Abstract
This study explores the impact of positive, negative and neutral emotion induction procedures on Chinese adult e-learners’ language learning. Thirty students from each of the three groups were selected as the subjects, with each group receiving one of the three treatments. The subjects attended some online lecturing sessions on English tenses and were assigned a pretest and a posttest. Data were also collected through simultaneous recording of the lecturing. The results of the posttest show that the positive treatment can generate the most facilitating impact on learning, the neutral one can also facilitate learning but not as much as the positive one, and the negative one may hinder learning.
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Acknowledgements
This work was supported by the Beijing Higher Education Young Elite Teacher Project under Grant number: YETP0471.
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Ge, Z. (2015). Exploring Three Emotion Induction Procedures and Their Effect on E-learners’ Language Learning. In: Huang, DS., Bevilacqua, V., Premaratne, P. (eds) Intelligent Computing Theories and Methodologies. ICIC 2015. Lecture Notes in Computer Science(), vol 9225. Springer, Cham. https://doi.org/10.1007/978-3-319-22180-9_60
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DOI: https://doi.org/10.1007/978-3-319-22180-9_60
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