Emotional Impact on Professional Identity Development: The Case of Chinese English Language Textbook Writers

ABSTRACT English language teachers taking on the dual role of textbook writers have gained prominence recently due to their insights into students and practical teaching context, which enhances the curriculum relevance of English as a foreign/second language (EFL/ESL) textbooks. However, this professional shift introduces distinctive professional and emotional challenges that significantly influence the formation of their professional identities—an area that remains underexplored in current literature. To address this gap, this study, drawing on Fredrickson's broaden‐and‐build theory, explores the dynamics between the emotional experiences and identity development of EFL textbook writers. Data were collected from life stories, textbook drafts, and observations of textbook development activities. Data analyses revealed similarities and differences in teacher identities across school‐based and university‐based participants. Participants navigated a spectrum of emotions, including self‐doubt, frustration, pride, and fulfillment, deeply intertwined with their evolving identities. These emotional experiences fostered an upward spiral of emotional resilience and identity growth. These findings provide novel insights into how emotions shape the identities of EFL teachers engaging in textbook writing and impact the quality of the material they produce. It also offers implications for textbook writers and EFL/ESL teachers involved in textbook development.