ABSTRACT
This narrative review of research on language learners’ strategic regulation of emotions, framed within educational psychology research on emotion-regulation strategies (ERSs), proceeds in four steps: (a) review of the current views and trends in research on the role of emotions in general and language learning (LL); (b) presentation of a model of emotion regulation and review of research on learners’ ERSs in general learning; (c) review of research into language learners’ ERSs; and (d) presentation of pedagogical implications concerning language teachers’ fine-tuning of their learner emotion co-regulation and strategy instruction and of research directions for the LL strategy field concerning ERSs. There is little research on language learners’ ERSs despite an indisputable link between emotions and learning. ERSs and their effects interact with learners’ individualities and learning contexts, but this is yet to be explored within LL research on ERSs, which has mostly listed strategies with little regard to theory.
