Exploring the Emotional Regulation during Foreign Language Learning in a Computer-Supported Collaborative Learning Environment

Abstract

The online learning environment has become an inevitable means for language learners during the pandemic. According to Krashen’s affective filter hypothesis, emotions act as a vital element in language acquisition (1981). Due to characteristics of online techniques, emotions can be experienced quite differently from the traditional face-to-face teaching mode. Although many studies have researched on the relations between emotions and online learning, between emotions and language learning, there are few touching on the emotions concerned with language learning in a computer-supported collaborative learning environment. This study, by surveying the products of related researchers, attempts to figure out strategies for language learners to regulate emotions in the computer-supported collaborative learning environment. Strategies are organised based on social presence, cognitive presence, and teaching presence. This study gives a comprehensive picture of language learners’ emotional regulation.