Teachers’ Emotions and Experiences as Influential Factors in Using Technology in EFL Classes
Nowadays, technology plays an essential role in people’s life, in general, and in education, in particular. Teachers’ experiences and emotions can affect technology use in classes. The present study investigated teachers’ experiences and emotions regarding integrating technology into their class...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-06-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3636_c5638be3e34f2bc53074ee5695a7c065.pdf |
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| Summary: | Nowadays, technology plays an essential role in people’s life, in general,
and in education, in particular. Teachers’ experiences and emotions can
affect technology use in classes. The present study investigated teachers’
experiences and emotions regarding integrating technology into their
classes. The study also explored teachers’ emotions toward institutional
policies about using technology and the coping strategies they adopt for
such emotions. Eleven teachers (five males and six females) from high
schools of Tabriz, Iran, participated in the study. Five had a B.A., and six
had an M.A. degree with six years of teaching experience. To collect data,
semi-structured interviews were used. For analyzing the data, MAXQDA
version 2022 was employed. The findings indicated that teachers had
negative and positive experiences and emotions and employed various
coping strategies to deal with their emotions. Their pleasant experiences
involved accessibility of many resources, communicative learning, and
improving teaching; while their unpleasant experiences included
technical problems, learners’ low technological literacy, and teachers’
lack of technological training. Teachers’ debilitative emotions included
being nervous, frustrated, and stressed but feeling capable, and enjoying
were facilitative emotions. Besides, the teachers’ debilitative emotions
toward institutional policies included feeling frustrated, and tired, and the
facilitative emotions toward such institutional policies included feeling
fulfillment and commitment. Teachers coped with emotions arising from
the institutional policies about technology-enhanced EFL classes by
asking for the help of colleagues, being patient/tolerating bad situations,
and trying to control negative emotions. The present study offers some
pedagogical implications for educational reformers, administrators,
teacher educators, and teachers.
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| ISSN: | 2676-5985 |