Mapping the Negative Emotional Trajectories of Chinese University Novice English Foreign Language Teachers Across Developmental Stages: Insights From the Cognitive Appraisal Theory

Abstract

Language teaching is inherently emotional, yet the negative emotional experiences of novice English as a Foreign Language (EFL) teachers in Chinese universities remain underexplored. This study examines the negative emotional trajectories of novice university EFL teachers across three career stages—survival, consolidation and enhancement—through the lens of cognitive appraisal theory. A qualitative longitudinal multiple-case study was conducted with 12 novice EFL teachers from four public universities in China. Data were collected through semi-structured interviews, emotion diaries, reflective journals and work reports for two academic semesters. Afterwards, data were analysed using a systematic iterative approach involving verbatim transcription, thematic coding with NVivo 12 and categorisation based on cognitive appraisals. The findings reveal that novice EFL teachers consistently experience anger, anxiety and frustration, though their intensity and appraisal strategies evolve over time. Novice teachers initially perceive challenges as threats, gradually develop coping mechanisms, and reframe difficulties as opportunities. These findings underscore the necessity of creating support mechanisms tailored to each career stage. The implications for novice EFL teachers, teacher educators, school leaders and policymakers are also discussed.