Speakers
Description
This qualitative study examines the emotions and emotion regulation strategies of Vietnamese undergraduate students majoring in Primary English Language Teaching during a six-week practicum in primary schools in Hue City. Drawing on Yin’s (2016) Teacher Emotion Framework and Gross’s (1998) Process Model of Emotion Regulation, the research explores how pre-service teachers experience and manage a complex range of emotions in real classroom contexts. Data were collected through in-depth, semi-structured interviews with 20 final-year students. Findings reveal that participants experienced a spectrum of emotions, including positive feelings such as joy, pride, and fulfillment, alongside negative emotions like anxiety, frustration, and self-doubt. Many reported mixed emotions, with love for teaching coexisting with stress and pressure to meet expectations. These emotional experiences were shaped by factors such as student behavior, mentor support, classroom management challenges, and the school environment. To regulate negative emotions, participants primarily employed cognitive reappraisal, emotional sharing with peers, and reflective journaling. The study underscores the emotional complexity of the practicum experience and advocates for enhanced emotional support and training within teacher education programs for future primary English teachers in Vietnam.
Biography
TRAN THI THAO PHUONG (Ph.D)
Lecturer in TEFL and Applied Linguistics
University of Foreign Languages and International Studies, Hue University
Dr. Phuong Tran is a lecturer in TEFL and Applied Linguistics at the English Department, Hue University of Foreign Languages. She has over 15 years of experience teaching undergraduate courses in English language skills, translation, intercultural communication, and English teaching methodologies.
She completed her Ph.D. in Applied Linguistics at the University of Queensland, Australia, where she explored the intersections of language, health communication, and pragmatics. Her current research interests include teaching English to young learners, teacher identity, teacher emotions, and emotion regulation strategies in second language education.
Drawing on her practical experience and research, Dr. Tran is particularly interested in understanding how teachers navigate emotional challenges in the classroom, and how their evolving identities shape and are shaped by their teaching practices. Her work aims to provide both theoretical insights and practical implications for teacher development and second language pedagogy.
