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Stress and Safety in Virtual Classrooms A Qualitative Study of Affective Experiences in Online Teaching | ||
| Issues in Language Teaching | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 06 خرداد 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2026.86480.921 | ||
| نویسندگان | ||
| ُSonya Anwar* 1؛ Mohammadreza Dousti Zadeh2؛ Stefan Piasecki3 | ||
| 1PhD in German Language Teaching, University of Tehran , Tehran, Iran | ||
| 2Assistant Professor of German Language and Literature, University of Tehran, Tehran, Iran | ||
| 3Professor at the North Rhine-Westphalia University of Applied Sciences for Public Administration (HSPV NRW), | ||
| چکیده | ||
| Drawing on affective and sociocultural perspectives, this study investigates university language instructors’ psychological stress, emotional safety, and coping strategies in sustained online teaching. Psychological stress is conceptualized as instructors’ perceived emotional and cognitive strain, emotional safety as their sense of emotional security and professional autonomy in virtual classrooms, and coping mechanisms as the strategies used to regulate stress and maintain instructional effectiveness. Using Interpretative Phenomenological Analysis (IPA), the study explores how instructors make sense of these affective experiences within their institutional and cultural contexts. Semi-structured interviews were conducted with 13 university language instructors (7 from Iran and 6 from Germany) who had at least five years of experience in both online and face-to-face teaching. Interview data were systematically analyzed using MAXQDA 2022, resulting in 724 coded segments organized into six interrelated themes: (1) psychological stress and workload, (2) emotional safety, (3) virtual classroom conditions, (4) emotional reactions to online teaching, (5) comparisons with face-to-face instruction, and (6) coping strategies. The findings indicate that sustained online teaching intensified instructors’ stress due to reduced affective feedback, technical instability, and increased emotional labor, while simultaneously enabling new forms of psychological safety, particularly for more anxious or less participatory learners. To manage these pressures, instructors reported using adaptive pedagogical practices, emotional self-regulation, and peer support, with patterns varying across the two national contexts. Overall, the study highlights the complex emotional ecology of normalized online language teaching and underscores the need for culturally sensitive, emotionally responsive, and institutionally supported approaches to sustainable digital language education. | ||
| کلیدواژهها | ||
| Keywords: Emotional safety؛ Higher education؛ Instructor stress؛ Online language teaching؛ Phenomenology | ||
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آمار تعداد مشاهده مقاله: 135 |
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