Generation of Emotion-Regulation Strategies Does Not Automatically Result in Their Use

Insights from a Task-Based Emotion-Regulation Strategy Instruction Intervention

Abstract

While the importance of successful emotion regulation (ER) is increasingly recognized, previous research has largely focused on the down-regulation of negative emotions. This classroom-based study investigated the impact of task-based ER strategy instruction on second language (L2) learners’ enjoyment in performing oral debate tasks, using a mixed-methods, quasi-experimental design. Participants were 44 students from two English classes at a Japanese university, with one assigned as a treatment group (n = 23) and the other (n = 21) as a control group. In Week 1, the treatment group received a 10-minute ER strategy session designed to enhance task enjoyment before performing an oral debate task, while the control group performed the same task without the session. In Week 2, both groups performed another oral debate task. Bayesian independent-samples t-tests on post-task questionnaire responses showed the absence of both immediate and delayed effects of the ER strategy session on learners’ during-task enjoyment. However, content analysis of students’ worksheets from the ER session and their responses to open-ended questions revealed that students generated a wide range of enjoyment-enhancing strategies and recognized their utilities. The study highlights the potential benefits of ER strategy instruction designed to up-regulate positive emotions while illustrating the challenges in translating strategy generation into effective implementation in an authentic classroom setting.