PT	AU	BA	BE	GP	AF	BF	CA	TI	SO	SE	BS	LA	DT	CT	CY	CL	SP	HO	DE	ID	AB	C1	C3	RP	EM	RI	OI	FU	FP	FX	CR	NR	TC	Z9	U1	U2	PU	PI	PA	SN	EI	BN	J9	JI	PD	PY	VL	IS	PN	SU	SI	MA	BP	EP	AR	DI	DL	D2	EA	PG	WC	WE	SC	GA	PM	OA	HC	HP	DA	UT
J	Derakhshan, A; Dewaele, JM; Noughabi, MA				Derakhshan, Ali; Dewaele, Jean-Marc; Noughabi, Mostafa Azari			Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers	SYSTEM				Article						Foreign language teaching enjoyment (FLTE); Well-being; Resilience; L2 grit; English as a foreign language (EFL) teacher; Structural equation modeling (SEM)	PERSEVERANCE; PERSONALITY; ENGAGEMENT; SCHOOLS; PASSION; SCALE	With the flourishing of positive psychology (PP) in foreign and second language teaching research, interest has grown in a range of positive psychological variables including the new concept of foreign language teaching enjoyment (FLTE) that mirrors that of learners' Foreign Language Enjoyment (FLE). The present study investigates how positive psychological and personality-based variables like resilience, well-being, and L2 grit shape the FLTE of 450 Iranian English as a Foreign Language (EFL) teachers. The participants completed four electronic surveys, and the collected data were analyzed through Mplus. The results of structural equation modeling (SEM) revealed that EFL teachers' resilience, well-being, and L2 grit significantly influenced their FLTE. In addition, teacher L2 grit was the strongest predictor of FLTE among Iranian EFL teachers. It thus seems that gritty, resilient, and happy teachers are more likely to enjoy the teaching experience in the classroom. Finally, implications and suggestions for future research are offered.	[Derakhshan, Ali] Golestan Univ, Dept English Language & Literature, Fac Human & Social Sci, Gorgan, Golestan, Iran; [Dewaele, Jean-Marc] Univ London, Dept Languages, Cultures & Appl Linguist, Birkbeck, London, England; [Noughabi, Mostafa Azari] Hakim Sabzevari Univ, Dept English Language & Literature, Sabzevar, Iran		Derakhshan, A (corresponding author), Golestan Univ, Dept English Language & Literature, Fac Human & Social Sci, Gorgan, Golestan, Iran.	a.derakhshan@gu.ir; j.dewaele@bbk.ac.uk; mostafaazari2015@gmail.com						Akbari R, 2020, PSYCHOL STUD, V65, P157, DOI 10.1007/s12646-019-00541-y; [Anonymous], 2011, ETH GUID ED RES; [Anonymous], 2011, Flourish: A Visionary New Understanding of Happiness and WellBeing; Ayoobiyan H, 2021, REFLECT PRACT, V22, P293, DOI 10.1080/14623943.2021.1873758; Noughabi MA, 2022, J MULTILING MULTICUL, DOI 10.1080/01434632.2022.2088766; Beltman S, 2011, EDUC RES REV-NETH, V6, P185, DOI 10.1016/j.edurev.2011.09.001; Budzinska K., 2018, Theory and Practice of Second Language Acquisition, V4, P33; 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Sudina E, 2021, INNOV LANG LEARN TEA, V15, P334, DOI 10.1080/17501229.2020.1802468; Sudina E, 2021, TESOL QUART, V55, P156, DOI 10.1002/tesq.581; Tabachnick B. G., 2007, Using Multivariate Statistics (5thed.), V5th; Talbot K, 2018, CHIN J APPL LINGUIST, V41, P410, DOI 10.1515/cjal-2018-0031; Teimouri Y, 2022, LANG TEACH RES, V26, P893, DOI 10.1177/1362168820921895; Tennant R, 2007, HEALTH QUAL LIFE OUT, V5, DOI 10.1186/1477-7525-5-63; Wagnild GM., 1993, J NURS MEAS, V1, P165, DOI DOI 10.1016/J.APNU.2010.05.001; Wang YL, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.731721; Yang Q, 2019, ACM T INTEL SYST TEC, V10, DOI 10.1145/3298981; Zeng G, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.00839	72	98	99	71	199									OCT	2022	109								102890	10.1016/j.system.2022.102890	http://dx.doi.org/10.1016/j.system.2022.102890		AUG 2022		Education & Educational Research; Linguistics		Education & Educational Research; Linguistics							WOS:000889469000003
J	Shahvarani, FS; Noughabi, MA; Razi, A				Shahvarani, Faezeh Sadat; Azari Noughabi, Mostafa; Razi, Atefeh			Investigating the contribution of engagement and resilience to EFL teachers' L2 grit	JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT				Article; Early Access						L2 teacher grit; L2 teacher resilience; work engagement; EFL teachers; structural equation modelling	POSITIVE PSYCHOLOGY; EMOTIONS; PREDICTORS; VALIDITY; SCALE	Due to the novelty of the concept of L2 teacher grit, identifying its determinants has been less explored. In addition, in spite of a growth in positive psychology in language studies, scant research attention has been paid to the notion of L2 teacher resilience. Inspired by the tenets of positive psychology in the field of foreign language education, the present study aimed to investigate whether English as a foreign language (EFL) teachers' grit could be influenced by their work engagement and resilience. Survey data was collected from 380 EFL teachers in the context of Iran. The results of SEM analysis revealed that L2 teacher resilience and work engagement contributed to EFL teachers' domain-specific grit. In addition, teacher engagement was identified as a stronger predictor of L2 grit. The results implied the importance of enhancing teachers' strengths to help them remain passionate and determined throughout the career. The findings suggested the critical role of positive psychology in language teaching research. Suggestions for future research were offered.	[Shahvarani, Faezeh Sadat] Semnan Univ, Dept English Language & Literature, Semnan, Iran; [Azari Noughabi, Mostafa; Razi, Atefeh] Hakim Sabzevai Univ, Dept English Language & Literature, Sabzevar, Iran; [Azari Noughabi, Mostafa] Hakim Sabzevari Univ, Fac Humanities, Dept English Language & Literature, Sabzevar 9617976487, Iran		Noughabi, MA (corresponding author), Hakim Sabzevari Univ, Fac Humanities, Dept English Language & Literature, Sabzevar 9617976487, Iran.	mostafaazari2015@gmail.com						Noughabi MA, 2022, J MULTILING MULTICUL, DOI 10.1080/01434632.2022.2088766; Bakker AB, 2010, J OCCUP ORGAN PSYCH, V83, P189, DOI 10.1348/096317909X402596; Brown TA., 2015, Confirmatory factor analysis for applied research; Budzinska K., 2021, Positive Psychology in Second and Foreign Language Education, DOI DOI 10.1007/978-3-030-64444-4; Callegari C, 2016, PSYCHOL RES BEHAV MA, V9, P277, DOI 10.2147/PRBM.S115657; Chen H, 2021, ELECTRON J QUAL THEO, P1, DOI 10.14232/ejqtde.2021.1.74; Chen XJ, 2021, SYSTEM, V96, DOI 10.1016/j.system.2020.102411; Clarà M, 2017, TEACH TEACH EDUC, V63, P82, DOI 10.1016/j.tate.2016.12.010; Dai K, 2023, J MULTILING MULTICUL, DOI 10.1080/01434632.2023.2174128; Datu JAD, 2018, SCHOOL PSYCHOL QUART, V33, P428, DOI 10.1037/spq0000234; Day C, 2014, TEACH TEACH, V20, P638, DOI 10.1080/13540602.2014.937959; Derakhshan A, 2022, SYSTEM, V109, DOI 10.1016/j.system.2022.102890; Dewaele JM, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.02128; Dewaele JM, 2016, SECOND LANG ACQUIS, V97, P215; Duckworth AL, 2007, J PERS SOC PSYCHOL, V92, P1087, DOI 10.1037/0022-3514.92.6.1087; Duckworth AL, 2009, J POSIT PSYCHOL, V4, P540, DOI 10.1080/17439760903157232; Duckworth AL, 2009, J PERS ASSESS, V91, P166, DOI 10.1080/00223890802634290; Ergün ALP, 2021, SYSTEM, V99, DOI 10.1016/j.system.2021.102506; Evans A.N., 2013, Methods in psychological research, V3rd; Fathi J., 2022, Teaching English Language, V16, P255, DOI 10.22132/tel.2022.159457; Feng LY, 2020, LEARN INDIVID DIFFER, V81, DOI 10.1016/j.lindif.2020.101904; FORNELL C, 1981, J MARKETING RES, V18, P39, DOI 10.2307/3151312; Fredrickson BL, 2001, AM PSYCHOL, V56, P218, DOI 10.1037/0003-066X.56.3.218; Greenier V, 2021, SYSTEM, V97, DOI 10.1016/j.system.2020.102446; Gregersen T, 2013, SECOND LANG ACQUIS, V68, P89; Gu Q., 2018, Resilience in Education, P13, DOI DOI 10.1007/978-3-319-76690-42; Hair J.F., 2009, Multivariate data analysis, Vseventh; Hasankiadeh FK, 2023, ASIA-PAC EDUC RES, V32, P707, DOI 10.1007/s40299-022-00688-9; Hill PL, 2016, J HAPPINESS STUD, V17, P257, DOI 10.1007/s10902-014-9593-5; Hiver P., 2018, Language teacher psychology, P231, DOI DOI 10.21832/9781783099467-018; Hodge B, 2018, RES HIGH EDUC, V59, P448, DOI 10.1007/s11162-017-9474-y; Howard Sue., 2004, Social Psychology of Education, V7, P399, DOI [10.1007/s11218-004, DOI 10.1007/S11218-004-0975-0, 10.1007/s11218-004-0975-0]; Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118; Huo JY, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.848325; Khajavy GH, 2024, J MULTILING MULTICUL, V45, P2300, DOI 10.1080/01434632.2022.2047192; Khajavy GH, 2021, PSYCHOL LANG LEARN T, V11, P241; Khajavy GH, 2021, STUD SECOND LANG ACQ, V43, P379, DOI 10.1017/S0272263120000480; Klassen R.M., 2013, Frontline Learning Research, V1, P33, DOI [DOI 10.14786/FLR.V1I2.44, https://doi.org/10.14786/flr.v1i2.44, 10.14786/flr.v1i2.44]; Kline R. 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G., 2012, HDB STRUCTURAL EQUAT, P209, DOI DOI 10.1002/9780470024737; Wolters C, 2015, METACOGN LEARN, V10, P293, DOI 10.1007/s11409-014-9128-9; Xue LA, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.758925; Yang SS, 2024, J MULTILING MULTICUL, V45, P2701, DOI 10.1080/01434632.2022.2062368; Yu M, 2022, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.828894	68	2	2	15	26									2023 DEC 5	2023										10.1080/01434632.2023.2284893	http://dx.doi.org/10.1080/01434632.2023.2284893		DEC 2023		Linguistics; Language & Linguistics		Linguistics							WOS:001112475200001
