A Descriptive Analysis of Emotion Regulation in the ESL Classroom of University Students: A Vignette Study

Authors

  • Ayesha Izhar Chaudri University of Sargodha
  • Azhar Pervaiz University of Sargodha
  • Roshan Amber Ali National University of Modern Languages, Islamabad

DOI:

https://doi.org/10.52700/ijlc.v4i1.139

Keywords:

Emotion-regulation strategies, ESL classroom, positive emotions, negative emotions, gender studies

Abstract

Emotions tend to have a detrimental impact on students’ learning outcomes. This research project is an endeavor to investigate the emotions experienced by students in the ESL classroom and identify specific scenarios where both male and female participants experience positive and negative emotions. The aim is to investigate which Emotion-Regulation Strategies (ERS) both genders employ to quell unfavorable emotions. The instrument MYE (Manage Your Emotions) was administered to English majors (sophomores; N = 35) enrolled in the undergraduate program at the University of Sargodha and for this, the vignette methodology was employed where the primary data was collected using a scenario-based questionnaire designed by Oxford and Gkonou (2017). The students’ emotional responses were examined based on these scenario-based questions typical to Classroom Language learning. Participants explicitly specified the contexts where they experienced positive and negative emotions respectively. The findings revealed that feelings of interest and excitement were the most reported emotions amongst females. Whereas aggressive tendencies were observed in male participants rather than girls in similar scenarios. It was also established that male and female students employ different ERS to counter any negative emotions. Finally, future research directions and pedagogical applications are suggested for a better and more comprehensive understanding of ESL classrooms.

Author Biographies

Ayesha Izhar Chaudri, University of Sargodha

Ayesha Izhar Chaudhri is a lecturer at University of Sargodha. At present she is a PhD scholar and her areas of interest include Post-Colonial literature, Comparative Literature and Trauma Studies.

Azhar Pervaiz, University of Sargodha

Azhar Pervaiz is working as Assistant professor at the University of Sargodha. His work intertwines four major areas of interest: Applied Linguistics, English for Specific Purposes, SLA and Psycholinguistics. He has supervised a number of MPhil/Phd students. Presently, he is member of the BoS of a number of universities. He has taught or lectured in a number of colleges and universities. Moreover, he has been working as research associate at University of York quite for some time. Lastly, Many of his articles in Applied linguistics and Psycholinguistics are published in a number national and international journals.

Roshan Amber Ali, National University of Modern Languages, Islamabad

Roshan Amber Ali is currently working as a Lecturer in Graduate Studies, Department of English, NUML, Islamabad. She has previously worked as a Lecturer in Higher Education Department of Punjab as well as the Federal Public Service Commission in Pakistan. She has research experience and publications in both English Literature and Linguistics. Her areas of interest include Post-colonial studies, race and gender theory and poetry.

Published

2023-06-15

How to Cite

Ayesha Izhar Chaudri, Azhar Pervaiz, & Roshan Amber Ali. (2023). A Descriptive Analysis of Emotion Regulation in the ESL Classroom of University Students: A Vignette Study. International Journal of Linguistics and Culture, 4(1), 83-108. https://doi.org/10.52700/ijlc.v4i1.139