Emotion regulation in English language learning: The roles of cognitive reappraisal and expressive suppression among Algerian EFL students

Abstract

This study examined the emotion regulation strategies used by Algerian EFL university students and how these strategies influence their engagement and learning experiences in English. Based on Gross’s process model of emotion regulation, the research focused on identifying the dominant strategies—cognitive reappraisal and expressive suppression—and exploring differences across gender, age, and academic level. Using a quantitative cross-sectional approach, data were gathered from 303 undergraduates enrolled in English programmes at three public universities via the Emotion Regulation Questionnaire. Results showed a clear preference for cognitive reappraisal over expressive suppression, indicating that students tend to manage emotions by reinterpreting their learning experiences rather than suppressing their feelings. Female and senior students reported a greater reliance on reappraisal, suggesting that emotion regulation develops in conjunction with linguistic and academic maturity. Cognitive reappraisal functioned as an adaptive mechanism, maintaining engagement, motivation, and confidence in communication during language challenges and when receiving corrective feedback. Although expressive suppression is socially valued, it contributed little to learning progress. The study contributes to understanding affective processes in EFL education and supports pedagogical practices that incorporate emotional awareness into language teaching and learning.