J	Liu, HG; Chu, WX				Liu, Honggang; Chu, Wenxiu			Uncovering English as a foreign language teacher resilience: a structural equation modeling approach	APPLIED LINGUISTICS REVIEW				Article; Early Access						teacher resilience; scale; professional competence; sociability; grit	IMPACT; SCALE	While teacher resilience has gained wide currency in the general education field, empirical research on language teacher resilience is still insufficient, especially with regard to the exploration of its inner structure. Against this backdrop, this study utilized a quantitative approach to investigate the structure of English as a foreign language (EFL) teacher resilience. An adapted Chinese version of the Multidimensional Teachers' Resilience Scale (MTRS) was completed by 539 Chinese junior high school EFL teachers. Exploratory and confirmatory factor analyses provided an acceptable fit for the 13-item MTRS and identified a tri-factorial structure of teacher resilience concerning professional competence, sociability, and grit. Based on these findings, the paper offers some implications for developing studies on language teacher resilience in the future.	[Liu, Honggang] Soochow Univ, Sch Foreign Languages, Appl Linguist, Suzhou, Peoples R China; [Chu, Wenxiu] Suzhou Univ Sci & Technol, Sch Foreign Languages & Literature, Suzhou, Peoples R China		Chu, WX (corresponding author), Suzhou Univ Sci & Technol, Sch Foreign Languages & Literature, Suzhou, Peoples R China.	liuhonggang@suda.edu.cn; chuwx666@163.com						Beltman S, 2011, EDUC RES REV-NETH, V6, P185, DOI 10.1016/j.edurev.2011.09.001; Brunetti GJ, 2006, TEACH TEACH EDUC, V22, P812, DOI 10.1016/j.tate.2006.04.027; Chu WX, 2021, SUSTAINABILITY-BASEL, V13, DOI 10.3390/su13126721; Chu Wenxiu, 2022, FRONT PSYCHOL, V13, P1; Connor KM, 2003, DEPRESS ANXIETY, V18, P76, DOI 10.1002/da.10113; Daniilidou A., 2018, Hellenic Journal of Psychology, V15, P15; Derakhshan A, 2022, SYSTEM, V109, DOI 10.1016/j.system.2022.102890; Duckworth A, 2014, CURR DIR PSYCHOL SCI, V23, P319, DOI 10.1177/0963721414541462; Fan L, 2021, FRONT EDUC, V5, DOI 10.3389/feduc.2020.565722; Flores M.A., 2018, Resilience in education: Concepts, contexts and connections, P167, DOI DOI 10.1007/978-3-319-76690-4_10; Friborg O, 2005, INT J METH PSYCH RES, V14, P29, DOI 10.1002/mpr.15; Gregersen T., 2022, The Routledge handbook of the psychology of language learning and teaching; Gu Q., 2018, Resilience in Education, P13, DOI DOI 10.1007/978-3-319-76690-42; Gu Q, 2007, TEACH TEACH EDUC, V23, P1302, DOI 10.1016/j.tate.2006.06.006; Gu Q, 2014, TEACH TEACH, V20, P502, DOI 10.1080/13540602.2014.937961; Gu Q, 2013, BRIT EDUC RES J, V39, P22, DOI 10.1080/01411926.2011.623152; Gu Q, 2013, ASIA-PAC J TEACH EDU, V41, P288, DOI 10.1080/1359866X.2013.809056; Hair J.F., 2009, Multivariate data analysis, Vseventh; Hascher T, 2021, EDUC RES-UK, V63, P416, DOI 10.1080/00131881.2021.1980416; Hiver P., 2018, Language teacher psychology, P231, DOI DOI 10.21832/9781783099467-018; Hiver P, 2022, ROUT HANDB APPL, P205, DOI 10.4324/9780429321498-19; Howard MC, 2016, INT J HUM-COMPUT INT, V32, P51, DOI 10.1080/10447318.2015.1087664; Kline R. 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J	Ding, XH; Liu, Y; Peng, JE				Ding, Xuehua; Liu, Yi; Peng, Jian-E			Straddling burnout and resilience: a Q methodology study among high school EFL teachers	JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT				Article; Early Access						Teacher burnout; teacher resilience; Q methodology; positive psychology; English as a foreign language	JOB-SATISFACTION; WORK; EXPERIENCE; STRESSORS; VARIABLES; EFFICACY; CONTEXT; SCALE; SELF	Amidst the recent positive psychology trend, teacher resilience has captured increasing scholarly attention, while burnout remains a significant, negative construct in teachers' emotional spectrum. Research on burnout and resilience among teachers teaching English as a foreign language (EFL) is especially scant. In this study, we explored the psychological profiles of 40 EFL teachers in terms of their experience of burnout and resilience. Q methodology was first employed to collect data from 40 high school EFL teachers, the findings of which were complemented by interviews with nine of the participants. The findings showed three main profiles of the teachers: resilient with person-environment equilibrium and a sense of accomplishment, goal-oriented with tenacity and signs of burnout, and emotionally sensitive and burned out with small likelihood to bounce back. Based on this novel attempt to delve into the co-presence of various degrees of burnout and resilience among teachers, implications for teachers and school administrators are finally discussed.	[Ding, Xuehua; Liu, Yi] Hanshan Normal Univ, Sch Foreign Languages, Chaozhou, Peoples R China; [Peng, Jian-E] Shantou Univ, Coll Liberal Arts, Shantou, Guangdong, Peoples R China		Peng, JE (corresponding author), Shantou Univ, Coll Liberal Arts, Shantou, Guangdong, Peoples R China.	pengjiane@stu.edu.cn						Bandura A, 2001, ANNU REV PSYCHOL, V52, P1, DOI 10.1146/annurev.psych.52.1.1; Bandura A, 2006, PERSPECT PSYCHOL SCI, V1, P164, DOI 10.1111/j.1745-6916.2006.00011.x; Beltman S., 2021, Cultivating Teacher Resilience: International Approaches, Applications and Impact, P11; Beltman S, 2011, EDUC RES REV-NETH, V6, P185, DOI 10.1016/j.edurev.2011.09.001; Bibou-Nakou I, 1999, SCHOOL PSYCHOL INT, V20, P209, DOI 10.1177/0143034399020002004; BLAU G, 1989, J MANAGE, V15, P115, DOI 10.1177/014920638901500110; Broughton G., 2003, Teaching English as a Foreign Language, V2nd; Brown SR, 1996, QUAL HEALTH RES, V6, P561, DOI 10.1177/104973239600600408; Buric I, 2019, EDUC PSYCHOL-UK, V39, P1136, DOI 10.1080/01443410.2019.1577952; Chang ML, 2009, EDUC PSYCHOL REV, V21, P193, DOI 10.1007/s10648-009-9106-y; Connor KM, 2003, DEPRESS ANXIETY, V18, P76, DOI 10.1002/da.10113; Day C, 2008, J EDUC CHANG, V9, P243, DOI 10.1007/s10833-007-9054-6; Dewaele JM, 2021, SYSTEM, V103, DOI 10.1016/j.system.2021.102660; Dewaele JM, 2014, STUD SECOND LANG LE, V4, P237, DOI 10.14746/ssllt.2014.4.2.5; Ergün ALP, 2021, SYSTEM, V99, DOI 10.1016/j.system.2021.102506; Fraschini N, 2021, FOREIGN LANG ANN, V54, P341, DOI 10.1111/flan.12527; Friedman IA, 2000, J CLIN PSYCHOL, V56, P595, DOI 10.1002/(SICI)1097-4679(200005)56:5<595::AID-JCLP2>3.0.CO;2-Q; Goldstein S., 2021, TENACITY CHILDREN; Gu Q., 2018, Resilience in Education, P13, DOI DOI 10.1007/978-3-319-76690-42; Gu Q, 2007, TEACH TEACH EDUC, V23, P1302, DOI 10.1016/j.tate.2006.06.006; Gu Q, 2013, ASIA-PAC J TEACH EDU, V41, P288, DOI 10.1080/1359866X.2013.809056; Hakanen JJ, 2006, J SCHOOL PSYCHOL, V43, P495, DOI 10.1016/j.jsp.2005.11.001; Han M., 2001, Assessment in Education, V8, P5, DOI DOI 10.1080/09695940120033216; Hasanah N., 2020, ENG LANG TEACH EDU J, V2, P112, DOI [10.12928/eltej.v2i3.1134, DOI 10.12928/ELTEJ.V2I3.1134]; Hiver P., 2018, Language teacher psychology, P231, DOI DOI 10.21832/9781783099467-018; Howard Sue., 2004, Social Psychology of Education, V7, P399, DOI [10.1007/s11218-004, DOI 10.1007/S11218-004-0975-0, 10.1007/s11218-004-0975-0]; Jensen MT, 2020, EDUC PSYCHOL-UK, V40, P367, DOI 10.1080/01443410.2019.1673881; Jeon M, 2009, LANG CULT CURRIC, V22, P231, DOI 10.1080/07908310903388933; Kang DM, 2013, SYSTEM, V41, P149, DOI 10.1016/j.system.2013.01.002; Khani R, 2015, EDUC PSYCHOL-UK, V35, P93, DOI 10.1080/01443410.2014.981510; Kitching K, 2009, TEACH TEACH, V15, P43, DOI 10.1080/13540600802661311; Kokkinos CM, 2007, BRIT J EDUC PSYCHOL, V77, P229, DOI 10.1348/000709905X90344; Kruk M, 2022, STUD SECOND LANG LE, V12, P37, DOI 10.14746/ssllt.2022.12.1.3; Lau PSY, 2005, SOC INDIC RES, V71, P491, DOI 10.1007/s11205-004-8033-z; Li Q, 2019, MEAS-INTERDISCIP RES, V17, P143, DOI 10.1080/15366367.2019.1588593; Li S, 2020, BMC PUBLIC HEALTH, V20, DOI 10.1186/s12889-020-8287-7; Liu F, 2021, INT J ENV RES PUB HE, V18, DOI 10.3390/ijerph18126418; Liu HG, 2022, SYSTEM, V105, DOI 10.1016/j.system.2022.102752; Liu S., 2012, International Journal of Educational Research, V55, P160, DOI [10.1016/j.ijer.2012.03.006, DOI 10.1016/J.IJER.2012.03.006]; MacIntyre P, 2022, SYSTEM, V109, DOI 10.1016/j.system.2022.102881; Madigan DJ, 2021, INT J EDUC RES, V105, DOI 10.1016/j.ijer.2020.101714; Makikangas A., 2016, Burnout Research, V3, P11, DOI [10.1016/j.burn.2015.12.002, DOI 10.1016/J.BURN.2015.12.002]; Mansfield C, 2014, TEACH TEACH, V20, P547, DOI 10.1080/13540602.2014.937958; MASLACH C, 1993, S AP PSYC S, P19; Maslach C, 2001, ANNU REV PSYCHOL, V52, P397, DOI 10.1146/annurev.psych.52.1.397; Maslach C., 1996, MASLACH BURNOUT INVE; Masten A.S., 2003, RESILIENCE VULNERABI, P1, DOI DOI 10.1017/CBO9780511615788.003; Miles M. 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J	Liu, HG; Chu, WX				Liu, Honggang; Chu, Wenxiu			Exploring EFL teacher resilience in the Chinese context	SYSTEM				Article						EFL teacher; Resilience; CD-RISC-EFL Teacher Survey; Positive psychology	COMMITMENT; EDUCATION; CHALLENGES; MOTIVATION; CONSTRUCT; IMPACT; SCALE	Teacher resilience (TR) has been widely researched in recent years in the general education field. However, scant attention has been given to language teacher resilience (LTR). An in-depth and systematic exploration of the inner structure of LTR is still lacking, which somewhat hinders our understanding of LTR. To address this gap, this study adopted a quantitative approach to investigate the structure of resilience among teachers of English as a foreign language (EFL). An adapted Chinese version of the Connor-Davidson Resilience Scale (CD-RISC) (Connor & Davidson, 2003) was completed by 658 Chinese senior high school EFL teachers. Exploratory and confirmatory factor analyses found a tri-factorial structure of TR involving tenacity, optimism and coping style; the latter was a newly discovered component of TR. In addition, we examined levels of EFL TR and found that they remained moderate to high. On the basis of these findings, the paper offers implications for sustaining and developing EFL TR and proposes future directions for LTR research.	[Liu, Honggang; Chu, Wenxiu] Northeast Normal Univ, Sch Foreign Languages, 5268 Renmin St, Changchun 130024, Jilin, Peoples R China		Liu, HG (corresponding author), Northeast Normal Univ, Sch Foreign Languages, 5268 Renmin St, Changchun 130024, Jilin, Peoples R China.	liuhg213@nenu.edu.cn; chuwx655@nenu.edu.cn						[Anonymous], 2010, PRACTICE QUESTIONNAI; BAGOZZI RP, 1991, ADMIN SCI QUART, V36, P421, DOI 10.2307/2393203; Beltman S, 2011, EDUC RES REV-NETH, V6, P185, DOI 10.1016/j.edurev.2011.09.001; Bowles T, 2016, AUST EDUC RES, V43, P147, DOI 10.1007/s13384-015-0192-1; Brown T.A., 2015, CONFIRMATORY FACTOR; Brunetti GJ, 2006, TEACH TEACH EDUC, V22, P812, DOI 10.1016/j.tate.2006.04.027; Bryman A., 1999, Quantitative data analysis with SPSS release 8 for Windows. 