What do we know about L2 teachers' emotion regulation? A bibliometric analysis of the pertinent literature

Yongliang Wang · Yunsong Wang

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EFL/ESL Teaching and Learning Teacher Education and Leadership Studies Emotional Labor in Professions

Abstract

Since emotion regulation is a key factor in second language (L2) education, multitudes of studies have been conducted on this emotional factor. Yet, the majority of previous research has focused on the emotion regulation strategies used by L2 learners. In recent years, some scholars have started to explore L2 teachers' emotion regulation from various perspectives, but to the best of our knowledge, no systematic review to date has been carried out in this area. Using CiteSpace software (Version 6.2.R2), the present review study analyzed 26 articles published from 2020 to 2023. The analysis outcomes showed that L2 teachers' emotion regulation is a growing but still nascent research area that attracts interdisciplinary attention from psychologists and linguists around the globe. The results also demonstrated that Iran and China are the most fruitful and fertile lands in this area with Iran having a higher degree of collaboration among institutions and authors. Considering the limitations of previous studies, this study provides some suggestions for future research.

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References

1985Stress, appraisal, and coping 1998The Emerging Field of Emotion Regulation: An Integrative Review 2001Conservation of resources theory: Applications to stress and management in the workplace.1949The Ego and the Mechanisms of Defence 2021Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions 2021Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers 2012Affect: The Role of Language Anxiety and Other Emotions in Language Learning 2020Effects of Age and Gender in Emotion Regulation of Children and Adolescents

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2024The Contribution of Teacher Self‐Efficacy, Resilience and Emotion Regulation to Teachers' Well‐Being: Technology‐Enhanced Teaching Context 2024Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study 2023On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers 2024Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework

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