Virtual English Language Teaching at the Service of Iranian House Wives: Emotional Regulation, Anger Control, and Domestic Violence in Focus
محورهای موضوعی : Research Paper
Sara Amiri
1
(Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)
Neda Fatehi Rad
2
(Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)
Valeh Jalali
3
(Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)
کلید واژه: anger control, well-being, domestic violence, Emotional regulation, Virtual English Language Teaching,
چکیده مقاله :
House wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992); the Domestic Violence against Women, developed and validated by Mohseni Tabrizi et al. (2011) in Persian; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control and domestic violence. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers.
House wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992); the Domestic Violence against Women, developed and validated by Mohseni Tabrizi et al. (2011) in Persian; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control and domestic violence. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers.
Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding Elearning during Covid-19 at a private medical college. Pakistan Journal of Medical
Sciences, 36, 113-125, doi: 10.12669/pjms.36. COVID19-S4.2766.
Abrar, M. (2010). Iranians exchange daily 60 million SMS messages (in Farsi). Retrieved
from:http://www.abrarnews.com/economic/1389/890223/html/
edari.htm#s69687, https://doi.org/10.1016/j.tele.2011.02.001.
Altena, E., Baglioni, C., & Espie, C. A. (2020). Dealing with sleep problems during home
confinement due to the COVID-19 outbreak: Practical recommendations from a task force
of the European CBT-I Academy. J Sleep Res, 29(4), 13-52.
Ameen, N., Willis, R., Abdullah, M. N., & Shah, M. (2019). Towards the successful integration
of e‐learning systems in higher education in Iraq: A student perspective. British Journal of
Educational Technology, 50(3), 1434-1446, doi:10.1111/bjet.12651.
Anderson, A. J. (2013). Instructional enhancements to improve students' reading abilities. English
Teaching Forum, 51(1), 2-10.
Ary, D., Jacobs, L. C., Sorensen-Irvine, C. K., & Walker, D. A. (2019). Introduction to research
in education (10th ed.). Belmont, CA: Wadsworth Publishing.
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
62 Amiri, S., Fatehi Rad, N., & Jalali, V., Vol. 12, Issue 48, 2024, pp. 51-65
Awaliyah, I. T. A., Taufiq, A., & Hafina, A. (2019). The effectiveness of sociodrama to improve
students’ anger management skills. Islamic Guidance and Counseling Journal, 2(2), 56–65,
doi: https://doi.org/10.25217/igcj.v2i2.397.
Azmi, F. A., Khan, H. N., & Azmi, A. M. (2022). The impact of virtual learning on students’
educational behavior and pervasiveness of depression among university students due to the
COVID-19 pandemic. Globalization and health, 18(1), 1-9.
Bansal, S. (2020). Impact of the COVID-19 pandemic on education, rise of online teaching
learning process & effects on health of kids. Rise of Online Teaching Learning Process &
Effects on Health of Kids (May 8, 2020). https://doi.org/10.2139/ssr .3595971.
Bao, Y., Sun, Y., Meng, S., Shi, J., & Lu, L. (2020). nCoV epidemic: Address mental health care
to empower society. Lancet, 22(395), 37–38.
Barber, L., Bagsby, P., Grawitch, M., & Buerck, J. (2011). Facilitating self-regulated learning
with technology. Teaching of Psychology, 38(4), 303-308.
Basal, A., Yilmaz, S., Tanriverdi, A., & Sari, L. (2016). Effectiveness of mobile applications in
vocabulary teaching. Contemporary Educational Technology, 7(1), 47-59.
Biron, M., & van Veldhoven, M. (2012). Emotional labor in service work: Psychological
flexibility and emotion regulation. Human Relations, 65(10), 1259-1282.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper
presented at the 120th ASEE Annual & Exposition, Atlanta, USA.
Bleimann, U. (2004). Atlantis University: A new pedagogical approach beyond e-learning.
Campus-wide Information. Systems, 21(5), 191-195.
