Navigating for Positive Group Dynamics Through Emotion Regulation: A Multimodal Conversation Analysis on Teacher Discussions in Chinese EFL Curriculum Development.
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| Title: | Navigating for Positive Group Dynamics Through Emotion Regulation: A Multimodal Conversation Analysis on Teacher Discussions in Chinese EFL Curriculum Development. |
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| Authors: | Zuo, Miaomiao1 (AUTHOR) miaomiao_sophia@163.com |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Feb2026, Vol. 35 Issue 1, p159-176. 18p. |
| Subject Terms: | *Emotion regulation, *Conversation analysis, *Discussion in education, *Curriculum planning, *Teacher training, *Emotional intelligence, Social groups |
| Abstract: | Emotion regulation has been widely studied in psychology and linguistic anthropology but is underexplored in pedagogical conversations, especially in collaborative project development. This study examines the emotional dynamics during 6.5-h video-recorded discussions for developing an English for foreign language (EFL) learning course among six teachers at a Chinese university. Using multimodal conversation analysis (MCA), the study provides a detailed understanding of how emotions are regulated through verbal and non-verbal cues to navigate for positive group dynamics. Key findings include the effective management of disagreements, transforming complaints into motivational forces, and acknowledging self-progress related to collective contributions to enhance group dynamics and cohesion. The study underscores the importance of moment-by-moment understanding of emotional intelligence and regulation strategies in educational settings, offering practical implications for teacher training programs and collaborative projects. However, studying a single team in one university highlights the need for further research on diverse educational contexts and the long-term effects of emotion regulation on group dynamics. Despite valuable insights provided by the MCA approach, other qualitative methods can be considered to complement it in understanding the underlying reasons and motivations driving effective emotion regulation. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Emotion regulation has been widely studied in psychology and linguistic anthropology but is underexplored in pedagogical conversations, especially in collaborative project development. This study examines the emotional dynamics during 6.5-h video-recorded discussions for developing an English for foreign language (EFL) learning course among six teachers at a Chinese university. Using multimodal conversation analysis (MCA), the study provides a detailed understanding of how emotions are regulated through verbal and non-verbal cues to navigate for positive group dynamics. Key findings include the effective management of disagreements, transforming complaints into motivational forces, and acknowledging self-progress related to collective contributions to enhance group dynamics and cohesion. The study underscores the importance of moment-by-moment understanding of emotional intelligence and regulation strategies in educational settings, offering practical implications for teacher training programs and collaborative projects. However, studying a single team in one university highlights the need for further research on diverse educational contexts and the long-term effects of emotion regulation on group dynamics. Despite valuable insights provided by the MCA approach, other qualitative methods can be considered to complement it in understanding the underlying reasons and motivations driving effective emotion regulation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-025-00971-5 |
