Introduction to Special Issue: New Insights into the Study of Classroom Emotions: Emerging Research Methods for Exploring the Implications of Positive and Negative Emotions in Language Education Environments

Document Type : Editorial

Authors

1 Golestan University, Gorgan, Iran

2 University of Auckland, New Zealand

Abstract

Classroom emotions significantly influence the teaching and learning processes, profoundly shaping students’ academic trajectories and teachers’ instructional practices. Positive emotions such as enjoyment, enthusiasm, pride, hope, etc. enhance motivation, foster engagement, and contribute to an atmosphere conducive to effective learning. In contrast, negative emotions like anxiety, frustration, boredom, etc. can impede academic functioning and reduce classroom participation. Previous studies on these positive and negative emotions have been constrained by traditional, linear research methods that fail to capture their dynamic and context-sensitive nature. The present special issue addresses this gap by exploring how emerging research methods, notably complexity-informed approaches, can deepen our understanding of classroom emotions. It features 10 empirical studies and two book reviews that collectively highlight the nuanced interplay of emotions in language classrooms and offer innovative approaches to examining them.
Iranian Journal of Language Teaching Research
Volume 12, 3 (Special Issue)
December 2024
Pages 1-8

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History

  • Receive Date: 12 December 2024
  • Accept Date: 12 December 2024

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