Investigating contextual anddynamic aspects of diverse L2
learners’ emotions and emotional
strategies: Integrating multiple
methods for emotional support
Yukiko NOSE Osaka University
Ryo MORIYAWaseda University
The 3rd International Conference on Situating Strategy Use, Osaka, Japan

Table of Contents´Background´Literature Review (Emotion & Emotion regulation)´Objectives & RQs´Methodology´Findings´Discussion

3Background:
Need for Emotional SupportEmotions´ play a crucial role for L2 learning (Oxford, 2017) and underlie…
´ Identity (e.g., Miyahara, 2015; Moriya & Ishizuka, in press)´ Autonomy (e.g., Tassinari, 2016; Yamashita, 2015)´ Agency (e.g., Gkonou, 2014; White, 2018)´ consists of four aspects (cf., Schere, 2013):´ (a) Type (including valence); (b) Intensity; (c) Frequency; (d)Duration´ has multidimensional characteristics (Barcelos, 2015)
Need to understand learner emotions in a holistic way and how they
optimally manage their emotions.

4

Literature Review:
EmotionDefinition of Emotions:“a transitory social role (a socially constitutedsyndrome) that includes an individual’s appraisal ofthe situation” (Averill, 1980, p. 312)
→ Emotions are socioculturally co-constructed (Moriya, 2019; Prior,2019)´ Relationship with human activities and emotions(Gkonou & Miller, in press; Swain, 2013)´ “[N]eed to consider how emotions…emerge as
relational constructs and how they are coconstituted”(Gkonou & Miller, 2017, p. 4)

7

Literature Review
Emotion Regulation (Gross, 2015)
Emotion Regulation: the processes through which individuals
modify the paths of their emotions
Emotional Strategies: the cognitive and behavioral
patterns/routines that learners apply to regulate their emotions

The process model of emotion
regulation (Gross, 2015, p.7)

Learners strategically manage emotions in each phase and situation→Recent Focus on the regulatory processes across individuals aswell as within individuals (e.g., Niven, 2017; Nose & Moriya, 2019)8

Research Questions & Overall Purpose
How does L2 learners- pay attention to- appraise

specific situations?

- response to´Investigates how diverse learners’ emotions andemotional strategies are contextually anddynamically interwind each other toward somehypothetical classroom situations.

9Participants & Procedure
NameL1

Questionnaire (MYE)

Follow-up interview

KOChinese
HLKorean
MKazakh
KJapanese
HMJapanese
TJapanese

2019/06/14
2019/06/14
2019/06/18
2019/06/10
2019/06/26
2019/06/19

2019/06/25
2019/06/20
2019/06/20
2019/06/12
2019/07/03
2019/06/26

within a week

Researcher

NOSE(Osaka)MORIYA(Tokyo)

10Data Collection´ 1st Phase´MYE (Managing Your Emotion for Language Learning;
Gkonou & Oxford, 2016) & Heart monitoring(Gregersen, MacIntyre, & Meza, 2014)´ 2nd Phase´Semi-structured Interview, Affect Grid (Russell, Weiss, &Mendelsohn, 1986), & Heart monitoring
QUAL

1st Phase

QUANMYE(about 60 min.)Idiodynamic method

2nd Phase

Idiodynamic method(about 60 min.)Affect Grid

Semi-structured interview

11Methods´ MYE (see content & context of emotions)´ List of 10 classroom-based, hypothetical scenarios:´Eliciting emotions that students would experience in aparticular situation;´Strategies students would use to increase a positive
emotion or handle a negative emotion´ Idiodynamic method (Heart monitoring)´ Measuring heartrates (Bpm) to see intensity of emotions´ Affect Grid (self-evaluate one’s own emotions)´ 9x9 squares (1 as weak; 9 as strong)´ the dimensions of pleasure-displeasure and arousalsleepiness12MYE─An Example´ Scenario 1: The teacher assigns an essay writing task
in class and allows 60 minutes for completion of thetask. After a couple of minutes, you notice that yourclassmates have already started writing while you
still work on the outline of your essay.
1. What kind of emotions would you experience in thissituation? (Circle the appropriate letter.)a. Positiveb. Negative
2. Please name the emotions (one or more) you would feel inthis situation. (maximum 10 words)

13

MYE─An Example (Cont.)
3.

What would you do in order to manage theseemotions in this situation? (maximum 50words)

14

MYE─An Example (Cont.)
4. Have you ever encountered this situation or something likeit? (Circle the appropriate letter.)a. Yesb. No

5. If the answer to #4 is yes (that is, you encountered thissituation or something like it before), and if your teacherhelped you, circle the appropriate letter below.
a. My teacher (current or past) tried to teach me how to manage
my emotions in this situation, and it was successful.
b. My teacher tried to teach me how to manage my emotions inthis situation, but it was not successful.

