A Review of the Relationship Between EFL Teachers' Academic Buoyancy, Ambiguity Tolerance, and Hopelessness

Second/foreign language education has been approved emotionally tense due to its inherent challenges, adversities, complications, and ambiguities. These factors can affect various language teaching and learning domains. Hence, it is critical for EFL teachers to be buoyant and tolerant of ambiguity s...

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Published inFrontiers in psychology Vol. 13; p. 831258
Main Author Huang, Shuyun
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 01.03.2022
Subjects
academic buoyancy
ambiguity tolerance
EFL teacher
hopelessness
Psychology
second/foreign language education
second/foreign language education
ambiguity tolerance
hopelessness
EFL teacher
academic buoyancy
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Abstract Second/foreign language education has been approved emotionally tense due to its inherent challenges, adversities, complications, and ambiguities. These factors can affect various language teaching and learning domains. Hence, it is critical for EFL teachers to be buoyant and tolerant of ambiguity so that they can teach efficiently and prevent a sense of hopelessness that can damage everything. Although there are investigations on these variables in L2 contexts, their main focus has been on EFL students and teachers' perspectives have been largely ignored. Against this shortcoming, this study aimed to review the definitions, conceptualizations, and research findings related to teachers' academic buoyancy, ambiguity tolerance, and hopelessness. Moreover, practical implications for EFL teachers and teacher trainers are presented to increase their awareness of language teaching challenges and ways to overcome them. Finally, the study provides directions for future research.
AbstractList Second/foreign language education has been approved emotionally tense due to its inherent challenges, adversities, complications, and ambiguities. These factors can affect various language teaching and learning domains. Hence, it is critical for EFL teachers to be buoyant and tolerant of ambiguity so that they can teach efficiently and prevent a sense of hopelessness that can damage everything. Although there are investigations on these variables in L2 contexts, their main focus has been on EFL students and teachers’ perspectives have been largely ignored. Against this shortcoming, this study aimed to review the definitions, conceptualizations, and research findings related to teachers’ academic buoyancy, ambiguity tolerance, and hopelessness. Moreover, practical implications for EFL teachers and teacher trainers are presented to increase their awareness of language teaching challenges and ways to overcome them. Finally, the study provides directions for future research.
Author Huang, Shuyun
AuthorAffiliation School of Foreign Languages, Huaiyin Normal University , Huai’an , China
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  givenname: Shuyun
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  fullname: Huang, Shuyun
  organization: School of Foreign Languages, Huaiyin Normal University, Huai'an, China
BackLink https://www.ncbi.nlm.nih.gov/pubmed/35300165$$D View this record in MEDLINE/PubMed
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Cites_doi 10.1080/10615806.2011.582459
10.1017/S0272263118000037
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Keywords second/foreign language education
ambiguity tolerance
hopelessness
EFL teacher
academic buoyancy
Language English
License Copyright © 2022 Huang.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Ali Derakhshan, Golestan University, Iran
Reviewed by: Seyed Farzad Kalali Sani, Islamic Azad University Torbat-e Heydarieh, Iran; Yadi Sun, Zhongnan University of Economics and Law, China
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Snippet Second/foreign language education has been approved emotionally tense due to its inherent challenges, adversities, complications, and ambiguities. These...
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SubjectTerms academic buoyancy
ambiguity tolerance
EFL teacher
hopelessness
Psychology
second/foreign language education
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Title A Review of the Relationship Between EFL Teachers' Academic Buoyancy, Ambiguity Tolerance, and Hopelessness
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