Language learners’ emotion regulation and enjoyment in an online collaborative writing program

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful outcomes, learners need to regulate their emotions and sustain positive during the collaborative process. This study investigated learners’ emotion regulation enjoyment, most extensively researched foreign learning, an English environment. In study, we collected data by surveying 336 Chinese students majoring who collaboratively completed a series of writing tasks 108 groups facilitated social media app (WeChat). Principal component analysis revealed two primary types regulation: peer group regulation. The also one factor underpinning enjoyment: enjoyment collaboration. Correlation showed medium relationships between regulation, Structural equation modeling further found that exerted medium-sized direct effect on Peer affected collaboration moderately indirectly via theoretical pedagogical implications findings can help optimize face-to-face activities.