Technology and Second Language Teacher Professional Development

Arnold, Nike

doi:10.1007/978-3-319-02237-6_21

Cited by 4 publications

(1 citation statement)

References 23 publications

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“…There is an ability to manage one's emotions and relationships with others, which is defined as 'emotional intelligence' (Goleman, 1995), and it has been found to be vital to the improvement of teaching satisfaction (Bar-On, 2010; Yin et al, 2013). In recent years, positive emotions have been consistently emphasized in language teaching (Arnold, 1999;Arnold & Fonseca, 2007;Gregersen, 2013). As indicated in Cluster #9, positive psychology, the concept was first introduced by Seligman and Csikszentmihalyi (2000), and it is driving the shift in research focus from negative to positive emotions and their role in enhancing the educational outcomes of L2 teachers and students (Lake, 2013).…”

Section: Resultsmentioning

confidence: 99%

A Scientometric Analysis of Language Teacher Emotions (2004-2022): Spotlight on the Impact of the COVID-19 Pandemic on LTE Research

Xu,

Xie,

Nimehchisalem

2023

jltr

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Frontline language teachers have experienced anxiety, vulnerability, and emotional burnout as a result of the sudden transition to online teaching due to the COVID-19 pandemic. This study extracted Language Teacher Emotions (LTE) literature from the Scopus database during the period 2000-2022. During the first round of data extraction, 169 relevant documents written in English were identified. Furthermore, the researchers conducted a scientometric analysis using the literature analysis tool, CiteSpace (v.5.8.R3), and employed co-citation techniques involving visualization and text mining. Our results indicate the following: (1) The first LTE publication was released in 2004, followed by a growing number of publications in the first decade. Nevertheless, more studies were published during 2020-2022; (2) The five countries with the highest number of publications were the USA, China, Iran, the UK, and Turkey; (3) According to Author Co-citation Analysis (ACA), the majority of researchers had expertise in language education, teaching methods, educational assessment, teacher education, and applied psychology; (4) Based on the Document Co-citation Analysis (DCA), emotional labour, emotional burden, and vulnerability were the primary topics of interest; (5) Cluster analysis of keywords indicates that the LTE research trajectory was inevitably affected by the COVID-19 pandemic. As the first scientometric review of LTE research, this study calls for a greater understanding of the impact of online and blended teaching during the post-pandemic period. It will be of interest to inter-domain researchers and frontline teachers in terms of identifying influential scholars, publications, and research trends, as well as considering future research projects.

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Section: Resultsmentioning

confidence: 99%

A Scientometric Analysis of Language Teacher Emotions (2004-2022): Spotlight on the Impact of the COVID-19 Pandemic on LTE Research

Xu,

Xie,

Nimehchisalem

2023

jltr

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Teacher Learning and Technology-Enhanced Teacher Education

Benitt¹,

Schmidt²,

Legutke³

2019

Second Handbook of English Language Teaching

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Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Setting up and managing learning platforms, using learning software and educational apps effectively, designing complex web-based tasks, and using videoconferencing in the scope of cooperation projects are just a few examples of digital media use in the foreign language instruction of today's technology-rich schools. However, in order for teachers to become

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