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J	Wang, YL; Derakhshan, A; Rahimpour, H				Wang, Yongliang; Derakhshan, Ali; Rahimpour, Hadi			Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study	JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT				Article						Positive psychology; English as a foreign language teacher; cross-cultural comparison; teacher resilience	INTELLIGENCE; BURNOUT	With the emergence of the positive psychology trend, studying teacher resilience has gained tremendous momentum in mainstream education. Nonetheless, it has yet remained an underappreciated concept in English language education and research. The challenges that teachers experience in maintaining their resilience have also been the focus of a limited number of inquiries. To address these gaps, the present investigation set out to explore the challenges of sustaining resilience among Chinese and Iranian EFL teachers. In doing so, an open-ended questionnaire was administered to 18 Chinese and 15 Iranian EFL teachers, varying in age from 30 to 55 years old. Adopting a qualitative model of data analysis, the participants' responses to the open-ended questionnaire were analyzed through MAXQDA software. The analysis of Chinese and Iranian EFL teachers' answers resulted in the generation of 16 themes and 50 subthemes, demonstrating the challenges to teacher resilience. Findings indicated that both Chinese and Iranian EFL teachers perceived person-focused factors to be the major challenges of preserving teacher resilience. Other factors, including system-focused, context-focused, and process-focused factors, were conceived to be less problematic for teacher resilience. Finally, some major implications of the findings are presented and thoroughly discussed.	[Wang, Yongliang] Henan Univ, Sch Coll English Teaching & Res, Kaifeng, Peoples R China; [Derakhshan, Ali] Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Golestan, Iran; [Rahimpour, Hadi] Hakim Sabzevari Univ, Fac Literature & Humanities, Dept English Language & Literature, Sabzevar, Iran		Derakhshan, A (corresponding author), Golestan Univ, Fac Humanities & Social Sci, Shahid Beheshti Campus,Shahid Beheshti St,POB 155, Gorgan 4913815759, Golestan, Iran.	a.derakhshan@gu.ac.ir						[Anonymous], 2011, ETH GUID ED RES; Baralt M., 2012, Research methods in second language acquisition, P222, DOI DOI 10.1002/9781444347340.CH12; Beltman S., 2021, CULTIVATING TEACHER, DOI [DOI 10.1007/978-981-15-5963-1_2, 10.1007/978-981-15-5963-1, DOI 10.1007/978-981-15-5963-1]; Beltman S., 2015, Learning to teach in the secondary school, P20, DOI DOI 10.1007/978-3-319-76690-4_14; Beltman S, 2011, EDUC RES REV-NETH, V6, P185, DOI 10.1016/j.edurev.2011.09.001; Birt L, 2016, QUAL HEALTH RES, V26, P1802, DOI 10.1177/1049732316654870; Bobek B.L., 2002, CLEARING HOUSE J ED, V75, P202, DOI [DOI 10.1080/0009865020960493, 10.1080/00098650209604932, DOI 10.1080/00098650209604932]; Brown JD, 2009, QUALITATIVE RESEARCH IN APPLIED LINGUISTICS: A PRACTICAL INTRODUCTION, P200; Clarà M, 2017, TEACH TEACH EDUC, V63, P82, DOI 10.1016/j.tate.2016.12.010; Derakhshan A., 2021, 6 ELT C ALL TAB U TE; Dewaele JM, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.02128; Dornyei Z., 2012, The Routledge Handbook of Second Language Acquisition, P74, DOI [10.1002/9781444347340, DOI 10.1002/9781444347340]; Ergün ALP, 2021, SYSTEM, V99, DOI 10.1016/j.system.2021.102506; Fan L, 2021, FRONT EDUC, V5, DOI 10.3389/feduc.2020.565722; Fathi J., 2020, Iranian Journal of English for Academic Purposes, V9, P14, DOI DOI 10.22111/IJALS.2020.5725; Fathi J, 2021, IRAN J LANG TEACH RE, V9, P13, DOI 10.30466/ijltr.2021.121043; Friedman D., 2012, RES METHODS 2 LANGUA, P180, DOI 10.1002/9781444347340.ch10; Gao LX, 2020, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.549653; Gu Q., 2018, Resilience in Education, P13, DOI DOI 10.1007/978-3-319-76690-42; Gu Q, 2007, TEACH TEACH EDUC, V23, P1302, DOI 10.1016/j.tate.2006.06.006; Gu Q, 2013, BRIT EDUC RES J, V39, P22, DOI 10.1080/01411926.2011.623152; Gu Q, 2013, ASIA-PAC J TEACH EDU, V41, P288, DOI 10.1080/1359866X.2013.809056; Hassanzadeh, 2018, ISSUES LANGUAGE TEAC, V7, P111; Hiver P., 2018, Language teacher psychology, P231, DOI DOI 10.21832/9781783099467-018; HOFSTEDE G, 1986, INT J INTERCULT REL, V10, P301, DOI 10.1016/0147-1767(86)90015-5; Hofstede G., 1991, Cultures and organizations, DOI DOI 10.1016/S0005-7967(02)00184-5; Kastanakis MN, 2014, J BUS RES, V67, P425, DOI 10.1016/j.jbusres.2013.03.028; Kostoulas A., 2018, LANGUAGE TEACHER PSY, P247, DOI DOI 10.21832/9781783099467-019; Li Q, 2019, MEAS-INTERDISCIP RES, V17, P143, DOI 10.1080/15366367.2019.1588593; Liu H., 2020, EXPLORING TEACHER RE, P176; Liu HG, 2022, SYSTEM, V105, DOI 10.1016/j.system.2022.102752; Mansfield C. 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J	Wei, RN; Yang, XY; Wang, J				Wei, Rining; Yang, Xiaoyan; Wang, Jing			Do teachers' well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?	APPLIED LINGUISTICS REVIEW				Article; Early Access						Foreign Language Teaching Enjoyment; resilience; well-being; effect size; positive psychology	2ND-LANGUAGE ACQUISITION; EFFECT SIZES; ANXIETY; PSYCHOLOGY; EMOTIONS; VERSION	This study was one (partial) replication of the first study focusing on FL teacher enjoyment with the Foreign Language Teaching Enjoyment (FLTE) Scale. The influence of well-being, resilience, and some selected socio-biographical variables on FLTE was examined with a more refined data analysis approach based on hierar-chical regression (i.e., offering a range of effect sizes for each predictor). Results showed that resilience (?R-2 = 11.7 %-38.9 %) and well-being (?R-2 = 3.6 %-30.9 %) were important factors statistically significantly predicting FLTE for Chinese EFL teachers, whereas length of teaching experience (?R-2 = 0.1 %-2.2 %) was not regarded as an important predictor and gender (?R-2 = 0.02 %-0.13 %) was deemed unimportant. This replication study has (1) confirmed that well-being and resilience predict FLTE, (2) reaffirmed the value of the above-mentioned more refined approach, and (3) underscored the benefit for including at least one socio-biographical variable together with the researchers' focal factors as predictors in hierarchical regression, which will provide useful reference for the relative importance of each predictor. Some practical implications are also discussed.	[Wei, Rining; Yang, Xiaoyan] Xian Jiaotong Liverpool Univ, Dept Appl Linguist, Xian, Peoples R China; [Wang, Jing] Nanjing Xiaozhuang Univ, Sch Foreign Languages, Nanjing, Peoples R China		Wang, J (corresponding author), Nanjing Xiaozhuang Univ, Sch Foreign Languages, Nanjing, Peoples R China.	yitunvqin@163.com						Acton R, 2015, AUST J TEACH EDUC, V40, P99; Ainsworth S, 2019, TEACH TEACH EDUC, V82, P117, DOI 10.1016/j.tate.2019.03.012; Amini MA, 2022, SYSTEM, V110, DOI 10.1016/j.system.2022.102919; Becker TE, 2005, ORGAN RES METHODS, V8, P274, DOI 10.1177/1094428105278021; Botes E, 2021, MOD LANG J, V105, P858, DOI 10.1111/modl.12741; Bullough RV, 2009, TEACH TEACH, V15, P241, DOI 10.1080/13540600902875324; Callegari C, 2016, PSYCHOL RES BEHAV MA, V9, P277, DOI 10.2147/PRBM.S115657; Capone V, 2020, CURR PSYCHOL, V39, P1757, DOI 10.1007/s12144-018-9878-7; Chen JJ, 2020, ASIA-PAC J TEACH EDU, V48, P491, DOI 10.1080/1359866X.2019.1669139; Chu WX, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.865599; 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J	Ergün, ALP; Dewaele, JM				Ergun, Anna Lia Proietti; Dewaele, Jean-Marc			Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?	SYSTEM				Article						Foreign language teaching enjoyment; Wellbeing; Resilience; Languages other than English	ANXIETY; EDUCATION; EMOTIONS	The present quantitative study is part of the new wave of research into the psychology of language teachers and their emotions (Gkonou, Dewaele & King, 2020). It also answers the call for more studies on languages other than English (LOTEs) by considering feedback from 174 Italian as Foreign Language (FL) teachers based in Italy and abroad. The study investigated the relationship between two psychological factors, Well-being and Resilience and one novel emotional factor, namely Foreign Language Teaching Enjoyment (FLTE), adapted from previous studies on learners' Foreign Language Enjoyment. Correlations analyses followed by a multiple regression analysis showed that Resilience was the strongest predictor of FLTE, explaining 12.4% of variance, followed by Well-being which explains a further 3.9% of variance. The findings of the study are discussed in the light of previous studies. We suggest that happy and resilient teachers who enjoy their profession constitute the very basis of students' progress, as the positive emotional atmosphere they establish in the classroom is a pre-condition for linguistic and psychological growth. The new 9-item scale is recommended for future research on FLTE. (c) 2021 Elsevier Ltd. All rights reserved.	[Ergun, Anna Lia Proietti] Yildiz Tech Univ, Foreign Languages Dept, Davutpasa Campus, TR-34165 Istanbul, Turkey; [Dewaele, Jean-Marc] Univ London, Birkbeck Coll, Dept Appl Linguist & Commun, 26 Russell Sq, London WC1B 5DQ, England		Dewaele, JM (corresponding author), Univ London, Birkbeck Coll, Dept Appl Linguist & Commun, 26 Russell Sq, London WC1B 5DQ, England.	aergun@yildiz.edu.tr; j.dewaele@bbk.ac.uk						Agudo, 2018, EMOTIONS 2 LANGUAGE, P53; [Anonymous], 2001, USING MULTIVARIATE S; Audrin C, 2020, RECHERCHES ED, V41, P3, DOI 10.4000/ree.417; Benesch S, 2020, PSYCHOL LANG LEARN T, V4, P53; Botes E., 2021, TAKING STOCK OVERVIE, DOI [10.31234/osf.io/984hb, DOI 10.31234/OSF.IO/984HB]; Budzinska K., 2021, Positive Psychology in Second and Foreign Language Education, DOI DOI 10.1007/978-3-030-64444-4; Butler J, 2016, PERMA PROFILER BRIEF, P1, DOI [10.5502/ijw.v6i3.526, DOI 10.5502/IJW.V6I3.526]; Callegari C, 2016, PSYCHOL RES BEHAV MA, V9, P277, DOI 10.2147/PRBM.S115657; Clough P., 2015, Developing mental toughness: Improving performance, wellbeing and positive behavior in others; Day C, 2009, ADVANCES IN TEACHER EMOTION RESEARCH: THE IMPACT ON TEACHERS' LIVES, P15, DOI 10.1007/978-1-4419-0564-2_2; De Costa P, 2020, PSYCHOL LANG LEARN T, V4, P211; De Costa PI, 2018, CHIN J APPL LINGUIST, V41, P401, DOI 10.1515/cjal-2018-0030; de Dios Martinez Agudo, 2018, EMOTIONS 2 LANGUAGE, DOI DOI 10.1007/978-3-319-75438-3_15; De Smet A, 2019, INT J BILING EDUC BI, DOI 10.1080/13670050.2019.1671308; De Smet A, 2018, STUD SECOND LANG LE, V8, P47, DOI 10.14746/ssllt.2018.8.1.3; Dewaele J.