Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment
Abstract
:1. Introduction
1.1. Overview of the Literature
1.2. Research Hypotheses
- ER strategies positively predict the FLE of university EFL learners.
- Certain factor(s) which shape(s) CL in a classroom climate positively predict(s) the FLE of university EFL learners.
1.3. FLE, CL, and ER
2. Materials and Methods
2.1. Context and Procedures
2.2. Participants and Context
2.3. Instruments
2.4. Data Analysis
3. Results
3.1. ER Strategies as the Predictor of FLE
3.2. PGI and PPS: Forms of Cooperation That Can Predict FLE
4. Discussion
5. Implications and Limitations
5.1. Theoretical and Practical Implications
5.2. Limitations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Strongly Disagree | Disagree | Neither Agree nor Disagree | Agree | Strongly Agree | ||
---|---|---|---|---|---|---|
1 | I do not get bored. | 1 | 2 | 3 | 4 | 5 |
2 | We form a tight group. | 1 | 2 | 3 | 4 | 5 |
3 | I enjoy it. | 1 | 2 | 3 | 4 | 5 |
4 | It is a positive environment. | 1 | 2 | 3 | 4 | 5 |
5 | I have learned interesting things. | 1 | 2 | 3 | 4 | 5 |
6 | It is fun. | 1 | 2 | 3 | 4 | 5 |
7 | The teacher is friendly. | 1 | 2 | 3 | 4 | 5 |
8 | The teacher is supportive. | 1 | 2 | 3 | 4 | 5 |
9 | In class, I feel proud of my accomplishments. | 1 | 2 | 3 | 4 | 5 |
10 | The teacher is encouraging. | 1 | 2 | 3 | 4 | 5 |
Strongly Disagree | Disagree | Neither Agree nor Disagree | Agree | Strongly Agree | ||
---|---|---|---|---|---|---|
1 | When we work together in small groups, we try to make sure that everyone in the group learns the assigned material. | 1 | 2 | 3 | 4 | 5 |
2 | When we work together in small groups, our job is not finished until everyone in the group has completed the assignment. | 1 | 2 | 3 | 4 | 5 |
3 | When we work together in small groups, everyone in the group has to share materials with other team members. | 1 | 2 | 3 | 4 | 5 |
4 | When we work together in small groups, everyone’s ideas are needed if we are going to be successful. | 1 | 2 | 3 | 4 | 5 |
5 | When we work together in small groups, we all receive bonus points if everyone scores above a certain criterion. | 1 | 2 | 3 | 4 | 5 |
Strongly Disagree | Disagree | Neither Agree nor Disagree | Agree | Strongly Agree | ||
---|---|---|---|---|---|---|
1 | When I want to feel a more positive emotion, I change the way I am thinking about the situation. | 1 | 2 | 3 | 4 | 5 |
2 | I keep my emotions to myself. | 1 | 2 | 3 | 4 | 5 |
3 | When I am feeling negative emotions, I make sure not to express them. | 1 | 2 | 3 | 4 | 5 |
4 | When I am faced with a stressful situation, I make myself think about it in a way that helps me stay calm. | 1 | 2 | 3 | 4 | 5 |
5 | When I want to feel less negative emotion (such as sadness or anger), I change what I am thinking about. | 1 | 2 | 3 | 4 | 5 |
6 | When I am feeling positive emotions, I am careful not to express them. | 1 | 2 | 3 | 4 | 5 |
7 | When I am feeling positive emotions, I am careful not to express them. |
Strongly Disagree | Disagree | Neither Agree nor Disagree | Agree | Strongly Agree | ||
---|---|---|---|---|---|---|
1 | My teammates in this class think it is important for them to be my friends. | 1 | 2 | 3 | 4 | 5 |
2 | My teammates in this class like me the way I am. | 1 | 2 | 3 | 4 | 5 |
3 | My teammates in this class care about my feelings. | 1 | 2 | 3 | 4 | 5 |
4 | My teammates in this class like me as much as they like other members in the team. | 1 | 2 | 3 | 4 | 5 |
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M(SD) | 1 | 2 | 3 | 4 | |
---|---|---|---|---|---|
1. FLE | 3.86 (0.54) | 1 | |||
2. PGI | 4.10 (0.52) | 0.53 ** | 1 | ||
3. PPS | 3.72 (0.56) | 0.57 ** | 0.54 ** | 1 | |
4. ER | 3.41 (0.55) | 0.35 ** | 0.12 | 0.27 ** | 1 |
Predictor | β | B | t | p |
---|---|---|---|---|
PGI | 0.32 | 0.34 | 3.80 | 0.000 *** |
PPS | 0.33 | 0.32 | 3.81 | 0.000 *** |
ER | 0.22 | 0.22 | 2.94 | 0.004 ** |
Model Index | ||||
R | 0.66 | |||
R2 | 0.44 | |||
Adjusted R2 | 0.42 | |||
F | 28.443 |
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Zheng, S.; Zhou, X. Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment. Int. J. Environ. Res. Public Health 2022, 19, 12604. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912604
Zheng S, Zhou X. Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment. International Journal of Environmental Research and Public Health. 2022; 19(19):12604. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912604
Chicago/Turabian StyleZheng, Songyun, and Xiang Zhou. 2022. "Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment" International Journal of Environmental Research and Public Health 19, no. 19: 12604. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912604