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Language Teacher Immunity: A Double-Edged Sword
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Qualitative Inquiry into L2 Motivation in English Medium Instruction: Perspectives from Social Science Lecturers in Sri Lanka
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Complexity Theory as a Conceptual Framework for Language Teacher Research
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From Darkness to Light: Teacher Immunity and the Emergence of Relatedness with Students
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Immunology of Language Learners: A Social Psychological Perspective
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Developing In-Service EFL Teachers’ Immunity Through Post-induction Mentoring
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A Comparative Study on Language Teacher Immunity: Samples from Qatar and Turkey
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inferred← citeshttps://doi.org/10.1186/s40862-023-00217-1openalex-snapshot
Resilience, immunity, L2-teacher grit, and reflective teaching in language instruction: in service classes matters
inferred← citeshttps://doi.org/10.1186/s40862-023-00225-1openalex-snapshot
The role of teacher assessment literacy in job stress and job burnout in EFL contexts: a mixed-methods investigation
inferred← citeshttps://doi.org/10.1186/s40862-023-00226-0openalex-snapshot
Integrating positive psychology into an English as a foreign language teacher education program
inferred← citeshttps://doi.org/10.1186/s40862-024-00262-4openalex-snapshot
Which one? Technology or non-technology-assisted vocabulary learning: a probe into the state of academic buoyancy, creativity, and academic achievement
inferred← citeshttps://doi.org/10.1371/journal.pone.0318347openalex-snapshot
Overlap or breakthrough? exploration of the academic buoyancy structure in Chinese EFL learners
inferred← citeshttps://doi.org/10.14198/elua.24171openalex-snapshot
Perfil identitario de profesores de español a migrantes y refugiados: compromiso, interculturalidad y dimensión social
inferred← citeshttps://doi.org/10.14746/n.2019.52.1.13openalex-snapshot
HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY
inferred← citeshttps://doi.org/10.14746/ssllt.2016.6.2.6openalex-snapshot
EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales
inferred← citeshttps://doi.org/10.1515/9783110988970-008openalex-snapshot
211Chapter 8 “Like trying to fit the circle peg in the square hole”: Language and linguistics instructors’ stress levels during emergency remote teaching in times of the COVID-19 pandemic
inferred← citeshttps://doi.org/10.1515/cjal-2018-0030openalex-snapshot
Broadening the Second Language Teacher Education Agenda: International Perspectives on Teacher Emotions
inferred← citeshttps://doi.org/10.1515/cjal-2018-0031openalex-snapshot
Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria
inferred← citeshttps://doi.org/10.15379/ijmst.v10i2.2788openalex-snapshot
Is the Textbook Enslaving or Empowering Teachers? Insights from an Algerian Perspective
inferred← citeshttps://doi.org/10.1556/2059.02.2018.02openalex-snapshot
Hungarian pre-service teachers’ motivation to become English teachers: Validating a questionnaire
inferred← citeshttps://doi.org/10.17275/per.24.6.11.1openalex-snapshot
Teaching Immunity of Language Teachers: A Reflective Approach
inferred← citeshttps://doi.org/10.17323/jle.2021.11494openalex-snapshot
Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia
inferred← citeshttps://doi.org/10.17323/jle.2021.11561openalex-snapshot
Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
inferred← citeshttps://doi.org/10.17323/jle.2023.15928openalex-snapshot
Modeling the Association between EFL Instructors’ Foreign Language Teaching Enjoyment and Humor Styles
inferred← citeshttps://doi.org/10.17509/ijal.v10i1.24990openalex-snapshot
A model of the factors predicting English language teacher immunity: A path analysis
inferred← citeshttps://doi.org/10.17533/udea.ikala.356893openalex-snapshot
El rol de las emociones en la construcción de la identidad de los docentes de inglés en formación
inferred← citeshttps://doi.org/10.18290/rh257311.12sopenalex-snapshot
Contrastive Approaches to the Dynamic Nature of the Teacher’s Definition From the Diachronic Perspective: The 20th and 21st Centuries
