A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION
Authors: Gao Junde , Samah Mohd Armi bin Abu 
Published: July 2022

Abstract

Background
With the deep integration of information technology and teaching, using network platform for teaching reflection has become the only way for teachers' professional development. Through a diachronic case study, this study discusses the characteristics of online reflection and its impact on the professional development of English teachers. In the modern era of constantly paying attention to personal psychological quality, psychological evaluation is not only limited to students, but also has attracted much attention to teachers' personal emotional regulation ability, which is related to whether teachers can correctly and actively guide students' psychology and help them grow healthily. At the same time, this paper analyzes whether teachers will have anxiety and emotional regulation in teaching.

Subjects and Methods
This study adopts the method of stratified sampling, selects the information of more than 8 months and 8 years from the community as the sample, and uses the methods of content analysis and social network analysis to test the sample text. We take the foreign language listening anxiety scale as the measurement scale, and use Likert scoring method to evaluate the scale. Pearson correlation, standard deviation and statistical significance are combined to illustrate the correlation. T-test of independent samples was used to verify the difference between high anxiety group and low anxiety group. Studies have shown that middle school students generally have anxiety, doubt, tension, pessimism and other emotions in the process of learning English, and different degrees of positive and negative emotions will have a certain impact on patients' cognition and behavior tendency, which is closely related to the development and outcome of cognitive model. At the same time, as a contemporary teaching model, the biological psychological social model also emphasizes the important role of psychological factors in the process of learning and development. Therefore, it is very important to identify students' learning anxiety early and intervene. The positive and negative emotion scale (PA-NAS) is a commonly used evaluation tool in emotion measurement at present. This study introduces it into the beginner population for applicability research. The results show that the scale has good internal consistency, homogeneity, effectiveness and discrimination effectiveness, and can provide a basis for correctly evaluating the positive and negative emotions of affected students. Empirical results show that some personal factors will aggravate the negative emotions of patients. Medical staff should focus on such patients, strengthen evaluation, take targeted intervention measures as soon as possible, effectively improve students' negative emotions, promote students to make behavior changes and improve patients' compliance.

Results
Content analysis showed that in terms of reflection time, there were annual (May and November) and daily (10 a.m. and 10 p.m.) peaks in information release. In terms of reflection content, English teachers mainly focus on the reflection on classroom teaching and teacher development, followed by the reflection on student development and educational reform, and the reflection on interpersonal relationship is the least. In terms of reflection level, the number of technical and understandable reflection is higher than that of critical reflection. In the technical and understandable reflection, there is more information about classroom teaching, teacher development and student development, while in the critical reflection, there is more information about classroom teaching, teacher development and educational reform. Social network analysis shows that the community is in a recession. Compared with the early period (2014-2017), the number of participants in reflective interaction in the later period (2018-2021) has decreased, the network is more dispersed, the group dynamics is gradually weakened, and all three elements of the community have a recession trend. The study studied the level of self-efficacy and anxiety, and found that compared with male teachers, female teachers' work efficiency and self-efficacy level are much higher. However, there was no significant difference in anxiety level between male and female teachers. In addition, the study also found that there was a negative correlation between job anxiety and teaching quality. There is also a significant negative correlation between job anxiety and self-efficacy. However, it does not have the corresponding statistical significance. Through t-test, univariate and multivariate analysis of variance and regression analysis, we investigated the relationship between job anxiety, self-efficacy and teaching quality of teachers in different regions and genders.

Conclusion
This study shows that English teachers create new opportunities for professional development by making full use of their existing time, paying attention to classroom teaching, teacher-student development, information exchange, resource sharing and reflective community interactive discussion. It improves teaching knowledge and skills through technical reflection, reconstructs teaching beliefs through comprehensible reflection, examines the interaction between society and education through critical reflection, and finally consciously applies reflection to teaching practice to promote the professional development of English teachers. This study has some implications for understanding the positive impact of network reflection on English teachers' professional development. In the face of English teachers who are about to or have joined the post, teaching philosophy, emotion regulation ability and self-efficacy can be used as comprehensive variables to measure the teaching level.

Acknowledgements
This paper is a phased research result of key project of the 13th Five-Year Plan of Education science in Gansu Province in 2020: Research on the Design and Use Strategy of Traditional Culture and Unified Compilation Chinese Textbooks (the project approval number is GS [2020] GHBZ189). The author wishes to thank the anonymous reviewers for their insightful comments and suggestions.