Innovation in Language Learning

Teaching is an emotional exercise and may be defined as a process of imparting a set of social and cultural knowledge, mostly in a formal setting, with the aim of producing such intellectuals that could foster a balanced welfare state. This requires a line of teachers who are responsible, emotionally competent and take care of their wellbeing. Emotion regulation process is defined as ‘the process by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions’ (Gross, 1999, p. 275). The emotion regulation process of teachers is linked with many teaching-related outcomes like teachers’ class room effectiveness (Sutton, 2005), their well-being and health (Chang, 2013; Taxer & Frenzel, 2015) and student emotions and motivation (Becker, Goetz, Morger, & Ranellucci, 2014; van Doorn, van Kleef, & van der Pligt, 2014). On the other hand, psychological wellbeing has usually been conceptualized as an interface of positive effects like happiness in the social and professional areas of life. This study is a rapid review of the research literature generally produced over this subject and specifically for and by the Pakistani English language teachers. This rapid review will give a holistic summary of the works done, identify the research gap(s), conduct a fresh research in line with and set a tone for future research in this area in Pakistan.

REFERENCES

[1] Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions–An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.

[2] Chang, M. L. (2013). Toward a theoretical model to understand teacher         emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37, 799-817.

[3] Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition & emotion, 13(5), 551-573.

[4] Sutton, R. E. (2005). Teachers' emotions and classroom effectiveness: Implications from recent research. The Clearing House, 229-234.

[5] Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and teacher education, 49, 78-88.

6] Van Doorn, E. A., van Kleef, G. A., & van der Pligt, J. (2014). How instructors’ emotional expressions shape students’ learning performance: The roles of anger, happiness, and regulatory focus. Journal of Experimental Psychology: General, 143(3), 980.