Unraveling the Emotions of an English as a Foreign Language Teacher and Their Impact on Professional Identity in Teaching Reform

ABSTRACT Despite the growing recognition of the complexities of foreign language teacher emotions, limited attention has been paid to the dynamic emotional changes of English as a foreign language (EFL) teachers and their impact on professional identity during teaching reform. This narrative case study investigated the emotional trajectory of an experienced EFL teacher and the influence of specific emotions on her professional identity during a 16‐week blended teaching reform at a Chinese university. Data were collected through two in‐depth semi‐structured interviews, six reflective journals, and four informal conversations. The qualitative data analysis revealed an emotional trajectory starting with ambivalence before the reform, followed by emotional fluctuations in the beginning, a burden in the middle, exhaustion by the end, and recovery after the reform. Moreover, the findings indicated that enthusiasm contributed to the construction of her identity as a confident innovator, and joy, satisfaction, and pride reinforced this identity in the early phases. In contrast, sadness, shame, and frustration led to an identity crisis, turning her into a disillusioned reformer; fear, despair, and anxiety pushed her back to a knowledge transmitter. Ultimately, sadness and helplessness in a supportive environment motivated her to redefine her future identity as ‘‘an organizer, supervisor, facilitator, and even entertainer.’’ The study highlights the need for emotional support for teachers during teaching reform.