Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment

Round 1

Reviewer 1 Report

Dear Editors

Dear authors,

Thank you for the opportunity to read and review this paper. This paper examines how enjoyment is affected by emotion regulation (ER) and two factors shaping classroom climate, namely positive goal interdependence (PGI) and peer personal support (PPS).

Before considering publishing this paper, this paper needs several improvements.

 

Introduction section:

1.      Researchers must add explanation about EFL Learners' Cooperative Learning in China as a problem background.

2.      For whom is this research contribution done? Teacher? school? and why? And how?

3.      Overall the introduction section in this manuscript not clear.

 

Literature review section:

1.      Authors should to explain separately with sub section about: EFL Learners’ Cooperative Learning, emotion regulation, and Foreign Language Enjoyment In detail. provide the initial hypothesis.

 

Material and method section.

1.      Authors did not explain about institutional board and participants consent.  Please provide.

2.      From reviewer perspective, the sample in this study is too small and may have bias. Even the author already using Harman’s single-factor test to assess bias.

3.      Data analysis using SPSS now may be doubtful and rarely used. The use of a structural equation model with Amos or PLS software is recommended. Please explain.

Please separate the limitation section, theoretical implication and practical implication.

Author Response

Please see the attachment.

Author Response File: Author Response.pdf

Reviewer 2 Report

Thank you for the opportunity to review your manuscript. I found it interesting. However, I am somewhat concerned because your study did not go through an Institutional Review Board (IRB) also known as Institutional Ethical Review Board (IERB). You said the informed consent was obtained, but under the IRB statement, you said it was "not applicable."

I really liked your positive approach to examining undergraduate students' learning of foreign languages. As a reader, I would appreciate clarification of the terms "cognitive reappraisal and expression suppression" on p. 4, line 167. I would also like an explanation about the previous study to which you referred on p.8, line 263.

I recommend you review your manuscript paying close attention to punctuation (especially commas), subject-verb agreement, and verbs in the past tense. Since you already completed the study, you need to use the verbs in the past tense in the discussion and conclusion. For example, on p.8, line 237, you stated, "The purpose of this study is to gain..." instead of WAS. Rewrite a few sentences that have unfamiliar words, such as on p. 1, line 38 the word 'concerting', p. 4; the first paragraph should not start with numbers; p. 2 on line 52 should say Overview of the Literature and NOT Literature Review, and p. 9 lines 278, 287, and 288. Another suggestion is to change sentences like the one on p. 9 line 302 that says your study provided evidence to "The results of this study suggested that..."

 

Author Response

Please see the attachment.

Author Response File: Author Response.pdf

Reviewer 3 Report

The recommendations for the authors are:

They need to make reference to the variable self-regulation as a personality characteristic according to which people can be highly self-regulatory because they plan their actions, the objectives they pursue, the means necessary for it, etc. During the learning process they also follow a monitoring of the task, supervising the objectives, the time to achieve them, if the resources are appropriate, etc. And at the end of the task, they make an analysis of the results, with the positive aspects and what can be improved. But it is also necessary to clarify that emotional self-regulation is a contextual variable, in this case mediated by the climate of cooperative work among peers, the teacher's work, the teacher's own emotional regulation, etc. For this purpose, they can use the same scheme as when talking about emotional self-regulation as a personality variable (before, during and after), Zimmerman's model.

On the other hand, it is not clear what criteria have been followed to discard some items in the abbreviated versions of the different questionnaires, since the Cronbach's alpha reliability coefficient is indicated, but not the type of analysis (exploratory or confirmatory) to accept or eliminate some items, nor whether the adaptation has been in this study or in a previous study.

In section 2.4. (Analysis of the results) it might be convenient to introduce a structural equation model through which the predictive value between the different variables included in the study can be appreciated and, of course, to include this structural equation in section 3.

Author Response

Please see the attachment.

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

The authors have revised the manuscript according to reviewers comments. 

The manuscript can be accepted in the current form