Abstract
Teachers’ emotions have been approved to play a pivotal role in higher education. However, the interface of university teachers’ emotions and assessment practices has been widely ignored in second/foreign language contexts. To fill this lacuna, this study examined the perceptions of 35 Iranian EFL university teachers regarding the types, triggers, and regulation strategies of assessment-related emotions through a semi-structured interview. After a thematic analysis of the data by MAXQDA software, it was found that Iranian university teachers have experienced both negative and positive emotions during their assessment practices. Such emotions were mainly triggered by teachers’ assessment methods/practices, teaching context, and the assessment culture of the department. Furthermore, the results indicated that the participants employed several preventive and responsive strategies to regulate negative and positive feelings during the L2 assessment. Practical implications are discussed regarding the necessity of training university teachers on the interplay of emotions and L2 assessment.
Funding source: Foundation of Henan Educational Committee
Award Identifier / Grant number: 2022-JSJYYB-027
About the authors
Ali Derakhshan is Associate Professor in Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He gained his PhD in Applied Linguistics from Allameh Tabataba’i University. He has been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. He has been a member of the Iranian Elites Foundation since 2015. He has published in both accredited international journals (Computers and Education, Applied Linguistics, Language Teaching Research, System, Applied Linguistics Review, Thinking Skills and Creativity, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, Current Psychology, Journal of Pragmatics, Intercultural Pragmatics, Asia Pacific Education Researcher, Educational Studies, etc.) and various local journals. His research interests are positive psychology, teacher education, learner individual differences, and cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.
Yongliang Wang, works as an associate professor in applied linguistics at the School of Foreign Languages and Cultures, Nanjing Normal University, Mainland China. He once obtained his MSc in TESOL from the Graduate School of Education at Bristol University in the UK and got his Ph.D degree in Semiotics and Cultural Studies. He has been focusing his research on the theory and practice of EFL teaching and learning, EFL teachers’ professional development, as well as semiotics. His name appeared in the Highly Cited Chinese Researchers (26 in total) by Elsevier in 2022.
Farhad Ghiasvand is a Ph.D. holder in Applied Linguistics at Allameh Tabataba’i University (ATU), Tehran, Iran. He was selected as an outstanding MA and Ph.D student by Iran's National Elites Foundation. He also won Allameh Tabataba'i University's Top Researcher Award in 2023 based on his annual publications. His areas of interest are language testing and assessment, teacher identity, positive psychology, English for Specific Purposes (ESP), and English for Academic Purposes (EAP). He has published articles in these areas of research in international journals including English for Specific Purposes, Assessing Writing, Porta Linguarum, and Language Testing in Asia.
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Research funding: This study was sponsored by Teacher Education Project of Henan Provincial Education Department (Grant No.: 2022-JSJYYB-027).
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Competing interest: The authors declare that they have no competing interests with others.
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Ethical approval: All procedures performed in the study were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Informed consent: Informed consent letters were obtained from all the individual participants included in this study.
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Data availability: The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.
Appendix: Interview Questions
Part A: Background Information
Age:
Gender:
Academic qualification (BA, MA, Ph.D.)
Major:
Teaching experience:
Part B: Teacher’s perceptions of emotions experienced in L2 assessment
Would you define assessment, feedback, and emotions? How are they related?
As an L2 assessor, what kinds of emotions (positive, negative) have you experienced during your assessment practices?
Can you explain the sources of emotions that you perceive in your assessment? They can be related to your assessment concerns, methods, and context.
How do you regulate your emotions in the practices of L2 assessment? What practices do you use?
To what extent do you think you assessment decisions can be linked to your emotions?
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