Speaker
Description
In the context of Vietnam’s test-oriented education system, where English writing is often disregarded due to its exclusion from national graduation exams, teachers face considerable emotional challenges in teaching this skill. This qualitative study explores the emotional experiences and emotion regulation strategies of Vietnamese high school English teachers when teaching writing. Grounded in Cross and Hong’s (2012) ecological model of teacher emotions and Gross’s (1998, 2005) process model of emotion regulation, the research investigates three main questions: (1) What emotions do teachers experience when teaching writing? (2) How do they regulate these emotions? and (3) How contextual factors influence their emotional experiences and regulation? Data were collected through semi-structured interviews with 12 English teachers working at high schools in the Mekong Delta region, categorized by teaching experience. The findings reveal that student engagement is a key source of emotional responses and that teachers develop emotional maturity over time. Emotion regulation strategies, particularly cognitive reappraisal through reframing expectations, are shaped mainly by personal experience rather than formal training. Contextual constraints, such as time pressure, curriculum requirements, and the absence of writing in national graduation exams, also significantly affect teacher emotions.The study offers valuable implications for English writing teachers, teacher training programs, school management, and education policy, particularly regarding teacher well-being. It also provides a foundation for future research on teacher emotions in the underexplored area of teaching EFL writing skills in Vietnam, due largely to the influence of contextual factors.
Biography
Phan Thi Qui Anh is currently an officer at the Department of External Relations and Global Education, Can Tho University, Vietnam. She graduated with a Bachelor’s degree in English Studies in 2015 and completed her Master’s degree in 2025, majoring in Principles and Methods in English Language Teaching.
Her professional background combines higher education administration and language education, which has shaped her strong interest in teacher professional development, curriculum innovation, and internationalization in education. She is seeking to pursue a PhD in Education to further develop her research capacity and contribute to evidence-based educational practices. Qui Anh’s primary research interest focuses on teachers’ emotions and their emotional regulation strategies, particularly in the context of English language teaching. She is interested in understanding how teachers’ emotional experiences influence instructional practices, professional identity, and student learning outcomes.
In addition, she is interested in curriculum studies and technology-enhanced education, especially the integration of digital tools into curriculum design to support effective and innovative teaching practices. She aims to explore how emotional, pedagogical, and technological dimensions intersect to shape sustainable educational development in secondary and higher education contexts.
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