Unpacking the complex mechanisms of teacher-to-student emotion transmission in foreign language classrooms

Drawing on emotion contagion and social appraisal theories of interpersonal emotion transmission and the control-value theory (CVT) of achievement emotions, this mixed-method study explored how foreign language (FL) students’ perceptions of teacher emotions transferred to their own emotions in classroom settings. We collected data using self-report questionnaires completed by 408 middle school students, along with semi-structured interviews with 12 additional participants. Quantitative results revealed that students’ perceptions of teacher enjoyment and anxiety were positively associated with their own corresponding emotions. Appraisals of control and value collectively and partially mediated the association between perceived teacher enjoyment and student enjoyment, whereas only control appraisal partially mediated the association between perceived teacher anxiety and student anxiety. Qualitative findings supported quantitative results and further illuminated the role of emotion contagion and social appraisal in teacher-to-student emotion transfer. However, interview data also revealed instances where students responded to teacher emotions with non-congruent emotions. Implications for innovative FL pedagogy are also discussed.