Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?
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Well-being can bring about positive emotional and academic experiences for both teachers and learners, such as students' higher FLE and teachers' more work engagement and better emotion-regulation.
“Well-being can bring about positive emotional and academic experiences for both teachers and learners such as students' higher FLE (Proietti Ergün and Dewaele, 2021) and teachers' more work engagement and better emotion-regulation (Greenier et al., 2021).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Proietti Ergün and Dewaele, 2021
Section 2.4 (p. 6) reports teachers’ perceptions that their positive attitude increased students’ FLE, and the Discussion (p. 14) says teacher happiness matters to students’ enjoyment. But this paper tested whether well-being predicts teachers’ enjoyment, not whether well-being causes higher FLE in students. The work-engagement and emotion-regulation clause is attributed to a different citation. (LLM, conf=0.83)
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“Resilience has been associated with different L2 educational outcomes such as learning motivation (Kim and Kim, 2021), well-being, and teaching enjoyment (Proietti Ergün and Dewaele, 2021).”
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“Teachers ’ well-being has been shown to be associated with positive factors such job satisfaction (Barbieri et al. 2019), enjoyment (Ergün and Dewaele 2021), and engagement (Greenier, Derakhshan, and Fathi 2021).”
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“Teacher resilience is among the constructs that bring about balance in various aspects of a teacher ’ s career (Ergün and Dewaele 2021; Hiver 2018; Wang, Derakhshan, Zhang 2021).”
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“In their study, Proietti Ergün and Dewaele (2021) found that the total reliability coef fi cient of FLTE was 0.857.”
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“As pinpointed by L2 scholars, language teaching is an emotional job in which various emotions and positive factors play pivotal roles (Derakhshan, Dewaele, and Azari Noughabi 2022; Ergün and Dewaele 2021; Wang and Derakhshan 2023).”
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“Conceived as the pleasure in teaching a foreign language, FLTE contains three dimensions, including social pleasure regarding FL, teachers’ personal enjoyment of teaching an FL, and teachers’ role in creating a positive and favourable FL classroom (Proietti Ergün and Dewaele 2021).”
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“In another study, Proietti Ergün and Dewaele (2021) the role of well-being and resilience as predictors of FLTE was examined among 174 Italian teachers of English as a foreign language.”
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“Through well-being, learners and teachers can achieve higher academic achievement and feel positive emotions (Sagone and De Caroli, 2014; Sagone et al., 2018; Greenier et al., 2021; Proietti Ergün and Dewaele, 2021; Xiyun et al., 2022).”
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“Ergün and Dewaele (2021) found that Italian as a Foreign Language teachers exhibited high levels of resilience independent of gender, age, and length of experience of resilience.”
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Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop
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“Moreover, well-being has been shown to be linked to high FLTE (Proietti Ergün & Dewaele, 2021).”
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“It can assist people in adjusting to difficult or distressing circumstances and functioning productively (Proietti Ergün & Dewaele, 2021).”
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Yang, D. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.755234 · Cited by 20 · see citing works
“The fourth factor in the field of positive psychology is emotion regulation that is described as extrinsic and intrinsic processes that one faces to assess, adjust, or control his emotions to achieve particular goals in life (Proietti Ergün and Dewaele, 2021).”
BackgroundMeasuring language teacher resilience: Scale development and validation
Liu, H., Chu, W., Duan, S., & Li, X. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12562 · Cited by 20 · see citing works
Rad, H. S., & Hashemian, M. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00663-4 · Cited by 19 · see citing works
“There is some research in the literature investigating the well-being of L2 teachers (e.g., Mercer & Gregersen, 2020; Oxford, 2020; Proietti Ergün & Dewaele, 2021), but still, there is a need to investigate the well-being orientations (i.e., hedonic and eudaimonic orientations) of L2 students that…”
BackgroundDo teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
Wei, R., Yang, X., & Wang, J. (2023) · Applied Linguistics Review · doi:10.1515/applirev-2022-0115 · Cited by 23 · see citing works
The Relative Importance of Growth Teaching Mindset, Emotions, and Self‐Efficacy in Teachers’ Grit
Hejazi, S. Y., Sadoughi, M., & Datu, J. A. D. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12641 · Cited by 23 · see citing works
Gan, L., Gao, Y., & Wu, J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.853201 · Cited by 19 · see citing works
“Teachers experiencing a great degree of enjoyment in their classes may convey it to their learners and also cultivate not only their wellbeing and resilience but also their students’ resilience (Proietti Ergün and Dewaele, 2021).”