inferred← citeshttps://doi.org/10.19128/turje.1485190openalex-snapshot
Capturing pre-service language teachers’ social and emotional learning skills: Strengths, challenges, and needs
inferred← citeshttps://doi.org/10.19173/irrodl.v25i3.7760openalex-snapshot
Keep the Ball Rolling in AI-Assisted Language Teaching: Illuminating the Links Between Productive Immunity, Work Passion, Job Satisfaction, Occupational Success, and Psychological Well-Being Among EFL Teachers
inferred← citeshttps://doi.org/10.20952/revtee.v13i32.14857openalex-snapshot
Teacher immunity in professional identity: reflection on male ielts teachers’ homosocial fabrics in 2 iranian ethnographic institutions
inferred← citeshttps://doi.org/10.21203/rs.3.rs-6313147/v1openalex-snapshot
“We’re Exhausted!” Unravelling the Consequence of Perceived Occupational Stigma among High-Prestige Occupations
inferred← citeshttps://doi.org/10.21608/jfgc.2024.352728openalex-snapshot
فاعلية برنامج إرشادي قائم على المناعة النفسية في تحسين النهوض الأكاديمي لدى تلاميذ المرحلة الابتدائية
inferred← citeshttps://doi.org/10.22034/elt.2021.44864.2356openalex-snapshot
Role of Individual Difference Variables in EFL Teachers’ Immunity Development
inferred← citeshttps://doi.org/10.22037/ijabs.v7i4.31187openalex-snapshot
The Structural Model of Social Well-being in workplace based on Bright-side Personality, Dark Triad and Collectivism Culture,Considering the Mediating Role of Social Influence
inferred← citeshttps://doi.org/10.28933/ijsr-2020-09-0805openalex-snapshot
Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model
inferred← citeshttps://doi.org/10.29228/smryj.72446openalex-snapshot
Öğretmenlerin Yeterliliklerini Etkileyen Değişkenlerin İncelenmesi
inferred← citeshttps://doi.org/10.30466/ijltr.2021.121043openalex-snapshot
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation
inferred← citeshttps://doi.org/10.30827/portalin.vi2023c.29634openalex-snapshot
Exploring the predictive power of EFL teachers’ work engagement and buoyancy in their professional development
inferred← citeshttps://doi.org/10.30827/portalin.viix.29883openalex-snapshot
Do well-being and emotion regulation predict L2-teacher grit?
inferred← citeshttps://doi.org/10.31261/tapsla.11514openalex-snapshot
Language Teacher Wellbeing in the Workplace
inferred← citeshttps://doi.org/10.31261/tapsla.13190openalex-snapshot
Language Teacher Identity Outside the State-School Context
inferred← citeshttps://doi.org/10.31464/jlere.1851244openalex-snapshot
Teaching with Resilience: Unpacking the Interplay Between Professional Competence and Teacher Immunity in EFL Contexts
inferred← citeshttps://doi.org/10.31757/euer.614openalex-snapshot
Stop the Teaching Profession Eating its Young: Invest in Research on Novice Teachers
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.593312openalex-snapshot
Book Review: The Emotional Rollercoaster of Language Teaching
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.720340openalex-snapshot
Psychological Wellbeing, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.731859openalex-snapshot
EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.759243openalex-snapshot
Chinese Tertiary-Level English as a Foreign Language Teachers’ Emotional Experience and Expression in Relation to Teacher-Student Interaction
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.801435openalex-snapshot
The Influence of English as a Foreign Language Teachers’ Positive Mood and Hope on Their Academic Buoyancy: A Theoretical Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.816204openalex-snapshot
The Effect of English as a Foreign Language Teachers’ Optimism and Affectivity on Their Psychological Well-Being
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1000441openalex-snapshot
The impact of job-related stress on township teachers’ professional well-being: A moderated mediation analysis
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1005071openalex-snapshot
Modeling the role of emotion regulation and critical thinking in immunity in higher education
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.831258openalex-snapshot
A Review of the Relationship Between EFL Teachers’ Academic Buoyancy, Ambiguity Tolerance, and Hopelessness
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.858054openalex-snapshot
EFL Students’ Academic Buoyancy: Does Academic Motivation and Interest Matter?
