EFL Teachers’ Emotion Regulation in Response to Online-Teaching at Van Lang University

DOI

10.2991/assehr.k.210226.010How to use a DOI?

Keywords

EFL teachers’ emotions, online-teaching, OLEs

Abstract

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.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Thuy
AU  - Ngo Thi Cam
PY  - 2021
DA  - 2021/03/01
TI  - EFL Teachers’ Emotion Regulation in Response to Online-Teaching at Van Lang University
BT  - Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)
PB  - Atlantis Press
SP  - 80
EP  - 87
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210226.010
DO  - 10.2991/assehr.k.210226.010
ID  - 2021
ER  -