Potential power of emotion: An investigation into an interplay between emotion regulation and group dynamics in university and college EFL classrooms

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This research aimed to explore English as a foreign language (EFL) teachers’ emotion and classroom practices with regard to two concepts: emotion regulation and group dynamics. Grounded in a sociocultural view of language education, I intended to explore higher education (HE) teachers’ on-site professional development, where they make professional decisions to handle challenging classroom situations and pursue effective language teaching.As in the beginning phase of this research project, I have reviewed relevant literature to situate my inquiry in a broader research area. This resulted in reading across various disciplines: applied linguistics, education, psychology, sociology, and organisational studies. I have identified multiple theories and concepts. They can possibly help define emerging ideas and phenomena and expand the scope of this research project.I have conducted two informal interviews with experienced HE EFL teachers. These pilot interviews helped me formulate relevant lines of inquiry and clarify feasible research design (Yin, 2018). Drawing on what I learned from the literature review, I have also revisited the data obtained in my previous research. This has given me some insights into the research context, which urged me to sum up the findings and write a research report. During this formative process, I could narrow down the topic for the subsequent years of this project.Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.