Details

<p>Context setting.- Psychodynamic perspective of L2 writing teacher emotions .- Sociocultural perspective of L2 writing teacher emotions .- Positive psychological perspective of L2 writing teacher emotions.- Framing teacher emotions in L2 writing contexts.- The mediating effect of teacher’s emotional labor strategies in L2 writing contexts.- Teacher’s emotional experiences and the interplay with L2 writing instruction.- Concluding thoughts.</p>

<p>Feng Geng&nbsp;is an Assistant Professor at School of International Studies, Civil Aviation University of China. He obtained his Ph.D. in Education at Faculty of Education, University of Macau, Macau SAR, China. His research interests include second language writing and second language teacher education. His publications have appeared in&nbsp;<em>System, Journal of Second Language Writing, Studies in Continuing Education and Scandinavian Journal of Educational Research.</em></p>

<p>Shulin Yu is Associate Professor at Faculty of Education, University of Macau, China. His research interests include second language writing and classroom feedback and assessment in higher education. He has published in Educational Research Review, Assessing Writing, Journal of Second Language Writing, Language Teaching Research, Language Teaching, and TESOL Quarterly (TESOL: Teaching English to Speakers of Other Languages). He is Associate Editor for Journal of Second Language Writing, Assessing Writing and&nbsp;The Asia-Pacific Education Researcher.&nbsp;</p>

<p>This book incorporates both practice-based information and research to underpin teachers' emotions in the teaching and learning settings of second language (L2) writing, in the Chinese tertiary educational context. It introduces and validates a new conceptual framework for evaluating the causes and effects of the emotions of L2 writing teachers and investigates their emotional experiences in the context of the classroom. Additionally, it demonstrates the mediating effect of emotion-regulation strategies on L2 writing teachers’ pedagogical practices, writing assessment practices, teacher–student relationships, and well-being. Finally, this book provides theoretical, practical, and pedagogical implications of emotion regulation and management in order to implement the L2 writing curriculum.</p>

<p>&nbsp;</p>

Investigates L2 writing teachers’ emotional experiences in a classroom context Demonstrates how L2 writing teachers appraise and regulate their emotions to implement pedagogical practices Elucidates dynamic interactions between L2 writing teachers' emotions and macro-, meso-, and micro-educational factors