Teaching is a stressful job that creates in teachers both positive and negative emotions. Teachers’ emotions could stem from a wide range of internal and external factors, including their own sense-making processes, interactions with students, institutional particularities, and sociocultural parameters. All of these factors could function as sites of experiencing both positive and negative emotions, and influence teachers’ professional practice, identity, agency, self-efficacy, and motivation. The current knowledge base of second language teacher education is paying focal attention to how emotions interact with other dimensions of teachers’ professional career as embedded in settings at which teachers are positioned (e.g., Barcelos et al., 2022; Nazari & Karimpour, 2022; Wolff & De Costa, 2017).
Read MoreAsian-Pacific Journal of Second and Foreign Language Education is an interdisciplinary journal of second and foreign language education studies, a peer-reviewed journal of international scope. It provides a forum for high-quality linguistic and experimental research on topics which investigate applied linguistic theories,second and foreign language learning and teaching. It offers new insights not only into applied linguistics but also into a wide variety of second and foreign language education phenomena. The disciplines covered include applied linguistics, educational linguistics, second language acquisition, foreign language learning and teaching, etc.
The journal welcomes authoritative, innovative applied linguistic scholarship from all viewpoints and practices, centered on topics such as:
Citation Impact
2.0 - Cite Score
1.255 - Source Normalized Impact per Paper (SNIP)
0.379 - SCImago Journal Rank (SJR)
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47 days to first decision for all manuscripts (Median)
66 days to first decision for reviewed manuscripts only (Median)
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214,452 downloads (2021)
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