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The interaction effects of an instructor’s emotions in instructional videos and students’ emotional intelligence on L2 vocabulary learning

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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.

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Acknowledgements

This work was supported by the National Natural Science Foundation of China under Grant [62007023, 62177027]; the Social Science Foundation of Shaanxi Province under Grant [2020P021]; and Fundamental Research Funds for Central Universities　of China under Grant (Excellent Doctoral Thesis Cultivation Project in Central China Normal University) [2022YBZZ026].

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  1. Faculty of Artificial Intelligence in Education, Central China Normal University, No. 152 Luoyu Road, Hongshan District, Wuhan, 430079, Hubei, China

    Fangfang Zhu & Jiumin Yang

  2. Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 South Chang’an Road, Yanta District, **’an, 710062, Shaanxi, China

    Zhongling Pi

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  1. Fangfang Zhu
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FZ: Conception and design of study, drafting the manuscript, analysis and/or interpretation of data, revising the manuscript critically for important intellectual content. JY: Conception and design of study, acquisition of data, analysis and/or interpretation of data. ZP: Conception, acquisition of data, analysis and/or interpretation of data.

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Zhu, F., Yang, J. & Pi, Z. The interaction effects of an instructor’s emotions in instructional videos and students’ emotional intelligence on L2 vocabulary learning. Education Tech Research Dev 70, 1695–1718 (2022). https://doi.org/10.1007/s11423-022-10148-2

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