-M., 2018, Emotions in second language teaching: Theory, research and teacher education, P125, DOI [10.1007/978-3-319-75438-38, DOI 10.1007/978-3-319-75438-3_8]; Dewaele J.M., 2019, Evidence-Based Second Language Pedagogy, P263; Dewaele J.-M., 2020, Focus on Language. 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J	Wang, YL; Pan, ZW				Wang, Yongliang; Pan, Ziwen			Modeling the Effect of Chinese EFL Teachers' Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis	SAGE OPEN				Article						teacher resilience; self-efficacy; work engagement; EFL instructors; higher education	SECONDARY-SCHOOL TEACHERS; JOB RESOURCES; MEDIATING ROLE; POSITIVE EMOTIONS; BURNOUT; SATISFACTION; DIMENSIONS; STUDENTS; BELIEFS; ELEMENTARY	Teaching is deemed a taxing enterprise, especially as far as higher education is concerned. As a result, much research attention has been showered upon exploring the correlates of engagement for instructors. To contribute to this research direction, the present researchers carried out this survey to test a model of work engagement in a Chinese higher education context. Teacher self-efficacy and resilience were added as predictors of the hypothesized model. A number of 372 Chinese English as a foreign language (EFL) instructors in higher education contexts were selected through convenience sampling. The measurement models of the latent variables (i.e., self-efficacy, resilience, and work engagement) were confirmed via running Confirmatory Factor Analysis (CFA). Afterward, Structural Equation Modeling (SEM) was used to test the structural model. The results obtained from the analyses showed that both teacher self-efficacy and resilience could significantly predict EFL teachers' work engagement, with self-efficacy serving as a stronger predictor than resilience. The outcomes suggest some implications for EFL stakeholders such as teachers, teacher trainers, policy makers, and officials. This new article bridges the identified gaps in the literature, and the current research intends to examine the predictability of EFL teachers work engagement level in terms of their self-efficacy beliefs and resilience tendencies. Based on our observation, there is a paucity in the literature examining the causal relationship between teacher self-efficacy and teacher work engagement in HE, and to our knowledge, this is the first study to consider teacher self-efficacy as a potential predictive variable of work engagement of EFL teachers in HE.	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J	Li, SJ; Akram, H				Li, Shengji; Akram, Huma			Do emotional regulation behaviors matter in EFL teachers' professional development? A process model approach	PORTA LINGUARUM				Article						Emotional Regulation; EFL teachers; Teachers' professional development; Process Model		The effectiveness of pedagogical approaches to teaching English as a foreign language (EFL) can be enhanced by ensuring that teachers are in a psychologically sound state, allowing them to upgrade their professional skills. Emotional regulation (ER) is acknowledged as a key factor in enhancing one's professional capabilities. However, research in this area is notably underdeveloped. Therefore, this study aims to investigate the utilization level and impact of ER strategies on EFL teachers' professional development in Chinese higher educational institutions. The research used a survey approach, employing questionnaires as the primary means of data collection. The data was then analysed through structural equation modelling and a descriptive statistical approach. The findings provide evidence that EFL teachers effectively employ various ER strategies to navigate the challenges inherent in the classroom, underscoring their adaptability and resilience. Moreover, the study identified a significant relationship between the use of ER and EFL teachers' professional development. These findings highlight the essential role of emotional regulation in the teaching journeys of EFL educators and underscore the importance of integrating emotional regulation training into teacher development programs.	[Li, Shengji; Akram, Huma] North China Univ Water Resources & Elect Power, Sch Int Educ, Zhengzhou, Henan, Peoples R China		Akram, H (corresponding author), North China Univ Water Resources & Elect Power, Sch Int Educ, Zhengzhou, Henan, Peoples R China.							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J	Golzar, J; Miri, MA; Nazari, M				Golzar, Jawad; Miri, Mir Abdullah; Nazari, Mostafa			English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan	PROFESSIONAL DEVELOPMENT IN EDUCATION				Article; Early Access						Professional identity construction; tensions; Afghan English teachers; post-structuralism	IMAGINED COMMUNITY; CHINESE	Despite a burgeoning body of research on teacher identity development, little is known about how incongruities between the ideal and real-life teaching practices create identity tensions. The present study adopted an arts-based approach and examined teachers' ideal and actual teaching practices, and the associated identity tensions and related coping strategies in the context of Afghanistan. Data were collected from six English teachers via drawings and semi-structured interviews. Data analysis indicated that the teachers experienced unattainable ideal praxis in terms of 'time, space and facility', 'ideal teaching methods', 'ideal instructional materials', and 'technology-enhanced classroom', which resulted in various identity tensions. However, thinking reflectively about their imagined community and ideal practices offered affordances for the teachers to be creative to manage the tensions, and build resilience and reflexivity. The study concludes with implications for teachers, teacher educators, and policymakers in developing awareness of ideal-real mismatches to support teacher identity development.	[Golzar, Jawad; Miri, Mir Abdullah] Herat Univ, English Dept, Herat, Afghanistan; [Miri, Mir Abdullah] Ferdowsi Univ Mashhad, Mashhad, Razavi Khorasan, Iran; [Nazari, Mostafa] Kharazmi Univ, Dept Foreign Languages, Tehran, Iran		Nazari, M (corresponding author), Kharazmi Univ, Dept Foreign Languages, Tehran, Iran.	mostafanazari136969@gmail.com						Akkerman SF, 2011, TEACH TEACH EDUC, V27, P308, DOI 10.1016/j.tate.2010.08.013; Arslan S., 2019, International Journal of Curriculum and Instruction, V11, P181; Barkhuizen G., 2017, REFLECTIONS LANGUAGE; Beauchamp C., 2009, CAMB J EDUC, V39, P175, DOI DOI 10.1080/03057640902902252; Beijaard D, 2004, TEACH TEACH EDUC, V20, P107, DOI 10.1016/j.tate.2003.07.001; Beijaard D, 2019, TEACH TEACH, V25, P1, DOI 10.1080/13540602.2019.1542871; Blackmore C, 2010, SOCIAL LEARNING SYSTEMS AND COMMUNITIES OF PRACTICE, P1, DOI 10.1007/978-1-84996-133-2; Braun Virginia., 2006, QUAL RES PSYCHOL, V3, P77, DOI [10.1191/1478088706qp063oa, DOI 10.1191/1478088706QP063OA]; Buchanan R, 2015, TEACH TEACH, V21, P700, DOI 10.1080/13540602.2015.1044329; Burns A, 2009, CAMBRIDGE GUIDE TO SECOND LANGUAGE TEACHER EDUCATION, P1; Canagarajah A.S., 2017, Reflections on language teacher identity research, P67; Danley A., 2020, INSIGHT J SCHOLARLY, V15, P83, DOI [10.46504/15202005da, DOI 10.46504/15202005DA]; Day Abby., 2011, BELIEVING BELONGING; Day C., 2018, Research on teacher identity: Mapping challenges and innovations, P61, DOI [10.1007/978-3-319-93836-36, DOI 10.1007/978-3-319-93836-36, 10.1007/978-3-319-93836-3_6]; Dinham J, 2017, ASIA-PAC J TEACH EDU, V45, P126, DOI 10.1080/1359866X.2016.1204424; Fairley MJ, 2020, TESOL QUART, V54, P1037, DOI 10.1002/tesq.568; Fat'hi J., 2015, Journal of Applied Linguistics and Language Research, V2, P305; Freeman D, 2020, LANG TEACH RES, V24, P5, DOI 10.1177/1362168818777534; Gao F, 2012, J ASIAN PAC COMMUN, V22, P140, DOI 10.1075/japc.22.1.08gao; Gedik PK, 2017, ADV HIGH ED PROF DEV, P86, DOI 10.4018/978-1-5225-1747-4.ch005; Glass C, 2011, ISS EDUC RES, V21, P130; Golzar J., 2019, Educational technology use at Afghan public universities: A study of technology integration; Golzar J, 2020, COGENT EDUC, V7, DOI 10.1080/2331186X.2020.1853304; Guihang G., 2019, INT ED STUDIES, V12, P20, DOI [10.5539/ies.v12n7p20, DOI 10.5539/IES.V12N7P20]; He P, 2013, LANG LEARN J, V41, P205, DOI 10.1080/09571736.2013.790134; Jackson A.Y., 2009, Voice in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research, P165; Jami M.Q., 2020, An Exploratory Study of Integrating Social Networks into Academic Writing Classrooms at Afghanistan Universities; Johnson BL, 2010, RES THEOR EDUC ADMIN, P1; Kanno Y., 2003, J LANGUAGE IDENTITY, V2, P241, DOI DOI 10.1207/S15327701JLIE02041; Kaya M. 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J	Gregersen, T; Mercer, S; MacIntyre, PD				Gregersen, Tammy; Mercer, Sarah; MacIntyre, Peter D.			Language teacher perspectives on stress and coping	FOREIGN LANGUAGE ANNALS				Article						coping; covid; pandemic; resilience; stress; uplifts; well-being	RESILIENCE; OPTIMISM; CONTEXT	Every person's response to adversity is unique. Whereas some come out stronger as a result of responding to a challenge, others find their fundamental assumptions about themselves and their lives severely challenged. In education, while some teachers might burn out and leave the profession precipitously, many survive the challenges and transform teaching into their lifelong passion. What factors help explain why some language teachers remain resilient and experience growth after trauma, while others suffer a sense of loss, depleted psychological resources, and ultimately succumb to the pressures of the job, leaving the profession or burning out? The purpose of this study was to seek answers to this question in the context of teaching during the Covid-19 pandemic, which represents a specific unprecedented type of adversity. To do this, 765 foreign language teachers worldwide answered an online questionnaire that asked three open-ended questions about the stressors and uplifts they were experiencing during the first few months of the pandemic. Respondents were invited to offer their advice to other language teachers who were facing the challenge of teaching during this time.	[Gregersen, Tammy] Amer Univ Sharjah, Dept English, Sharjah, U Arab Emirates; [Mercer, Sarah] Graz Univ, Dept English Language Teaching, Graz, Austria; [MacIntyre, Peter D.] Cape Breton Univ, Dept Psychol, Sydney, NS, Canada		Gregersen, T (corresponding author), Amer Univ Sharjah, Dept English, Sharjah, U Arab Emirates.	