Effect of Collaborative Feedback Tasks on EFL Learners’ Cognitive Emo-tion Regulation
Subject Areas :Ebrahim Sheikhzadeh Marand 1 , javad Ahmadi Fatalaki 2
1 -
2 -
Keywords: Cognitive emotion regulation, Collaborative feedback, EFL context, Speaking course,
Abstract :
This study investigated the effect of collaborative task types in speaking courses on cognitive emotion regulation. To this end, 34 EFL students were selected through cluster sampling. Two groups were selected in the study to analyze the role of collaborative feedback. The first group received the collaborative feedback provided by peers and there were discussion sessions for the solutions provided in groups. These solutions were mostly related to linguistic and commu-nicative aspects of speaking. The second group (as the control group) did not receive the col-laborative feedback. Cognitive Emotion Regulation Questionnaire (CERQ) was administered to identify whether the intervention by collaborative feedback affects the level of cognitive emo-tion regulation. The result of data analysis by One-way MANOVA showed a significant differ-ence between the experimental and control groups. And, with regard to the second research question, multiple regression analysis using SPSS showed that there was a high degree of pre-dictability of dependent variable by independent ones. The result of the current study can help the policy-makers to understand the role of collaboration and the importance of devising new collaborative educational tasks for learners.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: design-ing and developing useful language tests. Oxford: Oxford University Press.
Bagby, R. M., Parker, J. D.A., & Taylor, G. J. (1994). The twenty-item Toronto Alexithymia Scale-II. Convergent, discriminant, and concurrent validly. Journal of Psychosomatic Research, 38(1), 33-40.
Bar-on, R. (1997). The emotional intelli-gence inventory (EQ-I): Technical manual. Toronto, Canada: Multi-Health Systems.
Bygate, M. (1987). Speaking. Oxford: Ox-ford University Press.
Cho, K., Chung, T. R., King, W. R., & Schunn, C. (2008). Peer-based com-puter-supported knowledge refine-ment: An empirical investigation. Communications of the ACM, 51(3), 83-88.
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related regulation: Sharpen-ing the definition. Child Development, 75(1), 334-339.
Elliott. R., Watson. J. C., Goldman, R. N., & Greenberg, L. S. (2003). Learning emotion focus therapy: The process-experiential approach to change. Washington, DC: American Psycho-logical Association.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of the cognitive emotion, regulation ques-tionnaire: A questionnaire measuring cognitive coping strategies. Leider-dorp, the Netherlands: DATEC.
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruc-tion, 20(4), 304-315.
Gross, J. J. (2007). Handbook of emotion regulation. New York, NY: Guilford Press.
Gross, J. J., Richards, J. M., & John, O. P. (2006). Emotion Regulation in Every-day Life. In D. K. Snyder, J. Simp-son, & J. N. Hughes (Eds.), Emotion regulation in couples and families: Pathways to dysfunction and health (pp. 13–35). American Psychological Association
Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English lan-guage teaching. System, 23(2), 235-243.
Kim, H. R., & Mathes, G. (2001). Explicit vs. implicit corrective feedback. The Korea TESOL Journal, 4(1), 57-72.
Koole, S. (2009). The psychology of emo-tion regulation: An integrative view. Cognition and Emotion, 23(1), 4-41.
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the Art. Studies In Second Language Acquisition, 28(1), 67-109.
Lazarus, R.S. (1999), Stress and Emotion: A New Synthesis, New York, NY: Springer Publishing Company.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Lydia Wen, M., Tsai, C. C., & Chang, C. Y. (2006). Attitudes towards peer as-sessment: a comparison of the per-spectives of pre‐service and in‐service teachers. Innovations in Edu-cation and Teaching International, 43(1), 83-92.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and sev-en principles of good feedback prac-tice. Studies in higher education, 31(2), 199-218.
Pica, T. (1996). Second language learning through interaction: Multiple perspec-tives. Working Papers in Educational Linguistics, 12(1), 1-22.
Shiota, M. N., Campos, B., Keltner, D., & Hertenstein, M. (2004). Positive emo-tion and regulation of interpersonal relationships. In. P. Philippot & R. S. Feldman (Eds.), The regulation of emotion (pp. 127-155). Mahwah, NJ: Erlbaum.
Thompson, R. A. (1994). Emotion regula-tion: A theme in search of definition. Monographs of the Society for Re-search in Child Development, 59(2), 25-52.
Trentacosta, C., & Izard, C. (2007). Kinder-garten children's emotion competence as a predictor of their academic com-petence in first grade. Emotion, 7(1), 77-88.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
