Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

“…Within the domain of L2 education, understanding and promoting teachers' and students' well-being, whether at its emotional or psychological level, is very important since it lies at the heart of language teaching and learning (Mercer, 2021 ). Well-being can bring about positive emotional and academic experiences for both teachers and learners such as students' higher FLE (Proietti Ergün and Dewaele, 2021 ) and teachers' more work engagement and better emotion-regulation (Greenier et al, 2021 ). It should be noted that compared to teacher well-being, student well-being is a less investigated topic.…”

“…Language teaching profession is essentially relationship-based, where teacher resilience can be developed in the interactions of the teacher with students, and as a result, teachers can find purpose and meaning in their profession and engage in meaningful actions (Hiver, 2018 ). Resilience has been associated with different L2 educational outcomes such as learning motivation (Kim and Kim, 2021 ), well-being, and teaching enjoyment (Proietti Ergün and Dewaele, 2021 ). Despite its eminence, resilience is in dire need of attention to its measurement, contributors, and potential consequences as there is a narrow body of research evidence on this concept in the language education literature (Hiver, 2018 ).…”

“…For years, the domain of educational research was obsessed with investigating negative emotions such as emotions such as anxiety (Marcos-Llinás and Garau, 2009) and burnout (Vaezi and Fallah, 2011) in the instructional context. Discontented with this ever-present focus on negative emotions, researchers inspired by the positive psychology movement have come to realize that not all is negative, and they have attempted to study and encourage eudemonic well-being (Jin et al, 2021;Proietti Ergün and Dewaele, 2021). Positive psychology was first introduced in the seminal work of Seligman and Seligman and Csikszentmihalyi (2000), aiming to advocate a shift in the focus of psychology from a mere concern with fixing the negative and problematic things in life (Gao et al, 2020) to developing positive qualities (MacIntyre, 2021).…”

EFL/ESL Students' Perceptions of Distributive, Procedural, and Interactional Justice: The Impact of Positive Teacher-Student Relation

“…The fourth factor in the field of positive psychology is emotion regulation that is described as extrinsic and intrinsic processes that one faces to assess, adjust, or control his emotions to achieve particular goals in life (Proietti Ergün and Dewaele, 2021 ). When teachers or students know how to regulate their emotions either positive or negative skillfully in the classroom, it highly affects the relationship between teachers and students, what students gain through the learning process, and teachers' success (Ghanizadeh and Moafian, 2010 ; Teng and Zhang, 2016 ).…”

The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success

“…Undoubtedly, the condition has reformed with the arrival of positive psychology (PP) as researchers stimulated by the PP movement have stated that not all types of emotions are negative, and they have attempted to boost eudemonic wellbeing (Ergün and Dewaele, 2021), so the consideration of scholars in the language education, instructors and teachers have been moved into positive emotions (MacIntyre and Mercer, 2014;MacIntyre et al, 2016). The launch of PP in language education has developed indulgent of the array of emotions, educators and students confronted and predominantly the function that positive emotions can perform in helping education (Dewaele and Alfawzan, 2018;Dewaele and Li, 2020;, subsequently, emotions have a central role in education progression and success (Derakhshan et al, 2020;Li, 2020).…”