The power of emotional awareness: How raising the consciousness of emotion regulation strategies affects EFL teachers and learners

Abstract

Emotion regulation strategies are critical in the context of English as a Foreign Language (EFL) education as they influence both learning processes and outcomes. However, despite their importance, there is a gap in research particularly in non-Western contexts such as Iran regarding the application of these strategies in EFL classrooms. This study aims to bridge that gap by examining the use of three emotion regulation strategies: Situation Modification, Response Modification, and Cognitive Change within the Iranian EFL setting. The research reveals that Situation Modification is the most commonly employed strategy by learners followed by Response Modification and Cognitive Change. Additionally, a workshop intervention designed to enhance teachers’ ability to teach these strategies proved highly effective. The findings highlight the need for ongoing professional development for teachers and underscore the importance of integrating emotion regulation strategies into language learning practices. This study contributes to the limited body of knowledge on emotion regulation in EFL classrooms and calls for further investigation into its role in diverse educational contexts.

Keywords: Cognitive change; consciousness-raising; EFL education; emotion regulation strategies; situation modification; response modification.