Bracket, M. A. Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotionregulation ability, burnout, and job satisfaction among British secondary-school teachers.
Psychology in the Schools, 47(4), 406–417.
Buss, A. H., & Perry, M. (1992). The Aggression Questionnaire. Journal of Personality and
Social Psychology, 63(3), 452–459.
Cheok, M. L., Wong, S. L., Ayub, A. F., & Mahmud, R. (2017). Teachers' perceptions of elearning in Malaysian secondary schools. Malaysian Online Journal of Educational
Technology, 5(2), 20-33.
Chory, R. M., Claus, C. J., & Malachowski, C. C. (2012). Student antisocial compliance-gaining
as a function of instructor aggressive communication and classroom justice.
Communication Education, 61, 17–43.
Desouky, A. (2016). Effectiveness of using screencast feedback on EFL students’ writing and
perception. English Language Teaching, 9 (8), 106-121.
Dettori, G., & Persico, D. (2014). Influence of task nature on learner self-regulation in online
activities. London: IGI Global, Doi:10.4018/978-1-61692-901-5.ch009.
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575,
https://doi.org/10.1037/0033-2909.95.3.542.
Emezue, C. (2022). Digital or digitally delivered responses to domestic and intimate partner
violence during COVID-19. https://www.ncbi.nlm.nih.gov,Doi: 10.2196/19831.
Ene, E., & Upton, T.A. (2018). Synchronous and asynchronous teacher electronic feedback and
learner uptake in ESL composition. Journal of Second Language Writing, 41, 1-13,
https://doi.org/10.1016/j.jslw.2018.05.005.
Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and
generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203.
Fry, K. (2000). The business of E-learning: Bringing your organization in the knowledge
economy. Education and Training, 43(45), 233-239.
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
Virtual ELT at the Service of Iranian Housewives … 63
Garnefski, N., Kraaij, V., & Spinhoven, P. (2003). CERQ: Manual for the use of the cognitive
emotion regulation questionnaire. DATEC.
Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: Emotion regulation
and emotional labor strategies as predictors of teacher burnout. International Journal of
Pedagogies and Learning, 10(2), 139-150,
https://doi.org/10.1080/22040552.2015.1113847.
Ghasemzadeh Nassaji, S., Peyvastehgar, M., Hosseinian, S., Mutabi, F., & Bani Hashem, S.
(2010). Effectiveness of cognitive-behavioral intervention on coping responses and
cognitive emotional regulation strategies. Olume Raftari Journal, 4(1), 35-43.
Guibilini, A., Savulescu, J. (2018). The artificial moral advisor. The ideal observer meets
artificial intelligence. Philosophy & Technology, 31(2), 169-188.
Gunnell, D., Appleby, L., Arensman, E., Hawton, K., John, A., Kapur, N., Khan, M., O'Connor.
R. C, & Pirkis, J. (2020). Suicide risk and prevention during the COVID-19 pandemic.
Lancet Psychiatry, 7 (2020), 468-471, Doi: 10.1016/S2215-0366(20)30171-1.
Haider, A. (2009). What happens after the click? Role of Internet information in shaping
democratic values. AMCIS Proceedings, 377, 205-345.
Horton, W. (2001). Leading e-learning. American society for training and development,
Retrieved from http://www.elearninggurus. Om/articles.html.
Jan, M., Soomro, S., & Ahmad, N. (2017). Impact of social media on self-esteem.
EuropeanScientificJournal,13(23),329-341,Doi: 10.19044/esj.2017.v13n23p329.
Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social
support on the relationship between trait emotional intelligence and teacher burnout.
Teaching and Teacher Education, 51(1), 58-67,
http://dx.doi.org/10.1016/j.tate.2015.06.001.
Lahn, L. L. (2004). Dilemmas in the development of e-learning at work. Journal of Workplace
Learning, 16(8), 466-478, Doi:10.1108/13665620410566432.