BackgroundHasankiadeh, F. K., & Noughabi, M. A. (2022) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-022-00688-9 · Cited by 19 · see citing works
Noughabi, M. A., Yüce, E., & Fekri, N. (2024) · System · doi:10.1016/j.system.2024.103308 · Cited by 18 · see citing works
The interplay between Chinese EFL teachers’ positive psychological capital and their work engagement
Xu, J. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e13151 · Cited by 19 · see citing works
Straddling burnout and resilience: a Q methodology study among high school EFL teachers
Ding, X., Liu, Y., & Peng, J. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2193171 · Cited by 17 · see citing works
“…and Khodabakhsh 2019) and anxiety (Fraschini and Park 2021), and positive psychological properties, such as resilience (Liu and Chu 2022; Proietti Ergün and Dewaele 2021; Wang, Derakhshan, and Rahimpour 2022) and well-being (Proietti Ergün and Dewaele 2021; Wang, Derakhshan, and Rahimpour 2022).”
Teacher Resilience and Coping with Teacher Stress in Vocational Schools
Barnová, S., Gabrhelová, G., Krásna, S., Hasajová, L., & Barna, D. (2023) · Societies · doi:10.3390/soc13090204 · Cited by 17 · see citing works
Guo, X. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1283625 · Cited by 16 · see citing works
“Influenced by positive psychology scholars, who realized that emotion is one of the most effective ways to enhance student’s learning efficiency (Li, 2020; Ergün and Dewaele, 2021; Yang et al., 2021).”
BackgroundThe multidimensional teacher well-being: a mixed-methods approach
Chen, J., Zhang, L., Li, X., Li, Y., Xu, W., & Yan, Z. (2023) · Teachers and Teaching · doi:10.1080/13540602.2023.2282483 · Cited by 16 · see citing works
“Examining the teacher well-being literature, the majority of current research adopted an instrument developed from and for the general population (e.g. Ballantyne & Retell, 2020; Ergün & Dewaele, 2021).”
Liu, S., Yüce, E., Solhi, M., Şahin, K., & Noughabi, M. A. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2382886 · Cited by 18 · see citing works
“Proietti Ergün and Dewaele (2021) introduced the notion of foreign language teaching enjoyment (FLTE) as a new positive emotion that influences EFL teachers’ psychological growth and learners’ academic achievements.”
InfluentialMan, D., & Liu, Y. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2517304 · Cited by 16 · see citing works
“…of the challenges in language teaching and learning, researchers have extensively investigated the emotional experiences of language teachers and learners over the past decade (Botes et al. 2022; Dewaele 2016; Lee 2022; Peng, Liu, and Peng 2023; Proietti Ergün and Dewaele 2021; Shao et al. 2020).”
Guo, H., Gao, W., & Shen, Y. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.897698 · Cited by 18 · see citing works
Zhi, R., & Wang, Y. (2025) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101697 · Cited by 15 · see citing works
The role of positive and negative emotions in foreign language learning: A research agenda
Resnik, P., Dewaele, J., Li, C., & Botes, E. (2025) · Language Teaching · doi:10.1017/s0261444825101031 · Cited by 20 · see citing works
“The expression of teaching emotions in the FL classroom Although emotions experienced by FL teachers have gained increased research attention in recent years (see Proietti Ergün & Dewaele, 2021), the distinction between felt emotions and expressed emotions is rarely made in the literature.”
