This research project examines how teachers of English as a Foreign Language (EFL) try to address their students’ language anxiety. In most cases, these teachers’ efforts are motivated by an ethic of care in which they seek to construct positive relationships with students in order to help mitigate their students’ anxiety. However, such efforts often also lead to teacher emotional labour, in an attempt by teachers to suppress their own emotions and prioritise those of their students.
In this blog, Dr Christina Gkonou discusses her personal experience of language anxiety. In particular, she explains what language anxiety is and how it can best be mitigated to ensure academic achievement and personal well-being.
Read the full post from the Multilingual Matters blog to learn more about anxiety in the classroom.
This study examines how a group of eight teachers of English as a Foreign Language (EFL) in Greece discuss their efforts to address their students’ language anxiety (LA).
Read the abstract or download the full article from the journal Language Teaching Research.
Listen to Dr Christina Gkonou discuss her research interests and her findings in the full podcast on YouTube.
This two-phase project focuses on gaining classroom-based insights into language learning psychology by exploring teachers’ beliefs, experiences and practices in respect to key areas in the field, including motivation, emotions and beliefs.
Our main aim for the methodological design was to create data collection instruments with ‘participant benefits’ by conducting research that would give teachers something back. Foreign language teachers in Austria, Portugal, and Greece took part in the study.
This study focuses on the psychological aspects of language learning which teachers felt were particularly important in their own settings. In particular, teachers’ beliefs, experiences and teaching strategies were explored.
Read the abstract or download the full article from our research repository.
Dr Christina Gkonou contributes a chapter to the volume 'Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches'.
Read the abstract or download the full article from Taylor Francis Online.
This project focuses on the role of teacher socio-emotional competencies in effective classroom management, the promotion of positive and healthy interpersonal relationships between the teacher and their students and among students, and the successful regulation of emotions during the process of language learning and teaching. We look specifically at how these competencies function in actual classrooms and how best they can be fostered.
Dr Christina Gkonou discusses the centrality of the student‐teacher relationship with regard to the importance of socio‐emotional competence for teacher well-being. Teachers cite the necessity of empathy, trust and positive dynamics both in the group and in individual learners.
Read the book review at the Wiley Online Library.
This volume addresses innovations in language teacher education, offering a diversity of personal/psychological perspectives and topics in the theory and practice of language teacher education. The text deals with innovations in teaching for learning, teacher autonomy, dynamic self-reflection, peace education, professionalism, action research, socio-emotional intelligence, embodiment, professional development, NeuroELT, and more.
Visit the Springer publisher website to learn more about the book.
This project concentrates on the emotional experiences, including ethical dilemmas and emotional rewards, of experienced English language teachers during classroom practice. We focus specifically on the language used by teachers to discuss their emotions, as well as the strategies they deploy to manage emotionally challenging episodes in class.
This article addresses under-explored components of language teaching through reporting on the findings of a qualitative study with language teachers in tertiary settings in the U.K. and the U.S. The study considers aspects of teacher experience in terms of discourses of teaching-as-caring and Foucault’s (1983) concept of ethical self-formation.
Read the abstract or download the full text from the journal System.
This project draws on research interviews with tertiary-level experienced teachers of English and analyses their storytelling of critical incidents throughout their careers and how they interpreted the effects of ‘what happened’ in retrospective sense-making. The project focuses on those teacher stories which are classified as ‘critical incidents’, i.e. events that mark a significant turning point in one’s professional life, are often highly emotionally charged, and are cast as having a continuing significance.
Dr Christina Gkonou is contributing to 'Qualitative Research Topics in Language Teacher Education'. Soon to be published by Routledge.
Dr Christina Gkonou is contributing to 'Language Teaching: An Emotional Rollercoaster'. Soon to be published by Multilingual Matters.