tgregersen@aus.edu						Ainsworth S, 2019, TEACH TEACH EDUC, V82, P117, DOI 10.1016/j.tate.2019.03.012; Ben-Shahar T., 2009, The Pursuit of Perfect: How to Stop Chasing Perfection and Start Living a Richer, Happier Life; Boss P., 1999, Ambiguous loss: Learning to live with unresolved grief; British Council, 2020, COV 19 ED SUPP REM E; Carver CS, 1997, INT J BEHAV MED, V4, P92, DOI 10.1207/s15327558ijbm0401_6; Castro AJ, 2010, TEACH TEACH EDUC, V26, P622, DOI 10.1016/j.tate.2009.09.010; Chang YH, 2015, J NURS MANAGE, V23, P401, DOI 10.1111/jonm.12148; Ciccetti D, 2010, WORLD PSYCHIAT OFFIC, V9, P622; Clark SC, 2000, HUM RELAT, V53, P747, DOI 10.1177/0018726700536001; Emmons RA, 2003, J PERS SOC PSYCHOL, V84, P377, DOI 10.1037/0022-3514.84.2.377; Fox C, 2015, WORK LIFE SYMBIOSIS; Friedman Ron., 2014, The Best Place to Work: The Art and Science of Creating an Extraordinary Workplace; Gudykunst W.B., 1993, Intercultural communication competence, P33; Gudykunst WB, 1998, INT J INTERCULT REL, V22, P227, DOI 10.1016/S0147-1767(98)00005-4; Guest DE, 2002, SOC SCI INFORM, V41, P255, DOI 10.1177/0539018402041002005; Hazelton S, 2013, GREAT DAYS WORK; Hiver P., 2018, Language teacher psychology, P231, DOI DOI 10.21832/9781783099467-018; Kim LE, 2020, BRIT J EDUC PSYCHOL, V90, P1062, DOI 10.1111/bjep.12381; Kumawat K., 2020, Indian Journal of Health and Well-Being, V11, P486; Lazarus R., 1999, STRESS EMOTION NEW S; MacIntyre PD, 2020, SYSTEM, V94, DOI 10.1016/j.system.2020.102352; Marek MW, 2021, INT J DIST EDUC, V19, P40, DOI 10.4018/IJDET.20210101.oa3; Masten AS, 2016, J FAM THEOR REV, V8, P287, DOI 10.1111/jftr.12154; Meevissen YMC, 2011, J BEHAV THER EXP PSY, V42, P371, DOI 10.1016/j.jbtep.2011.02.012; Muller L.M., 2020, Education in times of crisis: The potential implications of school closures for teachers and students. A review of research evidence on school closures and international approaches to education during the COVID-19 pandemic; Neff K.D., 2011, SELF COMPASSION PROV; Neff KD, 2013, J CLIN PSYCHOL, V69, P28, DOI 10.1002/jclp.21923; Seery MD, 2011, CURR DIR PSYCHOL SCI, V20, P390, DOI 10.1177/0963721411424740; Sergeant S, 2014, J CONSULT CLIN PSYCH, V82, P263, DOI 10.1037/a0035536; Tedeschi RG, 2004, PSYCHOL INQ, V15, P1, DOI 10.1207/s15327965pli1501_01; UNESCO, 2020, ADV CONS SCH CLOUS; UNESCO, 2020, BACK TO SCH EFF MUST; Ungar M, 2012, SOCIAL ECOLOGY OF RESILIENCE: A HANDBOOK OF THEORY AND PRACTICE, P13, DOI 10.1007/978-1-4614-0586-3_2; World Health Organization, 2020, DEC HLTH AG BAS REP	34	13	20	3	32									DEC	2021	54	4					1145	1163		10.1111/flan.12544	http://dx.doi.org/10.1111/flan.12544		JUN 2021		Education & Educational Research; Linguistics		Education & Educational Research; Linguistics							WOS:000662965800001
J	Nazari, M; Molana, K				Nazari, Mostafa; Molana, Khazar			"Predators of Emotions": The Role of School Assessment Policies in English Language Teachers' Emotion Labor	TESOL QUARTERLY				Article							IDENTITY; RESILIENCE; AGENCY	Emotion labor is expecting individuals to display institutionally-accepted emotional behaviors. This study examined the role of school assessment policies in 13 Iranian English language teachers' emotion labor in a private language school. To this end, data were collected from semi-structured interviews and narrative frames. Data analyses revealed three major themes in relation to the teachers' assessment-related emotion labor: Constrained assessment agency, resilience in assessment, and the significance of heeding assessment emotions. The study shows that top-down policies of the school created emotional conflicts for the teachers, yet such policies in turn motivated the teachers to invest more in implementing assessment techniques that respond to their own and students' needs. The findings are discussed in light of contextual particularities of assessment, which are linked to power and dominant discourses shaping teachers' assessment-related emotion labor. Based on the findings, we provide implications for policymakers and teacher educators to pay more focal attention to teachers' assessment emotions and emotion labor.	[Nazari, Mostafa] Kharazmi Univ, Dept Foreign Languages, Tehran, Iran; [Molana, Khazar] Islamic Azad Univ, Sci & Res Branch, Tehran, Iran		Nazari, M (corresponding author), Kharazmi Univ, Dept Foreign Languages, Tehran, Iran.							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J	Tao, J; Gao, XS				Tao, Jian; Gao, Xuesong(Andy)			Teaching and learning languages online: Challenges and responses	SYSTEM				Article						Online language teaching; Online language learning; Language teachers; Language learners; COVID-19		The outbreak of COVID-19 generated an unprecedented global push towards remote online language teaching and learning. In most contexts, language teachers and learners underwent a rapid switch to online instruction with limited resources and preparation. Their experiences demonstrate resilience, perseverance, and creativity under highly challenging conditions. This collection of studies examines the challenges that language teachers and learners have experienced in teaching and learning online, explores how they have addressed these challenges, and identifies critical lessons to help language educators better respond to emergencies like the COVID-19 pandemic. In this introductory article, we discuss the background of this special collection on teaching and learning languages online, provide a review of the growing body of research on online language education in the field, and introduce the studies published in the collection.	[Tao, Jian] Shanghai Univ Finance & Econ, Sch Foreign Studies, Shanghai, Peoples R China; [Gao, Xuesong(Andy)] Univ New South Wales, Sch Educ, Sydney, NSW, Australia		Gao, XS (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW, Australia.	xuesong.gao@unsw.edu.au						Alger M, 2022, SYSTEM, V105, DOI 10.1016/j.system.2021.102716; Ashton K, 2022, SYSTEM, V105, DOI 10.1016/j.system.2021.102713; Back M, 2021, SYSTEM, V103, DOI 10.1016/j.system.2021.102679; Bonner E, 2023, INNOV LANG LEARN TEA, V17, P254, DOI 10.1080/17501229.2021.2025379; Busteed S, 2022, LANG TEACH RES, DOI 10.1177/13621688211067001; Carbajal-Carrera B, 2021, SYSTEM, V99, DOI 10.1016/j.system.2021.102527; Chen C, 2021, SAGE OPEN, V11, DOI 10.1177/21582440211040131; Chen MT, 2022, SYSTEM, V105, DOI 10.1016/j.system.2021.102710; Chen YY, 2022, SYSTEM, V104, DOI 10.1016/j.system.2021.102686; Cheung A, 2021, SYSTEM, V100, DOI 10.1016/j.system.2021.102566; Cheung A, 2023, RELC J, V54, P55, DOI 10.1177/0033688220981784; Derakhshan A, 2021, SYSTEM, V101, DOI 10.1016/j.system.2021.102556; Egbert J, 2020, FOREIGN LANG ANN, V53, P314, DOI 10.1111/flan.12452; Ekin S, 2024, APPL LINGUIST REV, V15, P31, DOI 10.1515/applirev-2020-0147; Ferdiansyah S, 2020, TESOL J, V11, DOI 10.1002/tesj.544; Fraschini N, 2024, J MULTILING MULTICUL, V45, P1305, DOI 10.1080/01434632.2021.1968875; Gacs A, 2020, FOREIGN LANG ANN, V53, P380, DOI 10.1111/flan.12460; Gao Y, 2024, RELC J, V55, P111, DOI 10.1177/00336882221074110; Glas K, 2023, INNOV LANG LEARN TEA, V17, P114, DOI 10.1080/17501229.2021.1940187; González-Lloret M, 2020, FOREIGN LANG ANN, V53, P260, DOI 10.1111/flan.12466; Gregersen T, 2021, FOREIGN LANG ANN, V54, P1145, DOI 10.1111/flan.12544; Harsch C, 2021, SYSTEM, V103, DOI 10.1016/j.system.2021.102673; He XH, 2022, SYSTEM, V105, DOI 10.1016/j.system.2021.102719; Hodges C. B., 2020, Educause Review; Huang F, 2021, SYSTEM, V101, DOI 10.1016/j.system.2021.102574; Ji H, 2022, SYSTEM, V105, DOI 10.1016/j.system.2022.102720; Jiang LJ, 2021, LANG TEACH RES, DOI 10.1177/13621688211027459; Junn H, 2023, INNOV LANG LEARN TEA, V17, P15, DOI 10.1080/17501229.2021.1895802; Knight SWP, 2020, FOREIGN LANG ANN, V53, P298, DOI 10.1111/flan.12458; Kohnke L, 2023, RELC J, V54, P828, DOI 10.1177/00336882211067054; Kohnke L, 2022, RELC J, V53, P296, DOI 10.1177/0033688220937235; Lee SM, 2022, FOREIGN LANG ANN, V55, P116, DOI 10.1111/flan.12572; Lian JJ, 2021, ASIA-PAC EDUC RES, V30, P217, DOI 10.1007/s40299-021-00571-z; Liu SW, 2021, LANG TEACH RES, DOI 10.1177/13621688211053498; Loewen S, 2022, SYSTEM, V106, DOI 10.1016/j.system.2022.102760; Lomicka L, 2020, FOREIGN LANG ANN, V53, P306, DOI 10.1111/flan.12456; MacIntyre PD, 2020, SYSTEM, V94, DOI 10.1016/j.system.2020.102352; Martin F, 2020, COMPUT EDUC, V159, DOI 10.1016/j.compedu.2020.104009; Moorhouse BL, 2020, TESOL J, V11, DOI 10.1002/tesj.545; Moorhouse BL, 2023, RELC J, V54, P114, DOI 10.1177/0033688220985274; Moser K, 2021, LANG TEACH RES, DOI 10.1177/13621688211040297; Moser KM, 2021, SYSTEM, V97, DOI 10.1016/j.system.2020.102431; Paesani K, 2020, FOREIGN LANG ANN, V53, P292, DOI 10.1111/flan.12468; Pawlak M, 2021, LANG TEACH RES, DOI 10.1177/13621688211064944; Payant C, 2022, SYSTEM, V105, DOI 10.1016/j.system.2021.102715; Payne JS, 2020, FOREIGN LANG ANN, V53, P243, DOI 10.1111/flan.12457; Porto M., 2022, LANG TEACH RES, DOI [10.1177/13621688211064944, DOI 10.1177/13621688211064944]; Resnik P, 2023, APPL LINGUIST REV, V14, P473, DOI 10.1515/applirev-2020-0096; Riker RR, 2018, CRIT CARE MED, V46, P1881, DOI 10.1097/CCM.0000000000003399; Ross AF, 2020, FOREIGN LANG ANN, V53, P371, DOI 10.1111/flan.12463; Ruiz-Alonso-Bartol A, 2022, SYSTEM, V104, DOI 10.1016/j.system.2021.102684; Salomonsson J, 2020, SYSTEM, V93, DOI 10.1016/j.system.2020.102306; Sayer P, 2020, TESOL J, V11, DOI 10.1002/tesj.546; Song JY, 2022, SYSTEM, V106, DOI 10.1016/j.system.2022.102774; Sun XM, 2023, INNOV LANG LEARN TEA, V17, P177, DOI 10.1080/17501229.2021.1979985; Taghizadeh M, 2022, SYSTEM, V104, DOI 10.1016/j.system.2021.102671; Taguchi N, 2020, FOREIGN LANG ANN, V53, P353, DOI 10.1111/flan.12455; Tao J, 2022, SYSTEM, V105, DOI 10.1016/j.system.2021.102718; Tarrayo VN, 2023, INNOV LANG LEARN TEA, V17, P130, DOI 10.1080/17501229.2021.1944163; Tarrayo VN, 2023, INNOV LANG LEARN TEA, V17, P102, DOI 10.1080/17501229.2021.1939703; Le VT, 2022, SYSTEM, V105, DOI 10.1016/j.system.2022.102755; Wong KM, 2021, SYSTEM, V103, DOI 10.1016/j.system.2021.102653; Xu Y, 2021, SYSTEM, V100, DOI 10.1016/j.system.2021.102542; Xu Y, 2022, FOREIGN LANG ANN, V55, P72, DOI 10.1111/flan.12541; Yan CM, 2022, SYSTEM, V105, DOI 10.1016/j.system.2021.102717; Yazdanmehr E, 2021, FOREIGN LANG ANN, V54, P714, DOI 10.1111/flan.12548; Yi Y, 2020, TESOL J, V11, DOI 10.1002/tesj.543; Yuan KH, 2024, RELC J, V55, P46, DOI 10.1177/00336882211066622; Zhang ZP, 2021, SYSTEM, V98, DOI 10.1016/j.system.2021.102478	69	58	61	11	95									JUL	2022	107								102819	10.1016/j.system.2022.102819	http://dx.doi.org/10.1016/j.system.2022.102819		MAY 2022		Education & Educational Research; Linguistics		Education & Educational Research; Linguistics							WOS:000809735800013
