emotionality

This study aimed to investigate the relationship between HEXACO personality traits and Iranian EFL learners’ speaking ability. In order to achieve the purpose of the study, among all the language institutes (fifteen institutes) in Amol, Mazandaran Province, 8 were selected randomly (four institutes for female and four institutes for male language learners). Then, two classes were selected randomly from each institute. Among all the language learners in these eight institutes and classes, 250 learners (125 male and 125 female learners) were selected using a random cluster sampling method. The participants were asked to complete the HEXACO personality traits questionnaire. Speaking ability of all the learners was checked via scored interview to examine the relationship between HEXACO personality traits (Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, and Openness to Experience) and their speaking performance. Speaking ability of the learners were evaluated by three interviewers (the researcher and two trained raters) based on IELTS speaking bands in four areas: 1) Fluency and Coherence 2) Lexical Resource 3) Grammatical Resource 4) Pronunciation. The interview was scored out of 9 in this study. To analyze the collected data, Pearson’s correlation coefficient and multiple regressions with stepwise method were used in the study. The findings of the study showed a positive and significant relationship between HEXACO personality traits and speaking performance of the learners. Extraversion, conscientiousness and altruism could predict 90.3 percent of variance of speaking ability.

The term ‘teacher emotions’ is defined as feelings and affections teachers experience in their professional practice. Teacher identity, as the beliefs, values, and perceptions that teachers hold about themselves and their roles, holds paramount importance in the realm of education as it profoundly shapes the teaching and learning process. This study sought to delve into modeling EFL teachers’ emotionality and identity. In so doing, a quantitative correlational design was used. The participants employed included 200 Iranian male and female EFL teachers who were selected from different language institutes of Iran through convenient sampling. To collect the data, the Teacher Emotionality Questionnaire and the Revised Identity Style Inventory (ISI-5) were used. To analyze the data, Structural Equation Modeling (SEM) was run. As unveiled by the results, positive emotionality (i.e., enjoyment, responsiveness, emotional support and flexibility) was a direct and significant predictor of informational identity. Positive emotionality was a negative and significant predictor of diffuse-avoidant identity. Negative emotionality (i.e., anxiety and burnout) was a significant and negative predictor of informational and normative identity. Negative emotionality was a significant and positive predictor of diffuse-avoidant identity. Congruent with the findings, it is concluded that Iranian EFL teachers are exposed to different kinds of positive and negative emotions. The results also lead to the conclusion that diffuse-avoidant identity aspect is weak in teachers who experience positive emotions. In sum, it is concluded that emotionality and identity aspects are interrelated in EFL teachers. EFL teachers should make attempts to experience more positive emotions than negative ones so that their identity is developed in a positive and authentic direction.