An Exploration of EFL Teachers' Teaching Styles and Emotions

Tahereh Heydarnejad, Azar Hosseini Fatemi, Behzad Ghonsooly


The present study aims at delving into English as foreign language (EFL) teachers' preferred teaching style and the emotions that they experienced in their classes. For this purpose, Grasha's Teaching Style Inventory (TSI) and Emotions Questionnaire for Teachers (EQT) were used to investigate teaching style preferences and teachers' experienced emotions. In so doing, 200 EFL teachers from both public high schools and private language institutes of Iran took part in this study. Concerning teaching style preferences, facilitator and delegator styles were the two most frequent styles endorsed by EFL teachers and regarding emotion, enjoyment was the most and anger was the least dominant emotions EFL teachers experienced in their classes. In addition, the findings showed significant correlations between teachers’ teaching styles and their emotions. The findings of the present study may provide information to be taken into consideration by policy makers, language-planners, curriculum designers, language instructors, as well as teachers.


teaching style, teacher emotion, EFL teachers

Full Text:



  • There are currently no refbacks.

Copyright (c) 2017 Journal of Applied Linguistics and Language Research