مشخصات پژوهش

Speaking ability is widely regarded as a core indicator of second language (L2) proficiency and communicative competence (Thornbury, 2005). Within contemporary second language acquisition (SLA) research, oral performance is typically conceptualized through the triadic framework of complexity, accuracy, and fluency (CAF), which represents linguistic sophistication, correctness, and temporal flow of speech (Skehan, 2009; Larsen-Freeman, 2009). CAF has become a dominant construct for evaluating L2 speaking performance and development (Halim et al., 2023; Neumanová, 2025). However, growing evidence suggests that L2 speaking is not solely determined by cognitive and linguistic factors; affective variables play a decisive role in shaping oral performance (Dörnyei, 2005; Kormos & Préfontaine, 2017). Among affective constructs, emotion regulation (ER)—learners’ ability to manage and modify emotional responses—has emerged as a key determinant of language learning outcomes (Gross, 2015; Bielak & Mystkowska-Wiertelak, 2024). Emotion regulation influences attention, cognitive processing, and willingness to communicate, all of which are essential for successful speaking performance (MacIntyre & Gardner, 1994; Ma, 2022). Recent SLA research has increasingly focused on classroom emotions such as anxiety, enjoyment, and boredom and their links with speaking proficiency (Dewaele & Li, 2022; Kim, 2024; Peng & Wang, 2024). Yet, emotions alone do not explain variability in performance; rather, how learners regulate their emotions during speaking tasks appears critical (Bielak & Mystkowska-Wiertelak, 2020; Yildirim & Atay, 2024). Emotion-regulation strategies such as cognitive reappraisal or suppression can either facilitate or hinder language production processes (Garnefski et al., 2001; Gross, 2014). Despite this growing body of research, the relationship between ER and the specific CAF dimensions of L2 speaking remains underexplored. A few studies indicate that emotional intelligence