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Emotion Regulation in Foreign Language Teaching: A Qualitative Bibliometric Analysis Using Grounded Theory
Abstract
This chapter explores the critical role of emotion regulation within the positive psychology framework of foreign language teaching (FLT), addressing the absence of a comprehensive synthesis in the field. Drawing on qualitative bibliometric analysis of literature indexed in Web of Science and Scopus, it applies Latent Dirichlet Allocation (LDA) topic modeling and grounded theory coding to identify core themes, including emotional expression and regulation, motivational and psychological dynamics, pedagogical strategies, and the mediating influence of digital technologies. The findings reveal that emotion regulation in FLT is a dynamic, context-bound process that significantly impacts teacher well-being, learner engagement, and instructional effectiveness. The emergent theoretical framework underscores the interplay of individual affective states, institutional and cultural contexts, and technological mediation, calling for cross-disciplinary approaches to support emotional resilience. This chapter provides evidence-based insights and highlights future research directions.
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