{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T17:44:06Z","timestamp":1790012646989,"version":"4.0.1"},"reference-count":70,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2021,12,21]],"date-time":"2021-12-21T00:00:00Z","timestamp":1640044800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>The emotional dimension of language teaching and learning has recently gained momentum among researchers after pioneering works in positive psychology. Now, teachers\u2019 and students\u2019 emotions play an important role in learning process. Despite the growing body of research on many psychological constructs in L2 education, the role of teacher praise and love in precluding students\u2019 sense of hopelessness about their future and efforts has been largely ignored. Addressing such problems, the present study aimed to examine the definitions, conceptualizations, influencing factors, causes, and outcomes of these three psychological variables in EFL contexts. Moreover, to position the study, this article took a quick glance at the affective trend in education referring to positive outcomes of a loving pedagogy. Finally, different practical implications, research gaps, and future lines of research were provided for passionate researchers.<\/jats:p>","DOI":"10.3389\/fpsyg.2021.800798","type":"journal-article","created":{"date-parts":[[2021,12,21]],"date-time":"2021-12-21T06:42:42Z","timestamp":1640068962000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":4,"title":["The Role of EFL Teachers\u2019 Praise and Love in Preventing Students\u2019 Hopelessness"],"prefix":"10.3389","volume":"12","author":[{"given":"Fengzhen","family":"Liu","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2021,12,21]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"597","DOI":"10.1080\/0305764X.2020.1751072","article-title":"Affective knowledge versus affective pedagogy: the case of native grammar learning","volume":"50","author":"Ainsworth","year":"2020","journal-title":"Camb. 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