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

• Ayllón Salas, Patricia ^[1] ; Olmo Espinosa, Alicia ^[1] ; Fernández Martín, Francisco D. ^[1]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 41, 2024, págs. 313-325
• Idioma: inglés
• DOI: 10.30827/portalin.vi41.27966
• Títulos paralelos:
  • La ansiedad y el uso de estrategias cognitivas de regulación emocional en el aula de lengua extranjera
• Enlaces
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• Resumen
  • español

    Los objetivos de este estudio fueron identificar los niveles existentes de ansiedad en el aprendizaje de lenguas extranjeras en alumnos de sexto curso de Educación Primaria de diferentes colegios bilingües y no bilingües, y determinar qué estrategias cognitivas de regulación de emociones utilizarían estos alumnos en una hipotética situación estresante. Para ello, se midió la ansiedad en clase de Lengua Extranjera y las estrategias cognitivas de regulación de la emoción a los alumnos (n = 262). El análisis descriptivo de los resultados obtenidos permitió llegar a las siguientes conclusiones: los niveles de ansiedad eran más elevados en la muestra no bilingüe; sin embargo, estos alumnos hacían un mayor uso de las estrategias cognitivas de regulación de la emoción.

  • English

    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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