The Impact of English Literature (Story Reading) on ESP Learners' Emotion Regulation

Document Type: Original Article

Authors

Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract

English story reading as a sub branch of literature plays a momentous role with an impressive function to accomplish divergent goals of skill mastery in ELT studies due to the fascinating pedagogical and psychological benefits embedded in it. English for Specific Purpose (ESP) learners encounter reading passages that can implicitly impress their psychological capabilities as they perceive the world from the characters’ points of view, attitudes, and emotional expressions. This study aimed to explore the probable effects of English Literature (story reading) on ESP learners’ emotion-regulation. Research design was Quasi-experimental. Research sample (with convenience sampling method) included ESP learners in West Tehran branch, Islamic Azad University, who were homogenized via Nelson English Proficiency Test and randomly assigned into two experimental (N=65) and control (N=62) groups. Emotion regulation questionnaire (Gross & John, 2003) with the Cronbach’s alpha (0.82) was administered to both groups before and after treatment. The experimental group received the instruction of English story reading in a seven-week period, while the control group received traditional training during this period. The obtained data were analyzed using the statistical method one independent sample t-test on the gain score. The computation and analysis of the t-test proved to be (1.57) and confirmed the positive improvement in emotion regulation of ESP learners in experimental group. Accordingly, it can be concluded that English story reading could sharpen, deepen, and broaden learners’ insights towards emotion regulation. It can be incorporated in ESP curriculum plans and class syllabi as it facilitates learners to regulate their emotions.

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