摘要：AbstractEmotions involve experiential, behavioral, and physiological systems, as well as unconscious and conscious attempts to modify these processes. Academic emotions are an unexplored area of psychological research. There is plenty of empirical research concerning students’ emotions; however, teachers’ emotions also play an important role in language classes, impacting academic achievement; the quality of communication in the classroom; interactions with students and classroom management. This study explored the relationship between language teachers’ emotions and students’ level of engagement and motivation. A semi-structured interview related to the emotion scales based on a four-component model was administered to 10 instructors and their students. Their responses were compared to show the relationship between teachers’ academic emotions and students’ engagement levels.
