Surface vs. deep acting in EFL instruction: mediating and moderating roles of emotion regulation and intelligence in burnout

These findings underscore the critical distinction between dysfunctional (surface acting) and functional (deep acting) emotional labor strategies in EFL contexts. The study promotes deep acting as a more sustainable ER strategy and highlights the protective role of EI. Consequently, targeted training programs designed to enhance ER skills and develop EI are recommended as effective interventions to safeguard the wellbeing of EFL instructors operating in high-stress academic environments.