Understanding Language Teachers’ Emotions in the Age of AI

Understanding Language Teachers’ Emotions in the Age of AI examines how artificial intelligence is changing the emotional conditions of language teaching. Rather than treating teachers’ emotions as secondary reactions or barriers to technology adoption, the book shows how enjoyment, anxiety, frustration, boredom, care, pride, guilt, mistrust, and vulnerability reveal teachers’ judgments about pedagogical value, professional identity, relational responsibility, workload, fairness, and institutional support.

The book develops an integrated account of language teacher emotions across five parts. It establishes conceptual foundations in appraisal, emotional contagion, emotional labor, identity, agency, motivation, and vulnerability; analyzes AI as a sociotechnical emotional condition; proposes a dynamic integrative model of emotional emergence, circulation, regulation, professional action, and recursive development; and presents rigorous psychometric, longitudinal, dynamic structural equation modeling, person-specific, multimodal, causal, and participatory research architectures. The concluding framework translates this evidence into teacher education, work design, human-accountable assessment, procurement, data governance, equity, monitoring, repair, and institutional accountability.

The central concept is emotional sustainability: educational conditions in which emotional demands are legitimate, bounded, adequately resourced, recoverable, transparent, and open to professional challenge. Written for postgraduate students, applied linguists, language-teacher educators, educational psychologists, computer-assisted language-learning researchers, institutional leaders, curriculum designers, and policymakers, the book connects theory, methodology, and responsible action without reducing emotional complexity to positivity, readiness, or adoption.