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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGO THI CAM THUY A STUDY ON EFL UNIVERSITY TEACHERS’ EMOTION REGULATION STRATEGIES IN THE CLASSROOMS IN VIETNAM DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2024 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGO THI CAM THUY A STUDY ON EFL UNIVERSITY TEACHERS’ EMOTION REGULATION STRATEGIES IN THE CLASSROOMS IN VIETNAM DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 9 14 01 11 Supervisor: Assoc. LE PHAM HOAI HUONG HUE, 2024 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGO THI CAM THUY NGHIÊN CỨU CÁC CHIẾN LƯỢC ĐIỀU TIẾT CẢM XÚC CỦA GIÁO VIÊN TIẾNG ANH TRONG KHI DẠY HỌC TẠI VIỆT NAM LUẬN ÁN TIẾN SĨ CHUYÊN NGÀNH LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ NGÀNH: 9 14 01 11 Người hướng dẫn: PGS. LÊ PHẠM HOÀI HƯƠNG HUE, 2024 STATEMENT OF AUTHORSHIP I certify my authorship of the PhD thesis submitted today entitled: “A STUDY ON EFL UNIVERSITY TEACHERS’ EMOTION REGULATION STRATEGIES IN THE CLASSROOMS IN VIETNAM” For the degree of Doctor of Education, is the result of my research, except where otherwise acknowledged, and this thesis has not been submitted for a higher degree at any other institution. To the best of my knowledge, the thesis contains no material previously published or written by other people except where the reference is made in the thesis itself.

Hue, September 15, 2024 Author’s signature Ngô Thị Cẩm Thuỳ ABSTRACT This qualitative case study was set out in the context of a university in Vietnam with the participation of seven EFL teachers (pseudo names: Troy, Tracy, Hannah, Nicole, Helen, Tyra, and Phoebe) to explore their emotions, emotion regulation strategies, and the reported impact of emotion regulation on the English teaching in the classrooms. Data were collected from recorded classroom observation, stimulated recall interviews, journals, and in-depth interviews. The triangulated data reveal incidents in which the teachers said words or showed expressions of happiness or pleasantness. The data also disclose the incidents of negative emotions in which the teachers expressed their anger, disappointment, unhappiness, and irritation due to students’ discipline matters and issues related to English learning including failure to understand concepts in English, translation, interpretation in English, and English vocabulary, grammar, and structures.

To regulate their emotions while teaching English in the classrooms, the EFL teachers were found to adjust their teaching methods, re-direct their attention, use re- appraisal, and response modification. Regarding the impact of teachers’ emotion regulation on their English teaching, all the teachers reflected that they regulated their negative emotions in the classrooms for the sake of their English teaching efficacy and students’ learning. From the findings, the study provides implications for how EFL teachers should regulate their emotions for their well-being, effective English teaching and learning as well as how to use a case study and the process model of emotion regulation for further studies on EFL teachers’ emotions. 1 ACKNOWLEDGEMENTS I am deeply grateful to my supervisor, the academic panel at Hue University of Foreign Languages and International Studies, Hue University, who have helped me throughout the process of completing this doctoral thesis.

Their guidance, support, and expertise have been invaluable to me, and I would not have been able to complete this project without their assistance. First and foremost, I would like to express my sincere thanks to my supervisor: Assoc. Le Pham Hoai Huong. Her constant motivation, guidance, and advice have been instrumental in helping me to complete this thesis on time.

Her expertise in ELT was also an invaluable resource for me throughout the research process. I would also like to extend my thanks to Assoc. Phạm Thị Hồng Nhung, Dr. Bao Kham, Dr.

Truong Bach Le, Dr. Pham Hong Anh, Dr. Phan Quynh Nhu, Dr. Ngo Le Hoang Phuong and the other members of the academic panel at University of Foreign Languages and International Studies, Hue University.

Their advice and feedback at every stage of the research process were incredibly helpful to me. I am also deeply grateful to the teacher participants who generously gave their time and assistance to participate in this study. Without their contribution, this PhD thesis would not have been possible. Lastly, I would like to express my heartfelt appreciation to my family and friends for their unwavering support throughout this journey.

