EFL Teachers’ Emotion Regulation in Response to Online-Teaching at Van Lang University
DOI:
https://doi.org/10.2991/assehr.k.210226.010Keywords:
EFL teachers’ emotions, online-teaching, OLEsAbstract
The increasing expansion of the Covid-19 pandemic has put most social and economic activities to change their business style for a sustainable existence; education is not an exception. Online learning environments (OLEs) have become the field for academic researchers to work on, from pedagogical theories to teaching-and-learning activities. However, very few studies on teachers’ emotions have been conducted. The current research has been carried out to identify the types of emotions that EFL teachers feel, the factors that influence these emotions, and how they regulate challenging emotions in online-teaching at Van Lang University. A qualitative was conducted with six instructors (ranging from novice to 15-years experienced teachers) teaching in different OLEs formats (Microsoft Team, Edusoft, Zoom, Google classroom, and E-learning). Five emotions linked to online teaching were identified: feeling restricted, stressed, devalued, validated, and rejuvenated. The practical implications of these results are discussed.
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