What do we know about L2 teachers' emotion regulation? A bibliometric analysis of the pertinent literature

Abstract

Since emotion regulation is a key factor in second language (L2) education, multitudes of studies have been conducted on this emotional factor. Yet, the majority of previous research has focused on the emotion regulation strategies used by L2 learners. In recent years, some scholars have started to explore L2 teachers’ emotion regulation from various perspectives, but to the best of our knowledge, no systematic review to date has been carried out in this area. Using CiteSpace software (Version 6.2.R2), the present review study analyzed 26 articles published from 2020 to 2023. The analysis outcomes showed that L2 teachers’ emotion regulation is a growing but still nascent research area that attracts interdisciplinary attention from psychologists and linguists around the globe. The results also demonstrated that Iran and China are the most fruitful and fertile lands in this area with Iran having a higher degree of collaboration among institutions and authors. Considering the limitations of previous studies, this study provides some suggestions for future research.

Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach

“…As noted by Fredrickson (2004), "positive emotions appear to broaden people's momentary thought-action repertoires and build their enduring personal resources" (p. 1369). According to this theory, positive emotions expand the breadth of learners' cognitive actions, encouraging them to follow a wider range of ideas than they are typically used to (Goldman & Goodboy, 2014;Wu et al, 2023;Zhang & Zhang, 2013). This theory also states that, in contrast to adverse emotions which impede students' academic actions, positive feelings drive pupils to become more active in the learning environment (Fredrickson, 2001).…”

Modelling the interplay between resilience, emotion regulation and psychological well‐being among Chinese English language teachers: The mediating role of self‐efficacy beliefs

“…Within the teaching profession, emotion regulation pertains to teachers' capacity to modulate their emotions and exert control over their emotional experiences (Sutton & Harper, 2009). Rather than letting the classroom emotions overwhelm and control them, teachers can up-or down-regulate them through various emotion regulation strategies Wu et al, 2023).…”

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

“…Nonetheless, research into the predictors of language learners' academic engagement is still in its infancy. Simply said, few investigations [ [17] , [18] , [19] , 20 , 21 ] have been performed in second or foreign language classes to look into the determinants of learner engagement. To take a step towards bridging this lacuna, this research seeks to uncover the role of positive teacher interpersonal behaviors in “Spanish as a Foreign Language” (SFL) learners' academic engagement.…”