Their encouragement, resources, and shared joys and stresses have been a constant source of motivation for me. 2 ABBREVIATIONS AEP Academic English Program CLT communicative language teaching EFL English as a Foreign Language ER emotion regulation Ext Extrinsic GPA Grade Point Average Int. Intrinsic L2 Second Language MA Master of Arts PhD Doctor of Philosophy TESOL Teaching English to Speakers of Other Languages 3 Table of Contents CHAPTER 1: INTRODUCTION .5 Significance of the study .6 Organization of the Thesis. 14 CHAPTER 2: LITERATURE REVIEW .1 Emotion and Emotions.2 Emotions of language teachers .1 Positive emotions of language teachers .2 Negative emotions of language teachers.3 Emotion Regulation Strategies of Language Teachers .1 Interpersonal emotion regulation strategies of language teachers .2 Intrapersonal emotion regulation strategies of language teachers .3 Emotional labour in teaching .4 Impact of teachers’ emotion regulation on EFL teaching and learning .4 The theoretical framework for the present study .1 The process model of emotion regulation .2 Justification for applying the process model of emotion regulation in the present study .5 Review of previous studies .6 Gaps in the Literature.

45 CHAPTER 3 RESEARCH METHODOLOGY .1 Methodological framework for the study. Qualitative Research Approach .4 The Research Setting.6 Data Collection Instruments .1 Video-recorded classroom observation .2 Stimulated recall interview .4 In-depth interview .7 Procedure for implementing the case study .1 The pilot study .2 The main study .9 The Role of the Researcher .10 Trustworthiness of the Current Study .1 EFL teachers’ emotions while teaching English in the classrooms.1 The case of Troy .1 Troy’s positive emotions while teaching English in the classrooms .2 Troy’s negative emotions due to students’ discipline matters.3 Troy’s negative emotions due to students’ learning of the English-related subjects .2 The Case of Tracy .1 Tracy’s positive emotions in teaching English in the classrooms .2 Tracy’s negative emotions due to students’ discipline matters .3 Tracy’s negative emotions due to students’ learning of English-related subjects.3 The case of Hannah .1 Hannah’s positive emotions in teaching English in the classrooms .2 Hannah’s negative emotions due to students’ discipline matter .3 Hannah’s negative emotion due to students’ learning of English-related subjects. 91 Hannah’s negative emotions due to unfavorable teaching environment .4 The Case of Nicole .1 Nicole’s positive emotions in teaching English in the classrooms.2 Nicole’s negative emotions due to students’ discipline matters .3 Nicole’s negative emotions due to students’ learning of English-related subjects .5 The Case of Helen .1 Helen’s positive emotions in teaching English in the classrooms .2 Helen’s negative emotions due to students’ discipline matter .3 Helen’s negative emotions due to students’ learning in English classes .6 The Case of Tyra.1 Tyra’s positive emotions in teaching English in the classrooms .2 Tyra’s negative emotions due to students’ discipline matters .3 Tyra’s negative emotions due to students’ learning of English-related subjects .7 The case of Phoebe .1 Phoebe’s positive emotions in the classrooms.2 Phoebe’s negative emotions due to students’ learning of English-related subjects. Emotion regulation strategies used by EFL teachers while teaching English in the classrooms .1 Troy’s emotion regulation while teaching English in the classrooms .1 Troy’s emotion regulation by re-directing attention (Attentional deployment) .2 Troy’s emotion regulation by re-interpreting emotional incidents (Reappraisal strategy) .3 Troy’s emotion regulation by adjusting teaching methods (Situation modification) .4 Troy’s emotion regulation by response modification: Expression and suppression .2 Tracy’s emotion regulation while teaching English in the classrooms .1 Tracy’s emotion regulation by adjusting teaching methods (Situation modification) .2 Tracy’s emotion regulation by re-interpreting emotional incidents (Reappraisal strategy) .3 Hannah’s Emotion Regulation .1 Hannah’s emotion regulation by re-interpreting emotional incidents (Reappraisal strategy) .2 Hannah’s emotion regulation by adjusting teaching methods (Situation modification) .3 Hannah’s emotion regulation by response modification (Suppression) .4 Nicole’s emotion regulation .1 Nicole’s emotion regulation by re-directing attention (Attentional deployment) .2 Nicole’s emotion regulation by adjusting teaching (situation modification) .3 Nicole’s emotion regulation by re-interpreting emotional incidents (Reappraisal strategy) 126 4.4 Nicole’s emotion regulation by response modification: Expression .5 Helen’s Emotion Regulation .1 Helen’s emotion regulation by re-interpreting emotional incidents (Reappraisal strategy) .2 Helen’s emotion regulation by response modification: Suppression.6 Tyra’s emotion regulation .1 Tyra’s emotion regulation by re-interpreting emotional incidents (Reappraisal strategy) .2 Tyra’s emotion regulation by response modification: Suppression .7 Phoebe’s emotion regulation .1 Phoebe’s emotion regulation by re-directing attention (Attentional deployment) .2 Phoebe’s emotion regulation by adjusting teaching methods (Situation modification) .3 Phoebe’s emotion regulation by response modification: suppression and expression .3 Perceived impact of emotion regulation on EFL teachers’ English teaching .1 Perceived impact of emotion regulation on Troy’s English teaching .2 Perceived impact of emotion regulation on Tracy’s English teaching .3 Perceived impact of emotion regulation on Hannah’s English teaching .4 Perceived impact of emotion regulation on Nicole’s English teaching .5 Perceived impact of emotion regulation on Helen’s English teaching .6 Perceived impact of emotion regulation on Tyra’s English teaching .7 Perceived impact of emotion regulation on Phoebe’s English teaching .1 EFL Teachers’ emotions while teaching English in the classrooms .2 Factors arousing EFL teachers’ emotions while teaching English in the classrooms .1 Student-related factors .2 Factors related to English language teaching and learning .3 EFL teachers’ emotion regulation while teaching English in the classrooms .4 Perceived impact of EFL teachers’ emotion regulation on their English teaching in the classroom .5 The use of case study in capturing EFL teachers’ emotions and emotion regulations while teaching.

