Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?

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The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, methodology): “This mirrors the patterns uncovered in Dewaele et al. (2018). The non-random selection process is a limitation in in the present study: selfselected participants do not represent the general population (Dewaele, 2018b) and”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “This confirms previous research showing that variation in FLE is strongly related to the teacher (Dewaele et al., 2018, 2019; Jiang & Dewaele, 2020; Li et al., 2018, 2019), whereas FLCA is more strongly predicted by learner-internal variables (Dewaele & MacIntyre, 2019).”
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, background): “The vital role of teachers in relation to classroom positive emotion was further affirmed in a study of 189 British secondary school students of French, German and Spanish by Dewaele et al. (2018), who found evidence that FL teachers have a significant and direct effect on their students’ FLE.”