The Interaction Effects of an Instructor's Emotions in Instructional Videos and Students' Emotional Intelligence on L2 Vocabulary Learning

Autor/inn/en	Zhu, Fangfang; Yang, Jiumin; Pi, Zhongling
Titel	The Interaction Effects of an Instructor's Emotions in Instructional Videos and Students' Emotional Intelligence on L2 Vocabulary Learning
Quelle	In: Educational Technology Research and Development, 70 (2022) 5, S.1695-1718 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pi, Zhongling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10148-2
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Video Technology; Teaching Methods; Learning Processes; Emotional Intelligence; Teacher Student Relationship; Learning Experience; Eye Movements; Comparative Analysis; Student Motivation; Instructional Design; Emotional Response + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Emotionale Intelligenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernerfahrung; Augenbewegung; Schulische Motivation; Lesson concept; Lessonplan; Unterrichtsentwurf; Emotionales Verhalten
Abstract	Language learning has long been a topic of interest, and instructional videos which allow students to learn anywhere and anytime have become an important language learning tool. However, the emotional characteristics of both instructors and students, which have the potential to influence students' second language learning from instructional videos, have yet to be fully explored. The current study investigated the interaction effects of an instructor's emotions (positive vs. negative vs. neutral) and students' emotional intelligence (low vs. high) on students' second language vocabulary learning from instructional videos with consideration of attention paid to the learning material (i.e., average fixation time, referring to the duration of each fixation on the learning material), learning experience (i.e., motivation, engagement, interaction), and learning performance (both immediate and delayed). Results showed that (1) only the interaction effect on attention was verified, and that (2) students with high emotional intelligence showed a larger average fixation time in the positive condition than in the negative condition, while (3) students with low emotional intelligence showed a smaller average fixation time in the neutral condition than in the negative condition. Furthermore, the results verified the benefits of the instructor's positive emotion on students' motivation, interaction, and immediate performance. Our findings shine a light onto the influence of an instructor's emotions and students' emotional intelligence on second language learning, and provide practical implications for the design of instructional videos and second language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01