10.30495/

Investigating Emotion Regulation Strategies Used by EFL Teachers in Kerman Language Institutes

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  • Farzaneh Shahidi Zandi*1,
  1. M.A. in TEFL, Kish International Branch, Islamic Azad University, Kish Island, Iran

Received: 2022-06-02

Revised: 2022-06-24

Accepted: 2022-09-28

Published in Issue 2022-08-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Shahidi Zandi, F. (2022). Investigating Emotion Regulation Strategies Used by EFL Teachers in Kerman Language Institutes. Journal of New Trends in English Language Learning (JNTELL), 1(3), 19-33. https://doi.org/10.30495/
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Abstract

This research intended to explore the Emotion Regulation Strategies (ERS) used by EFL teachers in Kerman institutes. Also, the
present project compared the possible difference between the students' achievements regarding their genders. Besides, the most
and least frequent types of emotion regulation strategies used by EFL teachers were highlighted by this study. Moreover, the
difference between the applied emotion regulation strategies by male and female teachers was regarded in this research. To do
this, 60 Iranian EFL teachers from both genders were selected as the participants of the study that were chosen based on available
sampling. Emotional regulation questionnaire designed by Gross and John (2003) was employed for gathering data. The
questionnaires were published among 60 EFL teachers of some language institutes, and they had to answer them in a limited
time. After that, the questionnaires were collected by the researcher and the data were analyzed using SPSS. The obtained results
indicated that "Redirecting the Focus of Attention" strategy is the most frequent type of emotion regulation, and "Emotional
Suppression" was identified as the least frequent one. Also, the findings of the study revealed that there was not an observable
difference between the male and female teachers in applying emotion regulation strategies. Research on emotion regulation in
the classroom can assist teacher’s own emotional development as well as their ability to facilitate healthy emotion development
of their students

Keywords

  • Emotion, Emotion Regulation, Cognitive Reassessment, Redirection of the Focus of Attention, Emotional Suppression
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