The associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context

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dc.contributor.authorYüksel, Hatice Gülru
dc.contributor.authorSolhi, Mehdi
dc.contributor.authorÖzcan, Emrah
dc.contributor.authorGiritlioğlu, Necla Burçin
dc.date.accessioned2025-06-13T11:04:31Z
dc.date.available2025-06-13T11:04:31Z
dc.date.issued2025
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, İngiliz Dili Eğitimi Anabilim Dalı
dc.description.abstractAlthough the sense of belongingness plays a major influence in fostering intrinsic motivation and psychological well-being, scant research attention has been given to English as a foreign language (EFL) learners’ belongingness in relation to peers and teachers and its outcomes in L2 learning contexts. Additionally, despite the importance of emotion regulation in L2 education, little is known about its role in mediating the impact of L2 belongingness on self-assessment of L2 proficiency in online L2 learning environments. Therefore, the present study used survey data to examine the associations between learners’ sense of class belongingness, their preferred emotional regulation strategies (reappraisal vs. suppression) and self-perceived English proficiency, in a sample of 191 Turkish EFL university students. Path analysis results indicated significant direct paths between social belongingness with peers and academic belongingness with teachers, respectively, and the emotional regulation strategy of reappraisal. Further analysis indicated a significant indirect association between social belongingness with peers and perceived L2 proficiency through the measure of reappraisal emotional regulation. There was also a significant indirect relationship via reappraisal between academic belongingness with teachers and perceived L2 proficiency. The results are discussed in connection with self-determination theory and social identity theory, and implications are drawn for teaching.
dc.identifier.citationYüksel, H. G., Solhi, M., Özcan, E. ve Giritlioğlu, N. B. (2025). The associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context. Language Learning Journal, 53(3), 306-322. http://dx.doi.org/10.1080/09571736.2024.2403463
dc.identifier.doi10.1080/09571736.2024.2403463
dc.identifier.endpage322
dc.identifier.issn0957-1736
dc.identifier.issn1753-2167
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85204109401
dc.identifier.scopusqualityQ1
dc.identifier.startpage306
dc.identifier.urihttp://dx.doi.org/10.1080/09571736.2024.2403463
dc.identifier.urihttps://hdl.handle.net/20.500.12511/12966
dc.identifier.volume53
dc.identifier.wosWOS:001311919500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorSolhi, Mehdi
dc.institutionauthorid0000-0002-0355-9171
dc.language.isoen
dc.relation.ispartofLanguage Learning Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEmotion Regulation Strategies
dc.subjectL2 Academic Belongingness
dc.subjectPerceived English Proficiency
dc.subjectSocial Belongingness
dc.titleThe associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context
dc.typeArticle

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