Li, S., Yang, L., Zhang, C., Xiang, Y. T., Liu, Z., Hu, S., & Zhang, B. (2020). Online mental
health services in China during the COVID-19 outbreak. Lancet Psychiatry, 7(4), 17–18,
Doi: 10.1016/S2215-0366(20)30077-8.
Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states:
Comparison of the depression anxiety stress scales (DASS) with the beck depression and
anxiety inventories. Behaviour Research and Therapy, 33(3), 335–343,
https://doi.org/10.1016/0005-7967(94)00075-U.
Manotovani, A. (2020). Behavioral and emotional disorders in children during the COVID-19
epidemic. The journal of Pediatrics, 221, 264-266, Doi: 10.1016/j.jpeds.2020.03.013.
Mattioli, A. V., & Puviani, M. B. (2020). COVID-19 pandemic: The effects of quarantine on
cardiovascular risk. European Journal of Clinical Nutrition, 74, 852–855, Doi:
10.1038/s41430-020-0646-z.
Mirzaei, A., Soleimapour, Z., Jalilian, M., Abedzadeh Zavareh, M. S. (2020). Anger status and its
dimensions among high school female students: A cross-sectional study. Journal of
Education and Community Health, 7(1), 45-49, Doi: 10.29252/jech.7.1.45.
Mohseni Tabrizi, A., Keldi, A., & Javadianzadeh, M. (2011). Investigating the state of domestic
violence in married women referring to forensic medicine and welfare centers in Yazd city
in 2009. Toloe Behdasht Quarterly, 11(3), 11-24.
Mohsen, M. A., & Shafeeq, C. P. (2014). EFL teachers' perceptions on Blackboard
applications. English Language Teaching, 7(11), 108-118, Doi:10.5539/elt. v7n11p108.
Mosleh, S.M., Kasasbeha, M.A., Aljawarneh, Y.M., Alrimawi, I., & Saifan, A.R. (2022). The
impact of online teaching on stress and burnout of academics during the transition to
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
64 Amiri, S., Fatehi Rad, N., & Jalali, V., Vol. 12, Issue 48, 2024, pp. 51-65
remote teaching from home. BMC Medical Education, 22 (1), 1-10, Doi: 10.1186/s12909-
022-03496-3.
Nguyen, T., Ikeda, M., (2015). The effects of ePortfolio-based learning model on student selfregulated learning. Lap, 6(3), 197-209, https://doi.org/10.1177/1469787415589532.
Nicole, E., & Baker, L. (2016). Gender-based violence training programs: Online, face to face
and blended formats. Center for Research & Education on Violence against Women &
Children.
Nobles, A. L., Althouse, B. M., & Dredze, M. (2020). Internet searches for acute anxiety during
the early stages of the COVID-19 pandemic. JAMA Internal Medicine, 180(12), 1706-1707,
Doi: 10.1001/jamainternmed.2020.3305.
Prasanth, E. S., Vargheese, A., Athulya, K. H., Babu, B., Sebastian, C., Jiya, N., Karthika, M. G.,
& Nazar, N. (2022). A Study to assess the knowledge and practice of anger management
among adolescents’ students in a selected school, thrissur with a view to prepare a
pamphlet. Int J Nur Res, 8(2), 47-51.
Radia, B. (2019). Approaching a reading course via Moodle-based blended learning: EFL
learners' insights. MJLTM, 9(11), 700-721.
Roffe, I. (2002). E-learning: engagement, enhancement and execution. Quality Assurance in
Education, 10(1), 40-50, Doi:10.1108/09684880210416102.
Ruwanpura, K. N. (2008). Multiple identities, multiple-discrimination: A critical review.
Feminist Economics, 14(3), 77-105, https://doi.org/10.1080/13545700802035659.
Schrag, R.J.V., Leat, S., Backes, B., Childress, S., & Wood, L. (2022). So many extra safety
layers: Virtual service provision and implementing social distancing in interpersonal
violence service agencies during COVID-19. Journal of Family Violence, 8, 1-13, Doi:
10.1007/s10896-021-00350-w.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55, 5-14, https://doi.org/10.1037/0003-066X.55.1.5,
https://doi.org/10.1037/0003-066X.55.1.5.