InfluentialSelf-citationSolhi, M., & Shirvan, M. E. (2023) · Journal of language and Education · doi:10.17323/jle.2023.15928 · Cited by 15 · see citing works
“In their study, Proietti Ergün and Dewaele (2021) also developed a reliable and valid scale (see Instruments) for assessing language teachers’ FLTE.”
BackgroundInfluentialAre foreign language teaching enjoyment and motivation two sides of the same coin?
Onodera, T. (2023) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2023-0055 · Cited by 14 · see citing works
“…subjects give us a hypothesis that there is a reciprocal relationship between enjoyment and a more intrinsic type of motivation among L2 teachers, as well, yet the relationship with other motivation types and what causes their relationships is largely unknown (Proietti Ergün and Dewaele 2021).”
BackgroundMethodInfluentialLanguage teachers’ capitals as resources for wellbeing across the career trajectories
Babić, S., Mairitsch, A., Mercer, S., Sulis, G., & King, J. (2023) · European Journal of Teacher Education · doi:10.1080/02619768.2023.2280530 · Cited by 14 · see citing works
Buils, R. F., Miedes, A. C., & Mateu‐Pérez, R. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph191711020 · Cited by 14 · see citing works
“Some recent studies that have focused on analyzing teacher resilience reveal moderate to high levels [25,46,47].”
BackgroundResultNadlifah, K., Setiawan, S., & Munir, A. (2023) · JEES (Journal of English Educators Society) · doi:10.21070/jees.v8i1.1693 · Cited by 13 · see citing works
Salem, A. A. M. S. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.799513 · Cited by 12 · see citing works
“Dissatisfied with the constant focus on negative emotions, researchers, motivated by the positive psychology movement, realized that not everything is negative and they set out to investigate and promote eudemonic well-being (Jin et al., 2021; Proietti Ergün and Dewaele, 2021).”
BackgroundRetractedLee, J. S., & Chiu, M. M. (2024) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.37541 · Cited by 12 · see citing works
Chen, X., Guo, S., Zhao, X., Fekri, N., & Noughabi, M. A. (2024) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-024-00293-x · Cited by 11 · see citing works
“Moreover, earlier studies on FLTE have considered it as an outcome (Azari Noughabi et al., 2022a; Proietti Ergün & Dewaele, 2021) suggesting that its role in predicting other psychological variables (e.g., enthusiasm) has remained underexplored.”
BackgroundMethodResultInfluentialQin, F., Zhao, L., Li, W., Yang, J., & Li, Y. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104532 · Cited by 21 · see citing works
Fan, J., Lu, X., & Zhang, Q. (2024) · Behavioral Sciences · doi:10.3390/bs14090785 · Cited by 15 · see citing works
Qi, S., & Derakhshan, A. (2025) · Applied Linguistics Review · doi:10.1515/applirev-2024-0109 · Cited by 10 · see citing works
Investigating the contribution of engagement and resilience to EFL teachers’ L2 grit
Shahvarani, F. S., Noughabi, M. A., & Razi, A. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2284893 · Cited by 10 · see citing works
Shi, H., & Sun, W. (2025) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2025.101773 · Cited by 9 · see citing works
Tears and cheers: A narrative inquiry of a doctoral student’s resilience in study abroad
Wu, X. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1071674 · Cited by 9 · see citing works
ZHANG, X., Yang, L., & Ergün, A. L. P. (2023) · Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras · doi:10.30827/portalin.vi2023c.29634 · Cited by 9 · see citing works
Li, G., & Lin, Z. (2025) · Education Sciences · doi:10.3390/educsci15070816 · Cited by 8 · see citing works
Assessing teacher resilience and its protective factors: A systematic review
Munezero, E., Hódi, Á., & Tóth, E. (2025) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2025.100561 · Cited by 21 · see citing works
Psychological Capital Relates With Teacher Enjoyment: The Mediating Role of Reappraisal
Zhou, X., & Zheng, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.879312 · Cited by 8 · see citing works
“Ergun and Dewaele (2021) investigated the relationship between well-being, resilience and foreign language teaching enjoyment and found that resilience, one of the dimensions of PsyCap, was the strongest predictor of foreign language teaching enjoyment.”
