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<p>The role of teachers’ cognitive flexibility and emotional tendencies in their instructional experiences has been largely underexplored in second or foreign language (L2) education research. Specifically, despite the recent surge of attention to affective and cognitive dimensions of L2 teaching, little is known about how these constructs interact and consequently shape positive emotional experiences of English as a foreign language (EFL) teachers. To bridge this research gap, this survey study aimed to examine how EFL teachers’ cognitive flexibility relates to their foreign language teaching enjoyment (FLTE), with emotional self-efficacy acting as a mediating factor. The data were collected from 240 EFL teachers (71 males and 169 females) who completed three self-reported scales. The findings revealed strong connections between the cognitive and affective dimensions of L2 teaching. Specifically, both cognitive flexibility and emotional self-efficacy emerged as key predictors of FLTE. Cognitive flexibility also emerged as a strong predictor of EFL teachers’ emotional self-efficacy. The study’s findings are discussed in terms of their implications for educational theory and practice, offering insights into how fostering cognitive flexibility and emotional self-efficacy can enhance EFL teachers’ teaching enjoyment.</p>

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An Investigation into the Relationship Between EFL Teachers’ Cognitive Flexibility, Emotional Self-efficacy, and Foreign Language Teaching Enjoyment

  • 期刊论文

  • 发表日期：

    2026年6月3日

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  • Aynur Kesen Mutlu,
  • Mehdi Solhi,
  • Ali Derakhshan

摘要

The role of teachers’ cognitive flexibility and emotional tendencies in their instructional experiences has been largely underexplored in second or foreign language (L2) education research. Specifically, despite the recent surge of attention to affective and cognitive dimensions of L2 teaching, little is known about how these constructs interact and consequently shape positive emotional experiences of English as a foreign language (EFL) teachers. To bridge this research gap, this survey study aimed to examine how EFL teachers’ cognitive flexibility relates to their foreign language teaching enjoyment (FLTE), with emotional self-efficacy acting as a mediating factor. The data were collected from 240 EFL teachers (71 males and 169 females) who completed three self-reported scales. The findings revealed strong connections between the cognitive and affective dimensions of L2 teaching. Specifically, both cognitive flexibility and emotional self-efficacy emerged as key predictors of FLTE. Cognitive flexibility also emerged as a strong predictor of EFL teachers’ emotional self-efficacy. The study’s findings are discussed in terms of their implications for educational theory and practice, offering insights into how fostering cognitive flexibility and emotional self-efficacy can enhance EFL teachers’ teaching enjoyment.