Search

Background: Second/foreign language teaching has been considered as a dialogic and interactive job in which teachers' and students' emotions and behaviors are closely connected to each other. When there is a harmonious and positive relationship between the teacher and students in the classroom, many favorable academic outcomes may emerge. A bulk of research has endorsed the power of positive emotional classroom rapport in EFL contexts. However, its role in preventing negative students' emotions like shame, as an achievement emotion, in terms of perceived control and value tasks has rarely (if any) caught scholarly attention. Objective: This study aimed to provide insights into the role of emotions in L2 education and the way students' shame can be prevented or curbed in light of a positive emotional classroom rapport. Method/Design: This article systematically reviewed the theoretical and empirical underpinnings of EFL teachers' positive emotional classroom rapport and students' shame in light of the control-value theory. Results: In this research, it was asserted that by building a positive emotional classroom rapport EFL teachers can block and even eliminate students' shame. Implications: The study offers practical implications to EFL teachers, trainers, principals, and researchers by increasing their knowledge and abilities in managing psycho-emotional mechanisms and factors and enriching interpersonal aspects of EFL education. [ABSTRACT FROM AUTHOR]

Spiritual pedagogy (SP) as a new educational theory aims to apply cultural and spiritual values in classroom practices. It has been the focus of research in different fields such as counselling, management, and science in the past decades. However, its application in second/foreign language research and practice has been widely overlooked by L2 researchers, to date. To fill this gap, the present study made an effort to provide a theoretical analysis of the conceptualizations, scientific background, benefits, and practical techniques to implement SP in the context of L2 education. In so doing, this paper suggests a number of practices through which SP can be integrated into L2 education among which positive psychology (PP) was more highlighted. Additionally, some practical implications were provided for EFL teachers, teacher trainers, students, curriculum designers, and researchers to enhance their knowledge of spirituality and education. In the end, different suggestions for future research were presented to move this research domain forward. [ABSTRACT FROM AUTHOR]