Unpacking the complex mechanisms of teacher-to-student emotion transmission in foreign language classrooms: a mixed-methods study.

Drawing on emotion contagion and social appraisal theories of interpersonal emotion transmission and the control-value theory of achievement emotions, this mixed-method study explored how foreign language 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 of 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 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 foreign language pedagogy are also discussed.