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The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study

The second language acquisition (SLA) field has recently seen heightened interest in the study and application of positive psychology (PP). Emotion regulation is one of the concepts that has been stressed in PP. Several studies in PP have delved into how controlling one’s emotions improves second la...

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Autores principales: Derakhshan, Ali, Zare, Javad
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10046009/
https://www.ncbi.nlm.nih.gov/pubmed/36979269
http://dx.doi.org/10.3390/brainsci13030458
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author Derakhshan, Ali
Zare, Javad
author_facet Derakhshan, Ali
Zare, Javad
author_sort Derakhshan, Ali
collection PubMed
description The second language acquisition (SLA) field has recently seen heightened interest in the study and application of positive psychology (PP). Emotion regulation is one of the concepts that has been stressed in PP. Several studies in PP have delved into how controlling one’s emotions improves second language learning/teaching. One of the concepts that has slipped the minds of researchers in the field is altruistic teaching. Unlike egocentric acts, altruistic teaching acts are performed to improve others’ well-being. Despite their importance in causing positive emotional effects, no study has investigated the impact of altruistic teaching acts on learners’ emotion regulation. To bridge this gap, the present study sought to investigate the effect of learners’ altruistic teaching on their emotion regulation. The study followed a sequential explanatory comparison group pre-test–post-test design. One hundred forty-one English as a Foreign Language (EFL) learners were recruited for this intervention study and were divided into experimental and control groups. Learners in the experimental group performed altruistic teaching by teaching their peers how to write essays in English, whereas learners in the control group did group work tasks on English essay writing. The results of independent-sample t-tests and repeated-measures ANOVA showed that altruistic teaching significantly impacts EFL learners’ emotion regulation. The results of qualitative data pointed to five themes, including enjoyment, self-esteem, bonding, devotion, and progress. Overall, the results suggested that altruistic teaching impacts learners’ emotion regulation by enhancing their enjoyment, self-esteem, bonding, devotion, and progress. The paper has theoretical and pedagogical implications for SLA research and practice.
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spelling pubmed-100460092023-03-29 The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study Derakhshan, Ali Zare, Javad Brain Sci Article The second language acquisition (SLA) field has recently seen heightened interest in the study and application of positive psychology (PP). Emotion regulation is one of the concepts that has been stressed in PP. Several studies in PP have delved into how controlling one’s emotions improves second language learning/teaching. One of the concepts that has slipped the minds of researchers in the field is altruistic teaching. Unlike egocentric acts, altruistic teaching acts are performed to improve others’ well-being. Despite their importance in causing positive emotional effects, no study has investigated the impact of altruistic teaching acts on learners’ emotion regulation. To bridge this gap, the present study sought to investigate the effect of learners’ altruistic teaching on their emotion regulation. The study followed a sequential explanatory comparison group pre-test–post-test design. One hundred forty-one English as a Foreign Language (EFL) learners were recruited for this intervention study and were divided into experimental and control groups. Learners in the experimental group performed altruistic teaching by teaching their peers how to write essays in English, whereas learners in the control group did group work tasks on English essay writing. The results of independent-sample t-tests and repeated-measures ANOVA showed that altruistic teaching significantly impacts EFL learners’ emotion regulation. The results of qualitative data pointed to five themes, including enjoyment, self-esteem, bonding, devotion, and progress. Overall, the results suggested that altruistic teaching impacts learners’ emotion regulation by enhancing their enjoyment, self-esteem, bonding, devotion, and progress. The paper has theoretical and pedagogical implications for SLA research and practice. MDPI 2023-03-08 /pmc/articles/PMC10046009/ /pubmed/36979269 http://dx.doi.org/10.3390/brainsci13030458 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Derakhshan, Ali
Zare, Javad
The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
title The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
title_full The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
title_fullStr The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
title_full_unstemmed The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
title_short The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study
title_sort impact of altruistic teaching on english as a foreign language (efl) learners’ emotion regulation: an intervention study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10046009/
https://www.ncbi.nlm.nih.gov/pubmed/36979269
http://dx.doi.org/10.3390/brainsci13030458
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