BackgroundMethodResultInfluentialEFL teacher resilience: instrument development and validation
Shirazizadeh, M., & Abbaszadeh, A. (2023) · Reflective Practice · doi:10.1080/14623943.2023.2200926 · Cited by 8 · see citing works
“Existing published studies indicate that the critical resource helping teachers confront and thrive in all profession-related stressful situations is resilience or the ability to adjust to such conditions and go beyond them (e.g. Bobek, 2002; Ergün & Dewaele, 2021).”
BackgroundUnlocking fun: Accessing play to enhance secondary teachers’ well-being
Dierenfeld, C. M. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104523 · Cited by 7 · see citing works
Gu, H., Wang, S., Chen, X., & Wang, Q. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03346-1 · Cited by 7 · see citing works
“Resilience safeguards teachers ’ well-being and enjoyment in their profession (Proietti Ergün and Dewaele, 2021), helps teachers who work in constraining environments to persist in conducting pedagogical research as teacher-researchers (Edwards and Burns, 2016), enables them to be a positive in fl…”
Zolfaghari, S., Masoumi, M., Noughabi, M. A., Barkati, M., & Ghanbarabadi, A. A. (2024) · English Teaching & Learning · doi:10.1007/s42321-024-00194-9 · Cited by 8 · see citing works
“The Foreign language teaching scale (FLTES), developed by Ergun and Dewaele (2021), was utilized to assess FLTE.”
InfluentialUnveiling the effects of enjoyment and hope on students’ English learning effort
Liu, H., Jiang, Y., Nie, H., & Zhou, X. (2025) · Scientific Reports · doi:10.1038/s41598-025-11904-z · Cited by 8 · see citing works
Zhu, Y., & Li, C. (2023) · Language Culture and Curriculum · doi:10.1080/07908318.2023.2240348 · Cited by 7 · see citing works
A cross-lagged panel analysis of second language achievement and enjoyment
Gao, M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1046909 · Cited by 6 · see citing works
The Impact of Resilience and Self-Regulation on L2 Proficiency among ESL Learners
Park, S., Ueno, S., & Sugita, M. (2024) · International Journal of TESOL Studies · doi:10.58304/ijts.20250107 · Cited by 6 · see citing works
“…in motivated behaviours or engagement (Kim & Kim, 2021; Rivera, 2012; Wang, 2021; Zarrinabadi et al., 2022), motivations and emotions (Kim & Kim, 2017; Kim et al., 2019; Proietti Ergün & Dewaele, 2021; Zarrinabadi et al., 2022) and L2 proficiency (Danesh & Shahnazari, 2020; Kim & Kim, 2021).”
Shi, H., & Gao, J. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1627834 · Cited by 6 · see citing works
Development and validation of School Resilience Questionnaire (SRQ) in Iranian adolescents
Afzali, L., & Hosseinian, S. (2024) · BMC Psychology · doi:10.1186/s40359-023-01496-6 · Cited by 7 · see citing works
“These efforts, which range from creating supportive environments to implementing resilience-building policies, have been shown to improve academic performance and reduce dropout rates [17].”
BackgroundXu, L., & Zhu, X. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.916433 · Cited by 7 · see citing works
“Teacher resilience causes balance in various aspects of a teacher’s job (Hiver, 2018; Ergün and Dewaele, 2021; Wang et al., 2021).”