J	Zhu, YD; Li, CT				Zhu, Yandan; Li, Citing			Exploring language teachers' collective resilience: experiences of Chinese language teachers in a transnational university in China	LANGUAGE CULTURE AND CURRICULUM				Article						Chinese language teacher; collective resilience; transnational university; phenomenological approach; professional development	COMMITMENT; STRESSORS	Guided by the system-focused perspective (Beltman, 2020. Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience. Springer. ) and the transdiciplinary framework (DFG, 2016. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19-47. ), this study adopted a qualitative phenomenological approach to explore how two Chinese language teachers in an EMI transnational university developed their collective resilience when navigating challenges through resources across micro-meso-macro levels of contexts. Multiple data sources were collected from government and institutional policy documents, in-depth semi-structured interviews and written reflections over four months and were analysed through phenomenological analysis and content analysis. The findings revealed the salient role of the multi-layered contexts in teachers' resilience-building processes, which motivated them to achieve the synergistic development of individuals and the institution through collaborative efforts. This study particularly pointed to the importance of conceptualising the contextual features as agentive in shaping collective resilience. We thus propose a multi-layered model for understanding the complex interactions of language teachers' collective resilience within this specific context of a transnational university, in which the three levels of contexts may be engaged in constant interactions to achieve a conceptual equilibrium. The study concludes with implications in regards to expanding our current understanding of the ways in which language teachers need to be supported throughout their resilience-building process and professional development in the long run.	[Zhu, Yandan; Li, Citing] Shanghai Int Studies Univ, Sch English Studies, Shanghai, Peoples R China		Li, CT (corresponding author), Shanghai Int Studies Univ, Sch English Studies, Shanghai, Peoples R China.	citingli@shisu.edu.cn						Atkinson D, 2016, MOD LANG J, V100, P19, DOI 10.1111/modl.12301; Beltman S., 2021, CULTIVATING TEACHER, DOI [DOI 10.1007/978-981-15-5963-1_2, 10.1007/978-981-15-5963-1, DOI 10.1007/978-981-15-5963-1]; Casely-Hayford J, 2022, TEACH TEACH EDUC, V113, DOI 10.1016/j.tate.2022.103664; Cataldo-Schwarzl L, 2023, LANG CULT CURRIC, V36, P361, DOI 10.1080/07908318.2023.2197237; CODO E, 2018, OXFORD HDB LANGUAGE, P467; Creswell JW., 2017, Designing and conducting mixed methods research; Duchek Stephanie., 2019, BUSINESS RES, DOI [10.1007/s40685-019-0085-7, DOI 10.1007/S40685-019-0085-7]; Ergün ALP, 2021, SYSTEM, V99, DOI 10.1016/j.system.2021.102506; Fan L, 2021, FRONT EDUC, V5, DOI 10.3389/feduc.2020.565722; Finlay L, 2011, PHENOMENOLOGY FOR THERAPISTS: RESEARCHING THE LIVED WORLD, P139; Gao XS, 2019, MOD LANG J, V103, P161, DOI 10.1111/modl.12526; Gregersen T, 2023, LANG TEACH RES, V27, P862, DOI 10.1177/1362168820965897; Gu Q, 2014, TEACH TEACH, V20, P502, DOI 10.1080/13540602.2014.937961; Gu Q, 2013, BRIT EDUC RES J, V39, P22, DOI 10.1080/01411926.2011.623152; Gu Q, 2013, ASIA-PAC J TEACH EDU, V41, P288, DOI 10.1080/1359866X.2013.809056; Hargreaves A., 2012, Professional capital: Transforming teaching in every school; Hargreaves A, 2017, J PROF CAP COMMUNITY, V2, P74, DOI 10.1108/JPCC-02-2017-0004; Hennebry-Leung M., 2022, LANGUAGE LEARNING MO, P118, DOI [https://doi.org/10.4324/9781003025122-9, DOI 10.4324/9781003025122-9]; Hiver P., 2018, Language teacher psychology, P231, DOI DOI 10.21832/9781783099467-018; Hiver P, 2017, MOD LANG J, V101, P669, DOI 10.1111/modl.12433; Hiver P, 2017, APPL LINGUIST, V38, P405, DOI 10.1093/applin/amv034; Hsieh JKT, 2022, TESOL QUART, V56, P178, DOI 10.1002/tesq.3057; Jin J, 2021, SYSTEM, V96, DOI 10.1016/j.system.2020.102400; Kostoulas A., 2018, LANGUAGE TEACHER PSY, P247, DOI DOI 10.21832/9781783099467-019; Kostoulas A, 2020, PSYCHOL LANG LEARN T, V4, P89; Kramsch C, 2015, APPL LINGUIST, V36, P454, DOI 10.1093/applin/amv039; Leithwood K, 2010, EDUC ADMIN QUART, V46, P671, DOI 10.1177/0013161X10377347; Li Q, 2019, MEAS-INTERDISCIP RES, V17, P143, DOI 10.1080/15366367.2019.1588593; Liu HG, 2022, SYSTEM, V105, DOI 10.1016/j.system.2022.102752; Lu XC, 2022, LANG TEACH RES, DOI 10.1177/13621688221099079; MacIntyre PD, 2019, SYSTEM, V82, P26, DOI 10.1016/j.system.2019.02.013; Mansfeld C F., 2018, Resilience in education: Concepts, contexts and connections, P53, DOI [DOI 10.1007/978-3-319-76690-4, 10.1007/978-3-319-76690-4_4, DOI 10.1007/978-3-319-76690]; Mansfield CF, 2016, TEACH TEACH EDUC, V54, P77, DOI 10.1016/j.tate.2015.11.016; Masten AS, 2001, AM PSYCHOL, V56, P227, DOI 10.1037/0003-066X.56.3.227; Mercer S, 2023, LANG TEACH RES, V27, P1054, DOI 10.1177/1362168820973510; Ministry of Education, 2004, MEAS IMPL REG PEOPL; Ou WA, 2021, AUST REV APPL LINGUI, V44, P154, DOI 10.1075/aral.20096.ou; Polkinghorne DE, 2005, J COUNS PSYCHOL, V52, P137, DOI 10.1037/0022-0167.52.2.137; Tao J., 2021, Language teacher agency; Tao J, 2017, TEACH TEACH EDUC, V63, P346, DOI 10.1016/j.tate.2017.01.010; Yang MS, 2023, TEACH TEACH EDUC, V126, DOI 10.1016/j.tate.2023.104051; Yang WJ, 2022, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.790592	42	3	3	6	12									OCT 2	2023	36	4					489	508		10.1080/07908318.2023.2240348	http://dx.doi.org/10.1080/07908318.2023.2240348		JUL 2023		Education & Educational Research; Linguistics; Language & Linguistics		Education & Educational Research; Linguistics							WOS:001034652700001
J	O'Sullivan, KA; Goodwyn, A				O'Sullivan, Kerry-Ann; Goodwyn, Andy			Contested territories: English teachers in Australia and England remaining resilient and creative in constraining times	ENGLISH IN EDUCATION				Article						Secondary English teachers; adaptive agency; professional identity; policy; resilience	PERSONAL GROWTH; ATTRITION; AGENCY; MODEL	Globally teachers are experiencing reductions to their autonomy and constraints on their professional practice through legislative impositions of limiting standards, external testing and narrowing curricula. This study explores the ways English educators find a balance between these external expectations, contemporary pressures, professional aspirations, and personal values. It was a qualitative investigation into the perceptions shared by thirty-three English teachers from New South Wales, Australia and across England. A significant gap now exists between the ways English teachers conceive their subject, their purposes and the nature of their work, and that determined by regulation, formalised curriculum and accreditation requirements. The enduring resilience of these teachers is revealed but also the corrosive structural effects produced by narrowly focused, neoliberal policies especially in relation to high stakes testing. However, the research demonstrates how certain English teachers remain remarkably resilient - retaining autonomy where they can - and we define this attribute as 'adaptive agency'.	[O'Sullivan, Kerry-Ann] Macquarie Univ, Macquarie Sch Educ, Sydney, NSW, Australia; [Goodwyn, Andy] Univ Bedfordshire, Sch Educ & English Language, Luton, Beds, England		O'Sullivan, KA (corresponding author), Macquarie Univ, Sydney, NSW, Australia.	kerryann.osullivan@mq.edu.au; andy.goodwyn@beds.ac.uk						ACARA, 2019, F 10 AUSTR ENGL CURR; [Anonymous], ENGL AG 5 16; [Anonymous], 2011, AUSTR PROF STAND TEA; [Anonymous], 2004, ENGLISH AUSTR; Buchanan J, 2013, AUST J TEACH EDUC, V38, P112; Creswell J. W., 2016, Qualitative inquiry and research design: Choosing among five approaches, DOI DOI 10.1089/TMJ.2009.0067; Darwin C., 1859, ORIGIN SPECIES MEANS; DfE, 2005, SCH DIR; DfE, 2018, RES REPORT; Eaglestone R., 2009, DOING ENGLISH GUIDE, V3rd; Gallant A, 2017, TEACH TEACH, V23, P896, DOI 10.1080/13540602.2017.1358707; Gee JP., 1999, INTRO DISCOURSE ANAL; GOODWYN A, 2018, FUTURE ENGLISH TEACH; Goodwyn A., 2003, English teachers at work: narratives counter-narratives and arguments, P123; Goodwyn A., 2015, INT PERSPECTIVES TEA; Goodwyn A., 2010, EXPERT TEACHER ENGLI; Goodwyn A., 2005, ENGL TEACH-PRACT CRI, V3, P16; Goodwyn A, 2017, EXPERT TEACHERS: AN INTERNATIONAL PERSPECTIVE; Goodwyn A, 2017, ENGL AUST, V52, P66; Goodwyn A, 2016, ENGL TEACH-PRACT CRI, V15, P7, DOI 10.1108/ETPC-12-2015-0111; Goodwyn A, 2010, ENGL AUST, V45, P18; Goodwyn AC, 2019, ENGL TEACH-PRACT CRI, V18, P153, DOI 10.1108/ETPC-03-2019-0030; Green B., 1996, Teaching the English subjects: Essays on English curriculum, history and Australian schooling, P1; Marshall B., 2000, English Teachers - The Unofficial Guide. Researching the philosophies of English Teachers; NSW Education Standards Authority, 2018, ENGL STAG 6 SYLL; O'Sullivan KA, 2016, ENGL TEACH-PRACT CRI, V15, P55, DOI 10.1108/ETPC-09-2015-0073; Olson J, 2002, J CURRICULUM STUD, V34, P129, DOI 10.1080/00220270110085697; Piccone Paul., 1998, The Essential Frankfurt School Reader, pix, DOI DOI 10.4324/9781315008592; Pope R., 2002, The English Studies Book: An Introduction to Language, Literature and Culture, V2nd; Ryan M, 2013, DISCOURSE-ABINGDON, V34, P411, DOI 10.1080/01596306.2012.717193; Sawyer W., 2002, English Teaching, V1, P13; Sayer A., 1992, METHOD SOCIAL SCI, V2nd, DOI DOI 10.4324/9780203310762; Sayer A., 2000, Realism and Social Science, DOI DOI 10.4135/9781446218730; Strauss A., 1998, Basics of Qualitative Research: Grounded Theory Procedure and Techniques, V(2nd ed.), DOI DOI 10.2307/2074814; Watt M., 1998, CURRICULUM PERSPECTI, V20, P37; Wood C, 2018, ANTIGONISH REV, P115	36	6	6	2	5									JUL 2	2020	54	3			SI		224	238		10.1080/04250494.2020.1793667	http://dx.doi.org/10.1080/04250494.2020.1793667		JUL 2020		Education & Educational Research		Education & Educational Research							WOS:000555064100001
