Study On Emotional Regulation Strategies For Academic English Among Postgraduates In Science And Engineering

Academic English emotional regulation strategies can affect learners’ learning efficiency,thus having a crucial impact on cultivating graduate students’ academic abilities.Previous studies on the emotional state of academic English learning among graduate students have mainly focused on anxiety,neglecting the emotional status and moderating strategies of the learners in specific situations.Moreover,studies have shown that emotions induced by learning foreign language have clear differences,complex dynamics,and sociocultural characteristics.Therefore,it is necessary to fully consider the differences in academic emotional regulation strategies among individuals with different English proficiency levels.This study employs quantitative research methods,utilizing control-value theory and emotion regulation process theory to investigate the academic English emotional regulation strategies of 466 master’s students majoring in science and engineering from a key university in Northeast China.The data was collected and analyzed using SPSS26 software to explore the following questions:1.What is the current status of graduate students’ emotions during the process of learning academic English?2.What emotional regulation strategies do graduate students typically use to regulate their academic English emotions?3.Are there any differences in the emotions and emotional regulation strategies used by postgraduate students of different English proficiency levels? If so,what are the differences?Findings reveal that:(1)among the ten academic emotions that science and engineering master’s students experience when learning academic English,positive emotions outweigh negative emotions.With calmness,sense of achievement,happiness,relaxation,and anxiety having high average scores.On the other hand,the negative emotions produced by the outcomes of learning academic English are prevalent to those induced by the process of learning itself.(2)Postgraduates in Science and Engineering usually use cognitive reassessment emotion regulation strategies to regulate academic English induced emotions,and also use expression inhibition strategies to regulate negative outcomes-directed academic emotions,but the latter has not achieved satisfactory results.(3)There are significant differences in positive activity orientated academic emotions and negative activity orientated academic emotions among science and engineering master’s students with different English proficiency levels.Specifically,there are remarkable differences in happiness and weariness.The results indicate that science and engineering master’s students experience various emotions with different intensities while learning academic English.Teachers should pay appropriate attention to students’ emotions and reactions toward various learning activities and outcomes to provide appropriate support and guidance.Moreover,students should pay attention to negative emotions and use cognitive reassessment emotion regulation strategies to self-regulate it.Additionally,English proficiency levels may affect academic English emotional regulation to some extent.Therefore,academic English teachers are recommended to implement hierarchical teaching according to students’ English proficiency levels and research directions to improve teaching efficiency.