An Exploration of EFL Teachers' Teaching Styles and Emotions

Abstract

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