163 CHAPTER 5 CONCLUSION AND IMPLICATIONS .1 Summary of Key Findings. 2 Contributions of the current study. Limitations of the study. Implications for future research.

201 APPENDIX A STIMULATED RECALL INTERVIEW. 201 APPENDIX B REFLECTIVE JOURNAL GUIDELINES. 202 APPENDIX C: IN-DEPTH INTERVIEW PROTOCOL. 205 APPENDIX D: WRITTEN CONSENT FORMS FOR TEACHER PARTICIPANTS.

208 APPENDIX F: STIMULATED RECALL INTERVIEW. 212 APPENDIX G: REFLECTIVE JOURNAL SAMPLE. 214 APPENDIX H: SAMPLE IN-DEPTH INTERVIEW TRANSCRIPTS. 217 APPENDIX I: LIST OF AUTHOR'S WORKS.

238 6 LIST OF FUGURES Figure 2.1 The process model of emotion regulation ………………………….1 Structured framework for collecting, coding, and analyzing data about EFL teachers' emotions in the classrooms.2 Triangulation in the current study.3 The case study procedure. 60 7 LIST OF TABLES Table 2.1 Emotion Regulation in EFL Teaching.1 The Research Design…………………………………………………………………48 Table 3.2 Demographic Information of the Participants ……………………….3 The Stimulated Recall Interview Schedule and the Duration of the Interviews.4 The Coding Framework in the Current Study.1 Summary of Reported Frequency of Emotion Regulation Strategies Used by EFL Teachers …………………………….2 Summary of the Extracts from the Classroom Recordings.1 Rationale Teacher emotion and emotion regulation have become a growingly-concerned topic in education in general; however, in the field of English language education, they have been pointed out to be underresearched (Bielak & Mystkowsks-Wiertelak, 2020; Fathi & Derakhshan, 2019; Greenier et al. Su and Lee (2024) recently specified that scant research exists on how EFL teachers employ emotion regulation (ER) strategies within EFL contexts. Similarly, Martínez and Azzaro (2018) stated that research into L2 teachers’ emotions in educational contexts was practically limited.

Understanding and acknowledging the emotions of EFL teachers is essential for them to develop a strong sense of professional identity. It means their emotions are “their feelings about who they teach, who they work with, and where they work are all instrumental in the creation and reconstruction of their teaching identity” (Cowie, 2003, p. Likewise, Heydarnejad et al.