Understanding Vietnamese EFL Teacher Emotion In Relation To Student-Related Factors

Abstract

This qualitative study addresses the research problem of the lack of attention to Vietnamese EFL teachers' emotional experiences related to student issues. Using a qualitative methodology, in-depth interviews were conducted with 6 experienced EFL lecturers in Vietnam. The semi-structured interview served as the instrument for data collection, exploring the factors affecting teacher emotions, how teachers interpret these experiences, and the outcomes. The findings reveal that student-related factors, including student engagement, and behavior, significantly influence teacher emotions. The participating lecturers employed various strategies to interpret and respond to their emotions, such as suppressing or expressing them. These interpretations impacted their actions in the classroom, which in turn affect student outcomes. The study emphasizes the need for addressing language teacher emotions to create a positive and supportive emotional climate that enhances student learning. Overall, the research contributes valuable insights into the emotional experiences of Vietnamese EFL teachers and their implications for effective teaching practices.