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

• Published in: Educational technology research and development 2022-10, Vol.70 (5), p.1695-1718
• Main Authors: Zhu, Fangfang, Yang, Jiumin, Pi, Zhongling
• Format: Article
• Language: English
• Subjects: Analysis; Attention; Classroom communication; Comparative Analysis; Education; Educational Technology; Emotional Intelligence; Emotional Response; Emotions; Equipment and supplies; Eye Movements; Foreign language instruction; Instructional Design; Instructional Materials; Intelligence; Language Teachers; Learning and Instruction; Learning Experience; Learning Processes; Motivation; Research Article; Second Language Instruction; Second Language Learning; Second language teachers; Second language vocabulary learning; Student Motivation; Students; Teacher Attitudes; Teacher Student Relationship; Teachers; Teaching; Teaching Methods; Time; Video Technology; Vocabulary Development
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-022-10148-2

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.