Let's Get Positive: How Foreign Language Teaching Enjoyment Can Create a Positive Feedback Loop

Autor/inn/en	Yang, Shanshan; Azari Noughabi, Mostafa; Botes, Elouise; Dewaele, Jean-Marc
Titel	Let's Get Positive: How Foreign Language Teaching Enjoyment Can Create a Positive Feedback Loop
Quelle	In: Studies in Second Language Learning and Teaching, 13 (2023) 1, S.17-38 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yang, Shanshan) ORCID (Azari Noughabi, Mostafa) ORCID (Botes, Elouise) ORCID (Dewaele, Jean-Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Language Teachers; Teacher Attitudes; Second Language Instruction; English (Second Language); Psychological Patterns; Teacher Burnout; Foreign Countries; Job Satisfaction; Emotional Response; Metacognition; Attitude Measures; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Ausland; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Emotionales Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Research on learners' foreign language emotions has revealed the existence of a positive feedback loop where increased enjoyment leads to better performance which, in turn, strengthens learners' enjoyment and boosts overall happiness. The current study follows this avenue focusing on teachers' foreign language teaching enjoyment (FLTE) and its relationships with engagement, mindfulness, and burnout. The participants, who were 496 English as a foreign language (EFL) teachers from Iran, completed four electronic surveys. The proposed mediation model based on data collected from EFL teachers indicated that FLTE partially mediated the relationship between mindfulness and engagement as well as their burnout. The results revealed that mindful EFL teachers who enjoy the profession are more likely to experience higher levels of work engagement and job satisfaction, thus creating a positive feedback loop. In addition, the findings suggest the importance of positive emotions in EFL teachers' psychological flourishing based on the tenets of positive psychology. Finally, implications and suggestions for further research are offered. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01