An introduction to the special issue on innovative research approaches in the study of foreign language teachers’ and learners’ academic emotions

• Derakhshan, Ali ^[1] ; Pawlak, Mirosław ^[2]
  1. [1] Golestan University

     Golestan University

     Irán

     
  2. [2] epartment of English Studies, Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University; Department of Language and Communication, Faculty of Humanities and Social Sciences, University of Applied Sciences
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 46, Nº. 8, 2025, págs. 2133-2139
• Idioma: inglés
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• Resumen

  • Academic emotions, both positive and negative, play a crucial role in shaping foreign language learners’ and teachers’ educational experiences. Positive emotions, such as enjoyment, hope, and pride, can lead teachers and learners to increased motivation, perseverance, and engagement. In contrast, negative emotions, such as anxiety, boredom, and hopelessness, can negatively affect teachers’ and learners’ classroom engagement and impede their overall growth and development. Given the centrality of academic emotions in language education contexts, numerous studies have explored how these emotions interact and manifest within language classrooms. However, the majority of previous studies have employed linear, cross-sectional research methods that capture only a snapshot of teachers’ and learners’ emotional experiences at a single point in time. Such methods often overlook the fluid and evolving nature of positive and negative feelings that teachers and students experience in foreign language classrooms. To bridge this gap, this special issue features seven empirical studies examining foreign language teachers’ and learners’ emotions through innovative research approaches, notably complexity-informed methods.