BackgroundSystem's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele
Dewaele, J.-M. (2023) · System (Linköping) · doi:10.1016/j.system.2023.103140 · Cited by 5 · see citing works
Self-citationPERMA Model and EFL Teachers’ Well-Being: A Systematic Review
Minh, N. N. T. (2024) · Journal of Knowledge Learning and Science Technology · doi:10.60087/jklst.vol3.n2.p244 · Cited by 5 · see citing works
Trigueros, R., Fernandez-Ortega, C., Aguilar-Parra, J. M., & Collado-Soler, R. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104529 · Cited by 8 · see citing works
Ardi, P., Sari, R., Hidayat, L. E., Dewi, O. T. S., Cahyono, B. Y., & Surabaya, U. P. A. B. (2023) · Studies in Linguistics Culture and FLT · doi:10.46687/uuhh4920 · Cited by 5 · see citing works
The Role of Compassion during the Shift to Online Teaching for Language Teacher Wellbeing
Mairitsch, A., Babić, S., Mercer, S., Sulis, G., & Shin, S. K. (2023) · Theory and Practice of Second Language Acquisition · doi:10.31261/tapsla.13123 · Cited by 5 · see citing works
The tone of teachers’ melody and wellbeing in digital space
Mirzapour, F., Şengül, M., & Curle, S. M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1510254 · Cited by 4 · see citing works
Khalili, A., Zohrabi, M., & Dobakhti, L. (2025) · SAGE Open · doi:10.1177/21582440251367151 · Cited by 4 · see citing works
“Considering this definition, Proietti Erg € un and Dewaele (2021) particularized three main sub-components of TE including personal enjoyment, social enjoyment , and learner appreciation .”
InfluentialZhang, J., & Sun, P. P. (2026) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2025-0213 · Cited by 4 · see citing works
“From the perspective of instructors, studies have explored how teachers ’ well-being impacts their instructional practices and classroom climate (e.g., Jin et al. 2021; Proietti Ergün and Dewaele 2021).”
Arfiandhani, P., & Takeuchi, O. (2025) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-025-00330-3 · Cited by 7 · see citing works
Chu, T., Lv, C., & Wang, W. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05091-5 · Cited by 5 · see citing works
“Building on this foundation, Proietti Ergün and Dewaele (2021) adapted this concept to focus speci fi cally on teachers ’ experiences, thereby establishing Foreign Language Teaching Enjoyment as a distinct area of research.”
InfluentialEnjoyment in the Foreign Language Teaching Environment: Saudi Teachers’ Perspectives
Al-Dosari, S. M., Mohsen, M. A., & Curle, S. M. (2022) · PSYCHOLINGUISTICS · doi:10.31470/2309-1797-2022-32-1-29-50 · Cited by 4 · see citing works
Azizpour, S., Pourdana, N., & Nour, P. (2023) · Interchange · doi:10.1007/s10780-023-09497-5 · Cited by 4 · see citing works
Rezazadeh, K., Enayat, M. J., & Poorebrahim, F. (2023) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-023-00196-3 · Cited by 4 · see citing works
Besonia, B. E. A. (2024) · International Journal of ADVANCED AND APPLIED SCIENCES · doi:10.21833/ijaas.2024.07.003 · Cited by 4 · see citing works
- Authors
- Proietti Ergün, A. L., & Dewaele, J.-M.
- Affiliations
- Birkbeck, University of London (GB)
- Corresponding author
- Dewaele, Jean-Marc
- ORCID
- Dewaele, Jean-Marc
- Venue
- System
- Publisher
- Elsevier BV
- Published
- 2021-07
- Volume
- 99
- Pages
- 102506
- ISSN
- 0346-251X (ISSN-L)
- OpenAlex
- W3149679509
- Cited by
- 166
- References
- 75
- Citations by year
- 2026: 25 · 2025: 33 · 2024: 31 · 2023: 44 · 2022: 30 · 2021: 3
- FWCI
- 106.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- System (publishedVersion)
- BIROn (Birkbeck, University of London) (acceptedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher well-being, teacher resilience, non-English languages, teacher emotions, scale development, classroom emotional climate
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