Reframing Anxiety

How Emotion Regulation Strategies Shape Language Learning

Abstract

While ample research has demonstrated the critical role of learner emotions in language learning, few empirical studies have focused on how learners regulate these emotions. To address this gap, this three-phase, mixed-methods study set out to identify the strategies used to regulate anxiety, boredom, and enjoyment in academic language learning contexts and examine their links with second language (L2) proficiency. The participants were 252 students from diverse majors, enrolled in EFL courses at six universities in Japan. Students first engaged in a preparatory session on emotions and emotion regulation (ER) and next responded to an anonymous open-ended questionnaire that asked them to list strategies to regulate anxiety, boredom, and enjoyment in an academic language learning context. L2 proficiency was measured by self-reported TOEIC scores. Content analysis of the questionnaire responses yielded 14 distinct ER strategies and striking differences in the use of these ER strategies among the three emotions. ER strategies commonly used to regulate anxiety were approach-oriented (e.g., competence development) while those for boredom were predominantly avoidance-oriented (e.g., distraction). A few strategies (e.g., intrinsic value enhancement) were linked to L2 proficiency. The study offers nuanced empirical insights into the roles of emotions and suggests classroom approaches to support students in managing their emotions in a way that benefits their academic growth.