Gender-related Emotionality in EFL Students’ Classroom: An Experience Sampling Analysis

Abstract

This study addresses one of the neglected issues in second language acquisition (SLA) research namely emotionality in EFL students. Based on domain specificity dimension of social-cognitive model of emotions, this study aims to capture students’ ongoing and spontaneous emotions through experience sampling method. That is, it analyzed 96 forms which students completed at random times and upon receiving random signals in the EFL class. The forms were then analyzed based on the difference between females and males in the following areas: 1) EFL-related activities vs. non-EFL-related activities; 2) the frequency of different emotions; 3) the antecedents of students’ emotional states; 4) students’ use of emotion regulation strategies and the valence of emotions. The overall results indicated that females and males differed in significant ways in diverse facets of emotional experience. First, females outperformed in the amount of involvement in EFL-related tasks and thinking. Second, they reported experiencing the class emotionally different. Particularly, they experienced greater amount of anxiety and hope comparing to males. Third, they differed in the degree to which they attributed their emotions to teachers meaning that teachers have a more crucial role in emotional dispositions of female students. The implications were then discussed in the light of teachers’ responsibility in facilitating communication of emotion and creating positive emotional climate.