Anxiety and use of cognitive emotion regulation strategies within the foreign language classroom

Authors

DOI:

https://doi.org/10.30827/portalin.vi41.27966

Keywords:

English foreign language, Anxiety, cognitive emotion regulation, adaptative strategies, Primary Education

Abstract

The aims of this study were to identify the existent levels of foreign language learning anxiety in students of the sixth grade of Primary Education of different bilingual and non-bilingual schools, and to determine which cognitive emotion regulation strategies these students would use in a hypothetical stressful situation. For this purpose, anxiety in Foreign Language Class and cognitive emotion regulation strategies were measured to the students (n = 262). The descriptive analysis of the obtained results led to the following conclusions: the levels of anxiety were higher in the non-bilingual sample; however, these students made more use of cognitive emotion regulation strategies.

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Author Biographies

Patricia Ayllón Salas, University of Granada

Patricia Ayllón-Salas graduated in Primary Education from the University of Granada (Spain) in 2022. Currently, she is a student of the Master's degree in Research and Innovation in Curriculum and Education at the University of Granada (Spain) and she is a scholarship recipient in the Department of Developmental and Educational Psychology.

Alicia Olmo Espinosa, Universidad de Granada

Alicia Olmo-Espinosa graduated in Primary Education from the University of Granada in 2022 (Spain).

Francisco D. Fernández Martín, University of Granada

Francisco D. Fernández-Martín, Professor at the Department of Developmental and Educational Psychology, University of Granada (Spain). For almost 18 years, he have been teaching in Higher Education at the same time implementing several innovation and research projects tied to the improvement the quality of Education.

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Published

2024-01-31

How to Cite

Ayllón Salas, P., Olmo Espinosa, A., & Fernández Martín, F. D. (2024). Anxiety and use of cognitive emotion regulation strategies within the foreign language classroom. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (41), 313–325. https://doi.org/10.30827/portalin.vi41.27966

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