Shahzad, S. K., Hussain, J., Sadaf, N., Ghani, U., & Saleem, R. (2020). Impact of virtual teaching
on ESL learners' attitudes under COVID-19 circumstances at post graduate level in
Pakistan. English Language Teaching, 13 (9), 1-9, https://doi.org/10.5539/elt.v13n9p1.
Shaqaqi, M., & Soleimani, H. (2019). Effects of asynchronous and conventional paper-and-pen
metalinguistic feedback on L2 learners' use of verb tense. Journal of Modern Research in
English Language Studies 5(3), 55-72, doi: 10.30479/jmrels.2019.10230.1269.
Shirazi, R. (2014). The Pedagogy of visibility: Constructs and contests of Iranianness in a
community organized school in a large southern U.S. City. Diaspora, Indigenous,
andMinorityEducation,8(2),108240, Doi:10.1080/15595692.2013.857302.
Shokoohi-Yekta, M., Ghobary-Bonab, B., Alimohammadi Malayeri, S., Zamani, S., &
Pourkarimi, J. (2019). The relationship between anger and coping strategies of mothers of
children with special needs. Procedia-Social and Behavioral Sciences, 205, 140-144, Doi:
10.1016/j.sbspro.2015.09.041.
Smith, D. C., Furlong, M. J., Bates, M., & Laughlin, J. D. (1998). Development of the
multidimensional school anger inventory for males. Psychology in the Schools, 35, 1-15.
Smyrnova-Trybulska, E., Kommers, P., Morze, N., & Malach, J. (Eds.). (2019). Universities in
the Networked Society: Cultural diversity and digital competences in learning communities,
10, 254-263.
Talbot, K., & Mercer, S. (2018). Exploring university ESL/EFL teachers’ emotional well-being
and emotional regulation in the United States, Japan and Austria. Chinese Journal of
Applied Linguistics, 41(4), 410-432.
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
Virtual ELT at the Service of Iranian Housewives … 65
Tov, W. (2018). Daily experiences and well-being: Do memories of events matter?
Cognition&Emotion,26,13711389, Doi:https://ink.library.smu.edu.sg/soss_research.
Tsai, S. & Machado, P. (2002). E-learning, online learning, language learning, or distance
learning: Unveiling the ambiguity in current terminology. Association for Computer
Machinery eLearn Magazine, 2002(7), 3-5.
Wild, R.H., Griggs, K. A., & Downing, T. (2002). A framework for e-learning as a tool for
knowledge management. Industrial Management & Data Systems, 102(7), 371-380, doi:
10.1108/02635570210439463.
Williams, G. A., Maier, C. B., & Scarpetti, G. (2020(What strategies are countries using to .
.?expand health workforce surge capacity during the COVID-19 pandemicEurohealth,
26)2.57.51).
Yoosefi Lebni, J., Abbas, J., Moradi, F., Salahshoor, M. R., Chaboksavar, F., Irandoost, S. F.,
Nezhaddadgar, N., & Ziapour, A. (2020). How the COVID-19 pandemic effected
economic, social, political, and cultural factors: A lesson from Iran. International Journal
of Social Psychiatry, 67(3), 298–300, Doi: 10.1177/0020764020939984.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of Information
and Communication Technology (ICT) in teaching ESL writing skills. English Language
Teaching, 6(7), 1-8, Doi:10.5539/elt. v6n7p1.
Zhang, M., Hu, P., Xu, X., Ai, J., Li, Y., & Bao, Y. (2020). A look back at the first wave of
COVID-19 in China: A systematic review and meta-analysis of mortality and health care
resource use among severe or critical patients. PLoS ONE, 17(3), 117-265,
https://doi.org/10.1371/journal.pone.0265117.
