From resentment to redemption: A mixed-methods study of English language teachers’ (un)forgiveness

Document Type : Original Article

Author

PhD Candidate in Applied Linguistics, Department of English and Literature, University of Guilan, Rasht , Iran

Abstract

Forgiveness has been identified as one of the 24 fundamental character strengths, and its reflection signals one's temperance, which is among six major virtues residing in the human psyche, alongside wisdom, courage, humanity, justice, and transcendence. However, (un)forgiveness has been rarely discussed in language teaching and learning research. Thus, the present exploratory sequential mixed-methods study sought to profile the preliminary evidence on the psycho-emotional outcomes of unforgiveness among Iranian EFL teachers. The thematic analysis of the data obtained through semi-structured interviews with 25 teachers revealed that unforgiveness in L2 class entails rumination, increased anxiety, disrupted authority, and reduced energy. Building upon the qualitative findings, the researcher obtained the quantitative data by surveying 276 teachers to determine the extent to which they are forgiving towards themselves, their students, and situations in stressful situations. Results indicated non-significant differences in-between the three subcomponents of forgiveness, suggesting that teachers rely on forgiveness as a tension-coping strategy to detach themselves from the unpleasant consequences of unforgiveness. Findings imply that the extent to which teachers remain in the darkness of hatred and bitterness depends on their choice of grudging over things that cannot be reverted but can be compensated or forgiving themselves and others in favor of spreading love, kindness, and humanity.

Keywords

Interdisciplinary Studies in English Language Teaching
Volume 02, Issue 1
January 2024
Pages 115-133

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