Positive emotions fuel creativity: exploring the role of passion and enjoyment in Chinese EFL teachers’ creativity in light of the investment theory of creativity
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Shasha Qi
Shasha Qi currently works as Associate Professor in Applied Linguistics at School of Foreign Language, Inner Mongolia University of Finance and Economics, People’s Republic of China. She obtained her PhD degree in Semiotics and Cultural Studies. Her research interest lies in cultural semiotics studies, service learning, and EFL language teaching and learning. In recent three years, she has particularly been interested in curriculum ideology and politics and creative teaching.
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Ali Derakhshan
Ali Derakhshan is is Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. His name appeared in Stanford University’s list of world’s top 2% of most influential scientists in 2022 and 2023. He has published in accredited international journals, including
Computers and Education ,Language Teaching Research ,System ,Assessing Writing ,Applied Linguistics Review ,Studies in Second Language Learning and Teaching ,Journal of Multilingual and Multicultural Development ,ELT Journal ,International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics ,Thinking Skills and Creativity ,Current Psychology ,Asia Pacific Education Researcher ,Educational Studies ,Pragmatics and Society ,Journal of Psycholinguistic Research ,Porta Linguarum ,Revista Ibérica , etc. His monographThe “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context was published by Springer in 2022. His co-authoredbook Instructed second language pragmatics for the speech acts of request, apology, and refusal: A meta-analysis has been recently published by Springer. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.
Abstract
Due to the central role of creativity in teachers’ professional success, the personal, emotional, and environmental sources of teacher creativity need to be discovered. A brief review of the available literature reveals that most of previous studies have looked into the personal and environmental sources of teacher creativity, leaving a broad range of emotional sources unconsidered. To fill this lacuna and shed light on the role of emotional factors in teacher creativity, our research investigated the role of passion and enjoyment in Chinese English teachers’ creativity. To accomplish this, a random sample of 377 English language teachers was selected from various language institutes and universities in China. Afterward, three validated questionnaires were distributed among participants to assess their passion, enjoyment, and creativity in English classrooms. Then, to analyze the dataset, confirmatory factor analysis and linear regression analysis were run via IBM SPSS Amos. Results indicated that passion and enjoyment can make positive, significant changes in Chinese English teachers’ creativity. The outcomes of the present inquiry may be illuminating for all educational leaders and principals.
Funding source: Industry-education cooperation and cooperative education, Ministry of Education, China
Award Identifier / Grant number: 220601049165708
About the authors
Shasha Qi currently works as Associate Professor in Applied Linguistics at School of Foreign Language, Inner Mongolia University of Finance and Economics, People’s Republic of China. She obtained her PhD degree in Semiotics and Cultural Studies. Her research interest lies in cultural semiotics studies, service learning, and EFL language teaching and learning. In recent three years, she has particularly been interested in curriculum ideology and politics and creative teaching.
Ali Derakhshan is is Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. His name appeared in Stanford University’s list of world’s top 2% of most influential scientists in 2022 and 2023. He has published in accredited international journals, including Computers and Education, Language Teaching Research, System, Assessing Writing, Applied Linguistics Review, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics, Thinking Skills and Creativity, Current Psychology, Asia Pacific Education Researcher, Educational Studies, Pragmatics and Society, Journal of Psycholinguistic Research, Porta Linguarum, Revista Ibérica, etc. His monograph The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context was published by Springer in 2022. His co-authored book Instructed second language pragmatics for the speech acts of request, apology, and refusal: A meta-analysis has been recently published by Springer. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.
Acknowledgments
This work was supported by the Inner Mongolia University of Finance and Economics, People’s Republic of China. The university has no role in the design and implementation of this study. The authors are also grateful to the insightful comments suggested by the editor and the anonymous reviewers.
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Informed of consent: Informed consent to participate was obtained from all individual participants included in the study.
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Author contributions: Both authors listed in the study have materially participated in the research and article preparation. Additionally, both have approved the final article.
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Conflict of interest: The authors declare that they have no competing interests.
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Research funding: This study is supported by Industry-education cooperation and cooperative education, Ministry of Education, China. (Grant No. 220601049165708).
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Data availability: The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.
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