The emotional landscape of efl teachers in the online learning environment: A conceptual review

Abstract

The shift from traditional classrooms to online learning environments has significantly impacted EFL (English as a Foreign Language) teachers. This conceptual review explores the emotional experiences of EFL teachers in online settings, synthesizing existing literature and theoretical perspectives. Key themes include factors influencing teacher emotions, the impact of emotions on teaching and learning, and strategies for managing emotions. The review highlights the need for institutional support and professional development to enhance teachers’ emotional well-being and effectiveness. Future research directions are suggested to address gaps in the literature.