J	Chen, JCC				Chen, Julian ChengChiang			Restorying a "Newbie" Teacher's 3D Virtual Teaching Trajectory, Resilience, and Professional Development Through Action Research: A Narrative Case Study	TESOL QUARTERLY				Article							2ND LIFE; STRATEGY-USE; PARTICIPATION; LEARNERS; CONTEXT; WORLDS; TASKS	Unique affordances of 3D multi-user virtual environments (e.g., immersive simulation, avatar tele/copresence) have attracted language teachers and researchers to explore the effects of Second Life (SL) on learners' language outcomes and perceptions. Research on such a synergy of language education and virtual learning has suggested learners' heightened motivation, improved communication skills, boosted confidence, and developed avatar identity. Nevertheless, the target population in prior research was predominately language learners; teachers' professional development and beliefs in 3D virtual teaching are relatively under-researched. Motivated by action research, this case study explores how an ESL teacher switched her role from an experienced classroom-based teacher to an SL "newbie" teacher, thus reconstructing her teacher identity and fostering professional growth. Coinciding with narrative inquiry, her verbatim account was documented in her critical reflections in blogging, shadowed and interviewed by the researcher as her mentor. Her story epitomises an online teacher's resilience in striving to equip herself with a new skill set and new understandings of online teaching vis-a-vis challenges encountered, strategies employed, and lessons learned through critical reflections in dialogue blogging. These aspects open a new avenue for research and pedagogy in virtual teacher training and professional development through action research in the 3D virtual environment.	[Chen, Julian ChengChiang] Curtin Univ, Appl Linguist TESOL Program, Perth, WA, Australia		Chen, JCC (corresponding author), Curtin Univ, Appl Linguist TESOL Program, Perth, WA, Australia.							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E., 2012, INT J VIRTUAL COMMUN, V4, P1, DOI [10.4018/jvcsn.2012100101, DOI 10.4018/JVCSN.2012100101]; Wagner C., 2009, Journal of Information Systems Education, V20, P249; Wehner AK, 2011, COMPUT ASSIST LANG L, V24, P277, DOI 10.1080/09588221.2010.551757; Yuan R, 2017, TEACH TEACH, V23, P729, DOI 10.1080/13540602.2016.1219713	56	5	6	7	95									JUN	2020	54	2					375	403		10.1002/tesq.550	http://dx.doi.org/10.1002/tesq.550		NOV 2019		Education & Educational Research; Linguistics		Education & Educational Research; Linguistics							WOS:000495482500001
J	MacIntyre, PD; Gregersen, T; Mercer, S				MacIntyre, Peter D.; Gregersen, Tammy; Mercer, Sarah			Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions	SYSTEM				Article						Teacher wellbeing; Stress; Teacher emotions; Online teaching; Coping; Online survey	POSTTRAUMATIC GROWTH INVENTORY; POSITIVE PSYCHOLOGY; RESILIENCE; CLASSROOM; PERSONALITY; ANXIETY; BURNOUT; THRIVE	Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 specific coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered. Crown Copyright (C) 2020 Published by Elsevier Ltd. All rights reserved.	[MacIntyre, Peter D.] Cape Breton Univ, Sydney, NS, Canada; [Gregersen, Tammy] Amer Univ Sharjah, Sharjah, U Arab Emirates; [Mercer, Sarah] Karl Franzens Univ Graz, Graz, Austria		MacIntyre, PD (corresponding author), Cape Breton Univ, Dept Psychol, Sydney, NS B1P 6L2, Canada.	Peter_macintyre@cbu.ca						Amtmann D, 2020, REHABIL PSYCHOL, V65, P145, DOI 10.1037/rep0000312; [Anonymous], 2011, FLOURISH; [Anonymous], 1998, 12 WHO; Barreto M, 2021, PERS INDIV DIFFER, V169, DOI 10.1016/j.paid.2020.110066; Barrett EL, 2013, AUST NZ J PSYCHIAT, V47, P470, DOI 10.1177/0004867413476752; Bonanno GA, 2004, AM PSYCHOL, V59, P20, DOI 10.1037/0003-066X.59.1.20; Boniwell I., 2019, Positive psychology. 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J., 2020, PSYCHCENTRAL; Schimmack U., 2008, The science of subjective well-being, P97; Schleicher A, 2020, 011 OECD; Taku K, 2008, J TRAUMA STRESS, V21, P158, DOI 10.1002/jts.20305; Talbot K, 2018, CHIN J APPL LINGUIST, V41, P410, DOI 10.1515/cjal-2018-0031; Tedeschi RG, 2004, PSYCHOL INQ, V15, P1, DOI 10.1207/s15327965pli1501_01; Tedeschi RG, 1996, J TRAUMA STRESS, V9, P455, DOI 10.1002/jts.2490090305; Topp CW, 2015, PSYCHOTHER PSYCHOSOM, V84, DOI 10.1159/000376585; Tuominen S., 2020, 011 OECD; Wieczorek AL, 2016, SECOND LANG LEARN, P231, DOI 10.1007/978-3-319-32954-3_13	53	397	457	24	378									NOV	2020	94								102352	10.1016/j.system.2020.102352	http://dx.doi.org/10.1016/j.system.2020.102352				Education & Educational Research; Linguistics		Education & Educational Research; Linguistics							WOS:000579788300025
J	Drew, SV; Sosnowski, C				Drew, Sally Valentino; Sosnowski, Cathy			Emerging theory of teacher resilience: a situational analysis	ENGLISH TEACHING-PRACTICE AND CRITIQUE				Article						Risk factors; Agency; Protective factors; Resilience; Relational resilience	COMMITMENT; QUALITY	Purpose This study aims to explore the construct of teacher resilience. Researchers examined the relationship among complex risk (constraining) factors leading to burnout and attrition, as well as protective (enabling) factors that allow teachers to adapt and thrive within stressful school settings. Design/methodology/approach This paper presents results from three focus groups comprised of 33 English language arts teachers across diverse school districts. Utilizing situational analysis, developed from grounded theory, the research plan included six stages: development of initial situational map honoring theoretical sensitivity, theoretical sampling, data collection, coding, memoing, sorting, revising of the initial map based on analysis and literature review to develop the relational map. Findings Three propositions emerged beginning to comprise a theory of teacher resilience. (1) Resilient teachers embed roots in their school communities to withstand challenges, pulling from a sense of purpose to navigate constraining factors and benefit from enabling factors. (2) Resilient teachers embrace uncertainty, reframing negative experiences into learning experiences. Reframing helps teachers retain power, not cede it to situations, which helps balance constraining and enabling factors. (3) Teachers use relationships with colleagues, students and school leaders to endure challenges. The dynamic interaction between internal and external enabling and constraining factors is depicted on the situational map illustrating how factors counterbalance to either predict positive outcomes such as resilience and agency or negative outcomes such as burnout or attrition. Originality/value Despite a robust international evidence base, there is a dearth of US studies exploring teacher resilience. This study proposes a theory of teacher resilience relevant to US schools and recommends practical applications and future research.	[Drew, Sally Valentino] Cent Connecticut State Univ, Dept Special Educ, New Britain, CT 06050 USA; [Sosnowski, Cathy] Cent Connecticut State Univ, MAT Program, New Britain, CT 06050 USA		Drew, SV (corresponding author), Cent Connecticut State Univ, Dept Special Educ, New Britain, CT 06050 USA.	drewsav@ccsu.edu; csosnowski72@gmail.com						[Anonymous], 2016, MINDSET NEW PSYCHOL; [Anonymous], 2014, BASICS QUALITATIVE R; [Anonymous], 2016, A coming crisis in teaching? 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J	Day, J; Regan, K; Evmenova, AS; Verbiest, C; Hutchison, A; Gafurov, B				Day, Jamie; Regan, Kelley; Evmenova, Anya S.; Verbiest, Courtney; Hutchison, Amy; Gafurov, Boris			The Resilience of Students and Teachers Using a Virtual Writing Intervention during COVID-19	READING & WRITING QUARTERLY				Article							GRAPHIC ORGANIZERS; INSTRUCTION; IMPACT; DISABILITIES; METAANALYSIS; TECHNOLOGY; LITERACY; ONLINE	During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual writing instruction for a persuasive essay unit. Participants included three 5th grade teachers and 13 diverse 5th grade students with disabilities, English language learners, or struggling writers. After receiving the bichronous (synchronous and asynchronous) professional development on the TBGO intervention, teachers delivered writing instruction online. Students' writing outcomes at pretest, posttest with TBGO, and posttest without TBGO were examined. Findings revealed that there were significant differences from the pretest to both posttests for students' total written words, the number of transition words, and writing quality. Additional qualitative findings indicated positive experiences for both students and teachers utilizing the TBGO during virtual instruction. The resilience of both students and teachers utilizing the writing intervention online is discussed.	