017; Buricand Frenzel, 2020) have empirically explored the impact of teacher emotion regulation on ESL/EFL students’ academic engagement. In this study, the researcher aims to explicate different conceptualizations of teacher emotion regulation and student academic engagement, their theoretical underpinnings, and their interrelationships
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