Effect of Collaborative Feedback Tasks on EFL Learners’ Cognitive Emo-tion Regulation

This study investigated the effect of collaborative task types in speaking courses on cognitive emotion regulation. To this end, 34 EFL students were selected through cluster sampling. Two groups were selected in the study to analyze the role of collaborative feedback. The first group received the collaborative feedback provided by peers and there were discussion sessions for the solutions provided in groups. These solutions were mostly related to linguistic and commu-nicative aspects of speaking. The second group (as the control group) did not receive the col-laborative feedback. Cognitive Emotion Regulation Questionnaire (CERQ) was administered to identify whether the intervention by collaborative feedback affects the level of cognitive emo-tion regulation. The result of data analysis by One-way MANOVA showed a significant differ-ence between the experimental and control groups. And, with regard to the second research question, multiple regression analysis using SPSS showed that there was a high degree of pre-dictability of dependent variable by independent ones. The result of the current study can help the policy-makers to understand the role of collaboration and the importance of devising new collaborative educational tasks for learners.