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This article discusses trends in emotions and language education, highlighting implications for teaching practices.
In this article, we discuss research on emotions and language education with a particular focus on articles published in TESOL Quarterly between 2010 and 2024, in celebration of the journal's 60th anniversary. Given that this is the first time that a TESOL Quarterly anniversary issue has highlighted emergent and prominent trends in research related to emotions in language education, we begin our discussion by briefly outlining the background of the field's emergence. We then explore prominent conceptual frameworks, methodological developments, and pedagogical applications advanced in recent scholarship on emotions. We conclude with our reflection on future directions in the field.
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Miller et al. (2026) studied this question.
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