English Use Beyond the Classroom in Study-Abroad Contexts

A Focus on the Interpersonal and Dynamic Nature of Emotion Regulation

Abstract

Studying abroad (SA) offers various opportunities for international students to develop their personal, social, and language skills; however, it can also be emotionally demanding due to academic, linguistic, and cultural factors, which can impact their well-being and English language development. Therefore, understanding emotion regulation (ER) in this setting is crucial. Given the limited ER research in SA contexts, this study aimed to investigate the ER of Turkish university students in Hungary regarding English use outside the classroom. Specifically, the research focused on ER tactics, highlighting interpersonal ER and the multiple uses of strategies and tactics within a single emotional situation (Petrova & Gross, 2023). Data was collected through vignette methodology, where 62 students were presented with five out-of-class scenarios that addressed accent, vocabulary, pronunciation, and comprehension challenges in international social interactions. They were then asked to provide detailed accounts of real-life experiences and relevant ER efforts. Thematic analysis revealed common tactics, including normalizing mistakes and accents, acknowledging being a non-native English speaker, viewing situations as learning opportunities, asking for clarification, using translation, increased focus, and suppression, as well as seeking help and assisting others in ER. The findings also showed that students used more than one ER strategy in the same situation, sometimes relying on both interpersonal and intrapersonal ER, which highlights the dynamic nature of ER. Alongside theoretical and methodological contributions, the study provided pedagogical insights into increasing SA students’ awareness of emotional challenges related to English use and specific strategies and tactics to enhance their well-being and overall SA experiences.