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.874356openalex-snapshot
Chinese English as a Foreign Language Teachers’ Immunity and Mindfulness as Predictors of Their Work Engagement
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.877057openalex-snapshot
The Role of Connectedness and Psychological Hardiness in EFL Teachers’ Pedagogical Effectiveness
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.906779openalex-snapshot
Chinese English as a Foreign Language Teachers’ Wellbeing and Motivation: The Role of Mindfulness
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.939617openalex-snapshot
A Theoretical Analysis of the Preventive Role of English as a Foreign Language Teachers’ Occupational Adjustment and Psychological Hardiness in Their Job Burnout
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.947434openalex-snapshot
On the association between Chinese EFL teachers’ academic buoyancy, self-efficacy, and burnout
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.995761openalex-snapshot
In search of well-established evaluative criteria for the emerging qualitative methods of L2 affective variables
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1081502openalex-snapshot
An introduction to retrodictive qualitative modeling as an emerging method on affective variables in SLA research
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1185079openalex-snapshot
The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1629498openalex-snapshot
Enhancing well-being in higher education: the role of job satisfaction and resilience among ELT instructors
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1790584openalex-snapshot
Mapping English language teacher resilience: a bibliometric analysis
inferred← citeshttps://doi.org/10.3390/ijerph20010613openalex-snapshot
Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective
inferred← citeshttps://doi.org/10.3390/math10101720openalex-snapshot
A Correlational Predictive Study of Teacher Well-Being and Professional Success in Foreign Language Student Teachers
inferred← citeshttps://doi.org/10.4018/978-1-6684-7275-0.ch008openalex-snapshot
Analyzing EMI Lecturer Perceptions About the Self
inferred← citeshttps://doi.org/10.4018/979-8-3373-2449-4.ch002openalex-snapshot
Teacher Burnout and Resilience
inferred← citeshttps://doi.org/10.4324/9781351049146openalex-snapshot
Metacognition in Language Learning and Teaching
inferred← citeshttps://doi.org/10.47328/ufvbbt.2021.026openalex-snapshot
Sinto, logo existo: regulação emocional de professores de inglês em serviço
inferred← citeshttps://doi.org/10.52547/jfl.9.38.175openalex-snapshot
Effort-reward Imbalance and Burnout among EFL Teachers in Iran
inferred← citeshttps://doi.org/10.52547/lrr.13.5.2openalex-snapshot
Revisiting Research on Positive Psychology in Second and Foreign Language Education: Trends and Directions
inferred← citeshttps://doi.org/10.52589/bjmms-gqifz6ypopenalex-snapshot
Employee Wellbeing and Job Engagement of Academics in Universities
inferred← citeshttps://doi.org/10.5539/ies.v10n9p1openalex-snapshot
A Language Teacher’s Reflection on Maladaptive Immunity, Possible Selves and Motivation
inferred← citeshttps://doi.org/10.5565/rev/clil.24openalex-snapshot
Flourishing or floundering? Factors contributing to CLIL Primary Teachers’ Wellbeing in Austria
inferred← citeshttps://doi.org/10.5958/2582-6115.2020.00010.7openalex-snapshot
Role of psychological immunity amidst covid 19 pandemic: Changing paradigm of teaching competencies towards blended learning
inferred← citeshttps://doi.org/10.6084/m9.figshare.26652651openalex-snapshot
Additional file 1 of Integrating positive psychology into an English as a foreign language teacher education program
inferred← citeshttps://doi.org/10.6084/m9.figshare.26670897openalex-snapshot
Additional file 1 of A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape
inferred← citeshttps://doi.org/10.6084/m9.figshare.26688833openalex-snapshot
Additional file 1 of Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment
inferred← citeshttps://doi.org/10.61508/refl.v32i3.284412openalex-snapshot
The Interplay Between EFL Teacher Leadership, Teacher Immunity and Teachers’ Meta-emotions
inferred← citeshttps://doi.org/10.70838/pemj.480708openalex-snapshot
Pedagogical Approaches and Assessment Practices in the Teaching of Filipino Among Filipino Non-Major Teachers: A Multiple-Case Study
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