An Emotional Geography Model of EFL Teachers’ Transitional Emotions from Real to Online Classes

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond. Guilford Publications.

Benesch, C. (2012). An empirical analysis of the gender gap in news consumption. Journal of Media Economics, 25(3), 147-167. https://doi.org/10.1080/08997764.2012.700976

Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79,60-69. https://doi.org/10.1016/j.system.2018.03.015

Bennett, P., Phelps, C., Brain, K., Hood, K., & Gray, J. (2007). A randomized controlled trial of a brief self-help coping intervention designed to reduce distress when awaiting genetic risk information. Journal of Psychosomatic Research, 63(1), 59-64. https://doi.org/10.1016/j.jpsychores.2007.01.016

Bhabha, H. K. (1994). Anxious nations. States.

Bhabha, H. K. (2012). The location of culture. Routledge.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Bruggeman, B., Garone, A., Struyven, K., Pynoo, B., & Tondeur, J. (2022). Exploring university teachers’ online education during COVID-19: Tensions between enthusiasm and stress. Computers and Education Open, 3, 100095. https://doi.org/10.1016/j.caeo.2022.100095

Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44-54. https://doi.org/10.1177/1321103X060270010301

Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 235-242. https://doi.org/10.1016/j.tate.2010.08.006

Crewe, B., Warr, J., Bennett, P., & Smith, A. (2014). The emotional geography of prison life. Theoretical Criminology, 18(1), 56-74. https://doi.org/10.1177/1362480613497778

Denzin, N. K. (1984). On understanding emotion. Transaction Publishers.

Derakhshan, A., Wang, Y., & Ghiasvand, F. (2024). “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review, 15(6), 2659-2684. https://doi.org/10.1515/applirev-2023-0089

Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications.

Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils?. Teachers and Teaching, 18(4), 491-507. https://doi.org/10.1080/13540602.2012.696049

Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520.2021.1985501

Gong, S., Chai, X., Duan, T., Zhong, L., & Jiao, Y. (2013). Chinese teachers’ emotion regulation goals and strategies. Psychology, 4(11), 870. http://dx.doi.org/10.4236/psych.2013.411125

Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26. https://doi.org/10.1080/1047840X.2014.940781

Gross, J. J., & Levenson, R. W. (1997). Hiding feelings: the acute effects of inhibiting negative and positive emotion. Journal of Abnormal Psychology, 106(1), 95-103. https://doi.org/10.1037/0021-843X.106.1.95

Haj Seyed Javadi, Y. S., & Meihami, H. (2024). An ecological perspective into the role of case-based instruction in developing EFL student-teachers’ agency. English Teaching: Practice & Critique, 23(4), 405-427. https://doi.org/10.1108/ETPC-04-2024-0059

Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7

Hargreaves, A. (2001). The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research, 35(5), 503-527. https://doi.org/10.1016/S0883-0355(02)00006-X

Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. https://doi.org/10.1016/j.tate.2005.06.007

Kaplan-Rakowski, Y., R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69, 2589-2613. https://doi.org/10.1007/s11423-021-10008-5

Kober, H., & Bolling, D. (2014). Emotion regulation in substance use disorders. In J. Gross (Ed), Handbook of Emotion Regulation (pp. 428-46). Guilford Publications.

Lee, J. C. K., & Yin, H. B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12, 25-46. https://doi.org/10.1007/s10833-010-9149-3

Makhwathana, R. M., Mudzielwana, N. P., Mulovhedzi, S. A., & Mudau, T. J. (2017). Effects of teachers’ emotions in teaching and learning in the foundation phase. Journal of Psychology, 8(1), 28-35.

Meihami, H. (2025). Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency. Computer Assisted Language Learning, 38(1-2), 235-261. https://doi.org/10.1080/09588221.2023.2173614

Meihami, H., & Esmaili, S. (2024). TAFL and TEFL teachers’ emotional vulnerability and emotion regulation strategies in online classes. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00804-3

Mendzheritskaya, J., & Hansen, M. (2019). The role of emotions in higher education teaching and learning processes. Studies in Higher Education, 44(10), 1709-1711. https://doi.org/10.1080/03075079.2019.1665306

Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70. https://doi.org/10.1598/RRQ.39.1.4

Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6), 1236-1250. https://doi.org/10.1080/07294360.2020.1811645

Ngo, T. C. T. (2021, January). EFL teachers’ emotion regulation in response to online-teaching at Van Lang University. In Proceedings of the AsiaCALL International Conference (Vol. 533, pp. 80-87). https://doi.org/10.2991/assehr.k.210226.010

Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293-306. https://doi.org/10.1080/0305764960260301

Park, S., & Ryu, J. (2019). Exploring preservice teachers’ emotional experiences in an immersive virtual teaching simulation through facial expression recognition. International Journal of Human–Computer Interaction, 35(6), 521-533. https://doi.org/10.1080/10447318.2018.1469710

Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1, 7-17. https://doi.org/10.3389/fcomp.2019.00007

Pham, L. T. T., & Phan, A. N. Q. (2023). “Let’s accept it”: Vietnamese university language teachers’ emotion in online synchronous teaching in response to COVID-19. Educational and Developmental Psychologist, 40(1), 115-124. https://doi.org/10.1080/20590776.2021.2000321

Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177/0033688220927531

Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: the cognitive costs of keeping one's cool. Journal of Personality and Social Psychology, 79(3), 410.

Rubin, J. C. (2020). Third spaces and tensions: Teacher experiences in an international professional development program. Teaching and Teacher Education, 95, 103141. https://doi.org/10.1016/j.tate.2020.103141

Schutz, P. A., & Lanehart, S. L. (2002). Emotions in education. Educational Psychologist, 37(2), 67-68. https://doi.org/10.1207/S15326985EP3702_1

Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotions among educational contexts. Educational Psychology Review, 18(4), 343-360. https://doi.org/10.1007/s10648-006-9030-3

Smorti, A. (2011). Autobiographical memory and autobiographical narrative: What is the relationship? Narrative Inquiry, 21(2), 303-310. https://doi.org/10.1075/ni.21.2.08smo

Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379-398. https://doi.org/10.1007/s11218-004-4229-y

Tafazoli, D., & Meihami, H. (2023). Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: Language teachers’ technological needs and suggestions. Journal of Computers in Education, 10(1), 163-187. https://doi.org/10.1007/s40692-022-00227-x

Tajabadi, H., & Meihami, H. (2024). “The more, the merrier; the more ideas, the better feeling”: Examining the role of creativity in regulating emotions among EFL teachers. Open Education Studies, 6(1), 20240007. https://doi.org/10.1515/edu-2024-0007

Thompson, R. A. (2008).  Early attachment and later development: Familiar questions, new answers.  In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment (2nd Ed.) (pp. 348-365). Guilford.

Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: a meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. Psychological Bulletin, 138(4), 775.

Yang, X., & Du, J. (2024). The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01540-z

Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23(4), 355-367. https://doi.org/10.1016/j.tate.2006.12.002