Supervisors'Regulation of Graduate Students'Emotions in Foreign Language Discipline:A Multiple Case Study in the Feedback Context
Feedback is a major means of postgraduate instructions.To improve student feedback en-gagement,supervisors are expected to perceive and regulate their students'emotions.This multi-ple case study aims to investigate how supervisors regulate their students'emotions in feedback and how these regulatory strategies are perceived by students.Drawing on data from multiple-round interviews with three supervisors in foreign language discipline and five graduate students of them,as well as supervisors'feedback from multiple sources,findings reveal that supervisors mainly employed antecedent-focused strategies to regulate students'negative emotions.Most of their emotion regulation strategies were perceived effective by the students,as indicated in avoid-ing or reducing negative emotions,evoking positive emotions and facilitating feedback engage-ment.This study can contribute to the scholarship of second language learning emotion regula-tion and teacher feedback literacy.It can also guide second language teachers to enhance their ex-trinsic emotion regulation practice.
emotion regulationfeedbackpostgraduate supervisionsupervisors in foreign lan-guage disciplineteacher feedback literacy
NETL
NSTL
万方数据
