A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students
Abstract Background Students’ psychological wellness is one of the key elements that improve their well-being and shape their academic progress in the realm of language learning. Among various strategies, physical exercise emerges as an effective approach, allowing learners to manage their emotions...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-01-01
|
| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-024-02338-9 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832594346883416064 |
|---|---|
| author | Huma Akram Ibrahim Naser Oteir |
| author_facet | Huma Akram Ibrahim Naser Oteir |
| author_sort | Huma Akram |
| collection | DOAJ |
| description | Abstract Background Students’ psychological wellness is one of the key elements that improve their well-being and shape their academic progress in the realm of language learning. Among various strategies, physical exercise emerges as an effective approach, allowing learners to manage their emotions considerably. Methods Employing a quasi-experimental research design, this study examines the impact of a three-month physical running exercise intervention on emotional regulation behaviors among L1 (Arabic language) and L2 (English as a foreign language learning) students. Data was collected at three (pre-test, mid-test, and post-test) intervals, focusing cognitive reappraisal (CR) and expressive suppression (ES) the key constructs of emotional regulation. Findings The results showed that the emotional regulation abilities of both groups were considerably impacted by the physical running exertion and differed significantly, with students’ CR skills significantly improving and their ES decreasing over time. However, no significant interaction effect between time and (L1 and L2) groups’ CR was observed, suggesting that physical exercise universally benefits cognitive reappraisal regardless of the language learning context. Conversely, a significant interaction effect was observed in students’ ES, with L2 students experiencing more reduction compared to their L1 counterparts, highlighting the unique emotional challenges faced by L2 learners and the effectiveness of physical activity in mitigating these challenges. Conclusion The results highlight the importance of physical exercise in enhancing emotional regulation abilities among students, particularly in a second language learning context. Given this, regular physical activity programs should be incorporated into educational curricula to support students’ emotional well-being and academic success. It further offers insightful recommendations for teachers, students, administrators, and policymakers to optimize physical exercise integration in higher education. |
| format | Article |
| id | doaj-art-7bad09d3315f491183836e069d2911e9 |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-7bad09d3315f491183836e069d2911e92025-01-19T12:43:56ZengBMCBMC Psychology2050-72832025-01-0113111010.1186/s40359-024-02338-9A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 studentsHuma Akram0Ibrahim Naser Oteir1School of International Education, North China University of Water Resources and Electric PowerGeneral Studies Department, Applied Science UniversityAbstract Background Students’ psychological wellness is one of the key elements that improve their well-being and shape their academic progress in the realm of language learning. Among various strategies, physical exercise emerges as an effective approach, allowing learners to manage their emotions considerably. Methods Employing a quasi-experimental research design, this study examines the impact of a three-month physical running exercise intervention on emotional regulation behaviors among L1 (Arabic language) and L2 (English as a foreign language learning) students. Data was collected at three (pre-test, mid-test, and post-test) intervals, focusing cognitive reappraisal (CR) and expressive suppression (ES) the key constructs of emotional regulation. Findings The results showed that the emotional regulation abilities of both groups were considerably impacted by the physical running exertion and differed significantly, with students’ CR skills significantly improving and their ES decreasing over time. However, no significant interaction effect between time and (L1 and L2) groups’ CR was observed, suggesting that physical exercise universally benefits cognitive reappraisal regardless of the language learning context. Conversely, a significant interaction effect was observed in students’ ES, with L2 students experiencing more reduction compared to their L1 counterparts, highlighting the unique emotional challenges faced by L2 learners and the effectiveness of physical activity in mitigating these challenges. Conclusion The results highlight the importance of physical exercise in enhancing emotional regulation abilities among students, particularly in a second language learning context. Given this, regular physical activity programs should be incorporated into educational curricula to support students’ emotional well-being and academic success. It further offers insightful recommendations for teachers, students, administrators, and policymakers to optimize physical exercise integration in higher education.https://doi.org/10.1186/s40359-024-02338-9Physical exerciseL1 learnersL2 learnersEmotional regulationProcess model |
| spellingShingle | Huma Akram Ibrahim Naser Oteir A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students BMC Psychology Physical exercise L1 learners L2 learners Emotional regulation Process model |
| title | A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students |
| title_full | A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students |
| title_fullStr | A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students |
| title_full_unstemmed | A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students |
| title_short | A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students |
| title_sort | longitudinal analysis of physical exercise in shaping language learners emotional well being a comparative analysis between l1 and l2 students |
| topic | Physical exercise L1 learners L2 learners Emotional regulation Process model |
| url | https://doi.org/10.1186/s40359-024-02338-9 |
| work_keys_str_mv | AT humaakram alongitudinalanalysisofphysicalexerciseinshapinglanguagelearnersemotionalwellbeingacomparativeanalysisbetweenl1andl2students AT ibrahimnaseroteir alongitudinalanalysisofphysicalexerciseinshapinglanguagelearnersemotionalwellbeingacomparativeanalysisbetweenl1andl2students AT humaakram longitudinalanalysisofphysicalexerciseinshapinglanguagelearnersemotionalwellbeingacomparativeanalysisbetweenl1andl2students AT ibrahimnaseroteir longitudinalanalysisofphysicalexerciseinshapinglanguagelearnersemotionalwellbeingacomparativeanalysisbetweenl1andl2students |