6. If your teacher tried to teach you to manage youremotions in this situation, how did he or she teach you to
do this? (maximum 30 words)

15

MYE─An Example (Cont.)
7. If the answer to #4 is yes (that is, you encountered
this situation or something like it before), and if
you did not have help from a teacher, circle theappropriate letter below.
a. I consciously tried to manage my emotions in thissituation, and it was successful.
b. I consciously tried to manage my emotions in thissituation, but it was not successful.
c. I was not conscious enough of my emotions in thesituation and therefore could not manage my emotions.

8. If you tried to manage your emotions in thissituation, how did you do so? (maximum 30words)

16

Affect Grid´ 9x9 squares´ Valence: Unpleasant-Pleasant (1 to 9 points)´ Intensity: Sleepiness-Arousal (1 to 9 points)

17

Methodology Triangulation (cf., Denzin & Lincoln, 2017)
QUAL

QUAN

1st Phase

MYE(experience)

MYE(emotion)

Heartrates

2nd PhaseInterview

Affect Grid

Heartrates

19Analyses´ QUAN: Heartrates & Affect Grid
´Descriptive Statistics´ QUAL: MYE & Semi-structured Interview´Trajectory Equifinality Model (Sato, Mori, & Valsiner,2016)´To see the dynamic processes of emotion
regulation´Qualitative Social Network Analysis (Hollstein, 2011)´To see the relational aspects while emotionallyregulating

20

Results:
Descriptive Statistics of Bpm and Affect Grid
´ Bpm (Scenario 1 through Scenario 10)
L2 (N=6)

M

SD

Range

English (n=3)

76.8

2.27

71-83

Japanese (n=3)

77.09

2.94

58-91

Total

76.94

2.6

58-91

´ Affect Grid (Scenario 1 through Scenario 10)*
L2 (N=6)

M

SD

Range

English (n=3)

6 / 6.7

0.85 / 0.75

2-9 / 3-9

Japanese (n=3)

4.17 / 5.8

0.19 / 0.64

1-9 / 2-9

Total

6.25

0.69

1-9 / 2-9

*Left: Valence / Right: Intensity

21

Results:
Descriptive Statistics of Bpm and Affect Grid
´ Bpm (Scenario 1 through Scenario 10)

22Results:
Descriptive Statistics of Bpm and Affect Grid
´ Affect Grid (Left: Scenario 1 across participants / Right:
K’s score across scenarios)

EFPCIH
HC KF HF HC(CFB IBSDF MKH

F B(FGCKB -B CIF

G GG IH HC C B

GI

MG

HH-HC KF H
FG

IBKF HC

HJFG

B BCH KF H
G I
GFG

HC

3HC KF H B

MGBCF CKB
B
HJ
CH CBGBCFFGCHFC F GG

CHCG H J CF B
CH CBGJ

G K H CHH H
GG H G J
M GH FH KF H B

J HC IFFM I

F KF H B GFHCGHCHFB GG MCIH B

HC KF H

CF B CBBGHFI H

BH -JBJ( B G KF H B

FBLGC)I GG CH

CBG F H G
CFH BH HC
H B HCFB CIH B N

B F I
FGF

P-EFP
NF
HHC
CH F EI FFFC
BCB ,B G
I H
BL HM SG(F B M H
HFF

G CC

BFPOPP

32 213 32
13 3232222314
2 3 2H GH BFHGGG2F GGIF H H B H JFHF GG GG M GG M
GFF J FG

2Results: Qual SNA

24´ Matrix for T’s emotions as an L2 learner of English
Friends

SchoolTeacher

Singapore

USA

SisterMother

Part-timejob

Friends+

Y

N

N

N

N

N

N

School

Y+

Y

Y

N

N

N

N

Teacher

N

Y+/-N

N

N

N

N

Singapore

N

Y

N-

Y

N

N

N

USA

N

N

N

Y+

Y

N

N

Sister

N

N

N

N

Y+

Y

N

Mother

N

N

N

N

N

Y-N

Part-time
job

N

N

N

N

N

N

N+

T

Relationshipvalence: +/- (positive,negative, or neutral)

Interrelationships indata: Y=yes; N=noDiscussion─Emotion Regulation Gross, 2015

Situation

Attention

Appraisal

Response

Discussion─Dynamic processes and patternsof Emotion Regulation
Situation

Attention

Appraisal

Reappraisal

Response

Nonresponse

27

Discussion & Agenda
Overall Purposes:
Investigates how diverse learners’ emotions and emotional
strategies are contextually and dynamically interwind eachother toward some hypothetical classroom situations
p Methods of data collection and analyses
p How to focus on objectives(participants)
p Analyses of TEM (point of BFP, OPP, words …)