[Day, Jamie; Regan, Kelley; Evmenova, Anya S.; Verbiest, Courtney; Hutchison, Amy; Gafurov, Boris] George Mason Univ, Fairfax, VA USA; [Day, Jamie; Regan, Kelley; Evmenova, Anya S.; Verbiest, Courtney; Hutchison, Amy; Gafurov, Boris] George Mason Univ, Special Educ & Disabil Res, Fairfax, VA 22030 USA		Day, J (corresponding author), George Mason Univ, Special Educ & Disabil Res, Fairfax, VA 22030 USA.	jrogan2@gmu.edu						[Anonymous], 2011, NATIONS REPORT CARD; [Anonymous], 2012, The Condition of Education 2012 (NCES 2012-045); Asaro-Saddler K, 2012, TOP LANG DISORD, V32, P361, DOI 10.1097/TLD.0b013e318271813f; Boykin A, 2019, COMPUT EDUC, V137, P78, DOI 10.1016/j.compedu.2019.03.008; Catalano AJ, 2021, INT J INF LEARN TECH, V38, P258, DOI 10.1108/IJILT-06-2020-0111; Chamberlain L, 2020, READ TEACH, V74, P243, DOI 10.1002/trtr.1961; Ciullo S, 2013, LEARN DISABIL RES PR, V28, P196, DOI 10.1111/ldrp.12017; Connor C.M., 2014, Handbook of Research on Educational Communications and Technology, P591; Day J., 2021, Teacher Educators' Journal, V14, P3; Deshler D., 2012, COMMUNICATION; Dunn KE, 2013, J EXP EDUC, V81, P222, DOI 10.1080/00220973.2012.699899; Englert CS, 2007, LEARN DISABILITY Q, V30, P9, DOI 10.2307/30035513; Evmenova AS, 2020, TEACH EXCEPT CHILD, V52, P266, DOI 10.1177/0040059920907571; Evmenova AS, 2019, INTERV SCH CLIN, V55, P78, DOI 10.1177/1053451219837636; Evmenova AS, 2016, EXCEPT CHILDREN, V82, P170, DOI 10.1177/0014402915591697; Evmenova AS., 2020, Learning Disabilities: A Contemporary Journal, V18, P27; Forman SG, 2015, J EDUC PSYCHOL CONS, V25, P276, DOI 10.1080/10474412.2014.963226; Gillespie A, 2014, EXCEPT CHILDREN, V80, P454, DOI 10.1177/0014402914527238; Graham S, 2005, J SPEC EDUC, V39, P19, DOI 10.1177/00224669050390010301; Graham S, 2002, CONTEMP EDUC PSYCHOL, V27, P147, DOI 10.1006/ceps.2001.1085; Graham S., 2011, Handbook of Reading Disability Research, P232; Graham S, 2019, REV RES EDUC, V43, P277, DOI 10.3102/0091732X18821125; Graham S, 2015, ELEM SCHOOL J, V115, P498, DOI 10.1086/681964; Graham S, 2014, READ WRIT, V27, P1015, DOI 10.1007/s11145-013-9495-7; Graham S, 2012, J EDUC PSYCHOL, V104, P879, DOI 10.1037/a0029185; Hartshorn K J., INT J TESOL STUDIES, V2, P140; Henley M., 2009, Characteristics of and strategies for teaching students with mild disabilities, V6th; Hutchison AC, 2016, READ RES QUART, V51, P435, DOI 10.1002/rrq.146; Jozwik S, 2020, RURAL SPEC EDUC Q, V39, P82, DOI 10.1177/8756870519892883; Kuhfeld M, 2020, EDUC RESEARCHER, V49, P549, DOI 10.3102/0013189X20965918; Little CW, 2018, REV EDUC-US, V6, P183, DOI 10.1002/rev3.3114; MacArthur C.A., 2009, Instruction and assessment for struggling writers : evidence-based practices, P243; Martin F, 2020, ETR&D-EDUC TECH RES, V68, P1613, DOI 10.1007/s11423-020-09812-2; Mastropieri MA, 2014, BEHAV DISORDERS, V40, P78, DOI 10.17988/0198-7429-40.1.78; Merga MK, 2021, ISS EDUC RES, V31, P1138; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, COMM COR STAT STAND; Park Y, 2017, J COMPUT ASSIST LEAR, V33, P20, DOI 10.1111/jcal.12163; Porter SG, 2021, INT J MULTICULT EDUC, V23, P43; Ray AB, 2019, READ WRIT, V32, P1507, DOI 10.1007/s11145-018-9900-3; Regan K, 2018, J SPEC EDUC TECHNOL, V33, P3, DOI 10.1177/0162643417727292; Reimers F., 2020, Supporting the continuation of teaching and learning during the COVID-19 Pandemic; Saldana J., 2013, The Coding Manual for Qualitative Researchers; Sarkar S., 2012, SCI PROBE, V1, P30; Skar GBU, 2022, J EDUC PSYCHOL, V114, P1553, DOI 10.1037/edu0000701; Skovhalt T.M., 2016, RESILIENT PRACTITION; U.S. Census, 2021, NEARL 93 HOUS SCH AG; Vasquez E III, 2012, J SPEC EDUC TECHNOL, V27, P31, DOI 10.1177/016264341202700303; Warren SJ, 2008, J RES TECHNOL EDUC, V41, P113, DOI 10.1080/15391523.2008.10782525; Wilson J, 2017, READ WRIT, V30, P691, DOI 10.1007/s11145-016-9695-z	49	3	3	2	12									SEP 3	2023	39	5					390	412		10.1080/10573569.2022.2124562	http://dx.doi.org/10.1080/10573569.2022.2124562		SEP 2022		Education & Educational Research; Education, Special		Education & Educational Research							WOS:000861974500001
J	Chaaban, Y; Du, XY				Chaaban, Youmen; Du, Xiangyun			Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools	TEACHING AND TEACHER EDUCATION				Article						Job satisfaction; Contextual challenges; Coping strategies; EFL teachers; Support practices	BEGINNING TEACHERS; WORK ENGAGEMENT; BURNOUT; INDUCTION; EFFICACY; IMPACT; RESILIENCE; BEHAVIOR	The first years of teaching are challenging and how novice teachers cope has important implications for their satisfaction. The current study examined the perceptions of five novice and five experienced teachers about sources of their job satisfaction, challenges they faced, and coping strategies they employed. Findings show that novice teachers' satisfaction, or otherwise, was related to their aspirations, self-efficacy beliefs, and school context. They experienced challenges that differed from their more experienced peers. The paper highlights the similarities and differences in the coping strategies employed by the participants. Implications for future research and the development of support practices are presented. (C) 2017 Elsevier Ltd. All rights reserved.	[Chaaban, Youmen] Qatar Univ, Coll Educ, Al Jamia St, Doha 2713, Qatar; [Du, Xiangyun] Qatar Univ, Dept Educ Sci, Al Jamia St, Doha 2713, Qatar; [Du, Xiangyun] Aalborg Univ, Dept Learning & Philosophy, Fredrik Bajers Vej 5, DK-9100 Aalborg, Denmark		Chaaban, Y (corresponding author), Qatar Univ, Coll Educ, Al Jamia St, Doha 2713, Qatar.	ychaaban@qu.edu.qa; xiangyun@qu.edu.qa						Neto RDA, 2017, TEACH TEACH EDUC, V63, P254, DOI 10.1016/j.tate.2017.01.001; [Anonymous], 2014, ED RES QUANTITATIVE; Bakker AB, 2007, J EDUC PSYCHOL, V99, P274, DOI 10.1037/0022-0663.99.2.274; Bennett SV, 2013, TEACH DEV, V17, P562, DOI 10.1080/13664530.2013.849613; Bickmore DL, 2010, TEACH TEACH EDUC, V26, P1006, DOI 10.1016/j.tate.2009.10.043; Caspersen J, 2014, TEACH TEACH, V20, P189, DOI 10.1080/13540602.2013.848570; Castro AJ, 2010, TEACH TEACH EDUC, V26, P622, DOI 10.1016/j.tate.2009.09.010; Corbell KA, 2010, EDUC RES EVAL, V16, P75, DOI 10.1080/13803611003722325; Creswell J. W., 2003, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches; Darling-Hammond L, 2010, J TEACH EDUC, V61, P35, DOI 10.1177/0022487109348024; Day C, 2007, OXFORD REV EDUC, V33, P423, DOI 10.1080/03054980701450746; Dickson M., 2014, Near and Middle Eastern Journal of Research in Education [online], V2014, P4, DOI DOI 10.5339/NMEJRE; Dinham S., 2000, Journal of Educational Administration, V38, P379, DOI [10.1108/09578230010373633, DOI 10.1108/09578230010373633]; Fantilli RD, 2009, TEACH TEACH EDUC, V25, P814, DOI 10.1016/j.tate.2009.02.021; Feiman-Nemser S, 2012, EDUC LEADERSHIP, V69, P10; Gaikhorst L, 2014, TEACH TEACH EDUC, V42, P23, DOI 10.1016/j.tate.2014.04.006; Gu Q, 2013, BRIT EDUC RES J, V39, P22, DOI 10.1080/01411926.2011.623152; Hakanen JJ, 2006, J SCHOOL PSYCHOL, V43, P495, DOI 10.1016/j.jsp.2005.11.001; Hoigaard R, 2012, EUR J TEACH EDUC, V35, P347, DOI 10.1080/02619768.2011.633993; HUBERMAN M, 1989, TEACH COLL REC, V91, P31; Ibrahim AS, 2012, TEACH DEV, V16, P235, DOI 10.1080/13664530.2012.688676; Ingersoll RM, 2011, REV EDUC RES, V81, P201, DOI 10.3102/0034654311403323; Klassen RM, 2010, J EDUC PSYCHOL, V102, P741, DOI 10.1037/a0019237; Lam BH, 2011, TEACH DEV, V15, P333, DOI 10.1080/13664530.2011.608516; Le Maistre C, 2010, TEACH TEACH EDUC, V26, P559, DOI 10.1016/j.tate.2009.06.016; Lomas T, 2017, TEACH TEACH EDUC, V61, P132, DOI 10.1016/j.tate.2016.10.008; Malinen OP, 2016, TEACH TEACH EDUC, V60, P144, DOI 10.1016/j.tate.2016.08.012; Mansfield CF, 2016, TEACH TEACH EDUC, V54, P77, DOI 10.1016/j.tate.2015.11.016; Miles M. B., 2013, Qualitative data analysis; Moè A, 2010, TEACH TEACH EDUC, V26, P1145, DOI 10.1016/j.tate.2010.02.010; Pietarinen J, 2013, TEACH TEACH EDUC, V35, P62, DOI 10.1016/j.tate.2013.05.003; Sharplin E, 2011, TEACH TEACH EDUC, V27, P136, DOI 10.1016/j.tate.2010.07.010; Skaalvik EM, 2009, TEACH TEACH EDUC, V25, P518, DOI 10.1016/j.tate.2008.12.006; Skaalvik EM., 2015, INT ED STUDIES, V8, P181, DOI [10.5539/ies.v8n3p181, DOI 10.5539/IES.V8N3P181]; Tait M., 2008, TEACHER ED Q, V35, P57, DOI [DOI 10.2307/23479174, 10.2307/23479174]; Ulvik M, 2009, TEACH TEACH EDUC, V25, P835, DOI 10.1016/j.tate.2009.01.003; VEENMAN S, 1984, REV EDUC RES, V54, P143, DOI 10.3102/00346543054002143	37	32	44	2	35									OCT	2017	67						340	350		10.1016/j.tate.2017.07.002	http://dx.doi.org/10.1016/j.tate.2017.07.002				Education & Educational Research		Education & Educational Research							WOS:000411543800032
J	Morita-Mullaney, T; Cushing-Leubner, J; Benegas, M; Greene, MCS; Stolpestad, A				Morita-Mullaney, Trish; Cushing-Leubner, Jenna; Benegas, Michelle; Greene, Michelle C. S.; Stolpestad, Amy			Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning	TESOL QUARTERLY				Article								During Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID-19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional value relative to service-oriented tasks, yet service-related needs, including health and human services and/or access to technology increased during the physical closure of schools. EL teachers took on more service-related tasks for their MLL families and did so by assuming, negotiating and resisting particular roles; a reflexive and interactional process. Using theories of teacher positioning and language teacher identity, we examined the experiences of EL teachers in the Great Lakes Region of the US. Findings demonstrate that few EL teachers resisted roles within instruction and service during ERTL, a critical dimension of teacher identity transformation and advocacy for MLLs. As we move into recovery from the COVID-19 pandemic and into a Remote Teaching and Learning (RTL) period, implications suggest that when EL teachers' roles and identities are incongruous, resilience can be fostered informing a unique form of agency and teacher leadership; a necessary characteristic for an equity-informed education.	[Morita-Mullaney, Trish] Purdue Univ, W Lafayette, IN 47907 USA; [Cushing-Leubner, Jenna] Univ Wisconsin Whitewater, Janesville, WI USA; [Benegas, Michelle] Hamline Univ, St Paul, MN USA; [Greene, Michelle C. S.] Indiana Univ Purdue Univ Indianapolis, Indianapolis, IN USA; [Stolpestad, Amy] AOS Consulting, San Diego, CA USA		Morita-Mullaney, T (corresponding author), Purdue Univ, W Lafayette, IN 47907 USA.	tmoritam@purdue.edu						Ajayi L, 2011, RACE ETHNIC EDUC-UK, V14, P253, DOI 10.1080/13613324.2010.488900; Barkhuizen G., 2016, Reflections on Language Teacher Identity, DOI DOI 10.4324/9781315643465; Benegas M., 2021, MINNETESOL J, V37, P1; Bozkurt A, 2020, Asian Journal of Distance Education, V15, DOI 10.5281/zenodo.3778083; BRITZMAN DP, 1994, TEACHERS THINKING, TEACHERS KNOWING, P53; Chan V., 2022, INNOVATING TESOL PRA, P14; Crump A., 2014, CRITICAL INQUIRY LAN, V11, P207; Cushing-Leubner J., 2021, Planning and Changing Journal, V50, P139; DAVIES B, 1990, J THEOR SOC BEHAV, V20, P43, DOI 10.1111/j.1468-5914.1990.tb00174.x; Davies L., 2011, Understanding education's role in fragility: Synthesis of four situational analyses of education and fragility: Afghanistan, Bosnia and Herzegovina, Cambodia, Liberia; Edwards E, 2016, TESOL QUART, V50, P735, DOI 10.1002/tesq.313; Farrell T. 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