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Abstract
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both teachers’ and students’ positive and negative emotions affect the learning outcome, the first one by enhancing and the latter by diminishing learning. Golombek and Doran (2014) believe that given the importance and weight of various interpersonal relationships in the EFL contexts, language teaching is a naturally emotionally-laden profession. Consequently, an inclusive body of research is demanded to understand the significant effect of emotion regulation in the language education domain in various cultures.
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