Teacher Emotions and Instructional Practices: Evidence from a Process-Genre L2 Writing Classroom

Olivia’s transition from a prestigious normal university to an engineering university in north China marked the beginning of her career as a novice teacher, tasked with teaching College English. Her professional journey took a significant turn in 2018 when her school embarked on a series of educational reforms aimed at innovating English as a Foreign Language (EFL) courses. This initiative led to Olivia being invited to teach Academic Writing (AW), a course designed for students from diverse disciplines such as Law, Avionics, Air Traffic Management, and Accounting, with the goal of enhancing their disciplinary knowledge through English writing.