Emotion regulation strategies and task engagement in L2 development: a structural equation modeling analysis

Abstract

There has not been much research on the relationship between emotion regulation and task engagement in second language acquisition (SLA) settings, although both are important for success in learning a second language (L2). Recent studies have only peripherally explored concepts related to task engagement and emotion regulation together. This SEM study sought to address this gap by exploring the relationship between 350 English learners’ use of emotion regulation strategies (expressive suppression and cognitive reappraisal) and their task engagement (social, behavioral, agentic, cognitive, and emotional) in an English as a foreign language (EFL) context. The results established a close positive association between the use of cognitive reappraisal strategies and behavioral, emotional, cognitive, agentic, and social engagement. Expressive suppression, while also positively associated with behavioral engagement, did not show a significant relationship with the other dimensions of engagement. This distinction highlights the differentiated roles that various emotion regulation strategies may play in shaping L2 learners’ engagement. Overall, the findings highlight the significance of emotion regulation strategies, especially cognitive reappraisal, in enhancing learners’ engagement in L2 learning.