Abstract
Since the 1970s, the exploration of emotion regulation has gained prominence in the field of second language acquisition. Researchers are increasingly focusing on how English learners' emotional experiences influence their academic success and personal growth. This paper aims to examine and analyze the emotions of high school students during English language learning, along with ways to regulate these emotions. It will offer ideas for improvement based on the findings of the empirical investigation. This research concentrates on students from Affiliated High School to Hangzhou Normal University and randomly selected 105 English learners from three different age groups to conduct a questionnaire survey. The purpose is to explore the connections between emotions, interests, and emotion regulation strategies among Chinese high school students while learning English. To this end, three questions were set up and answered: how do high school students feel when they learn English, what are their strategies for regulating their emotions when they learn English, and whether emotion regulation affects their interest in learning English? Recommendations were provided following the analysis of the results.
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