How Novice EFL Teachers Regulate Their Negative Emotions

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Silvia Arizmendi Tejeda
Barbara Scholes Gillings de González
Cecilio Luis de Jesús López Martínez


This research report shares the findings that emerged from a qualitative study in which the main objective was to discover whether or not novice English as a foreign language teachers regulate their negative emotions during their initial teaching practice, and if so, how they do this. The data were collected by semi-structured interviews and observations, and analyzed by microanalysis and constant comparative analysis. The participants were five novice teachers who study English at the same university, and who were giving classes as part of their internship. The results from this research revealed that these particular novice English as a foreign language teachers use different emotional strategies to regulate their negative emotions.

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How to Cite
Arizmendi Tejeda, S., Gillings de González, B. S., & López Martínez, C. L. de J. (2016). How Novice EFL Teachers Regulate Their Negative Emotions. HOW, 23(1), 30–48.
Research Reports
Author Biographies

Silvia Arizmendi Tejeda, Universidad Veracruzana

Silvia Arizmendi Tejeda has recently been awarded a BA in English Language by Universidad Veracruzana (Mexico). At present she is collaborating with the Research Group Educational Processes.

Barbara Scholes Gillings de González

Barbara Scholes Gillings de González is a longstanding teacher at Universidad Veracruzana (Mexico), where she has helped in the design of the in-house and virtual BAs, and MA programmes. She has a PhD in Education awarded by Exeter University, England.

Cecilio Luis de Jesús López Martínez, Universidad Veracruzana

Cecilio Luis de Jesús López Martínez has a PhD in Language Studies awarded by the University of Kent, England. He helped design and implement the MA in TESOL at Universidad Veracruzana (Mexico). He is leader of the Research Group Educational Processes.


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