Instructional Intervention Protocol for Emotion-Regulation Strategy Instruction for Second-Language Speaking

<p><span style="color:black">The idiodynamic methodology was used to elicit state (foreign language) anxiety and (foreign language) enjoyment fluctuations of 20 participants in second-language-English dyadic speaking and the strategies they used to down- and up- regulate the emotions. Approximately 3.5 minutes of each participant’s pre-intervention interactive role-play task performance was video-recorded. While viewing the recordings immediately post-task, on a scale from 0-10 participants rated the intensity of their in-task emotions on a per-second basis using the idiodynamic software. Subsequently, each participant was interviewed twice: once concerning anxiety and once enjoyment. Recall was stimulated by the software-generated emotion fluctuation graphs and video recordings. Participants reported the exact emotion-regulation strategies they employed. Participants were randomly assigned to the experimental (</span><em style="color:black">n</em><span style="color:black">&#61;10) and control (</span><em style="color:black">n</em><span style="color:black">&#61;10) groups. Beginning one week after the initial data collection, experimental participants received 1.5 hours of emotion-regulation strategy instruction spread over three weeks. One week after this intervention, the same data collection procedure, which, however, included a task with a different topic, was used with the experimental and control participants to determine the influence of the instructional treatment on the use of emotion-regulation strategies and the intensity of the emotions. This protocol includes copyright-compliant description of the instructional intervention, which aimed to raise participants’ awareness of emotions in second-language (L2) speaking. The intervention introduced and stimulated the use of emotion-regulation strategies that may support more effective and adaptive L2 oral performance. The protocol is intended to support transparency, replicability, and pedagogical adaptation, without reproducing copyrighted materials. The purpose, target learners, format, procedures, content, and activities of the instructional intervention are described. Verbatim slides, videos, or texts used in the intervention are not provided, but references to their copyrighted content are included in the protocol.</span></p><p><br /></p>