Unpacking the Emotional Experiences of Learners in a Blended Learning Context

A case study of College English teachers' emotional experiences in the blended teaching context

The current research on language teacher education has witnessed a surge in studies focusing on teacher emotions due to their recognized importance in teaching. However, limited efforts have been found to investigate the emotions of Chinese College English teachers in the blended teaching context. This qualitative case study aims to uncover the emotional experiences of four Chinese College English teachers and explore the causes of their emotions in the blended teaching context. Data for the study was primarily gathered through interviews and case documents. The findings indicate that teachers in Eastern China experienced more positive emotions than negative emotions in the blended teaching context, while teachers in Western China exhibited the reverse pattern. These emotions were caused by their continuous appraisal of the interaction between their personal goals and various ecological systems. The research findings underscore the crucial role of teacher emotion in blended teaching and provide implications for enhancing blended teaching practices.

Effect of Technology Acceptance on Blended Learning Satisfaction: The Serial Mediation of Emotional Experience, Social Belonging, and Higher-Order Thinking

This study explored the relationship between technology acceptance and learning satisfaction in the context of blended learning, with a particular focus on the mediating effects of online behaviors, emotional experience, social belonging, and higher-order thinking. A total of 110 Chinese university students participated in this study and completed a questionnaire at the end of 11 weeks of blended learning. The results demonstrate that technology acceptance directly and indirectly relates to blended learning satisfaction. The mediation analysis further revealed two significant mediating pathways from technology acceptance to blended learning satisfaction: one through higher-order thinking, and the other through serial mediation of emotional experience, social belonging, and higher-order thinking. Moreover, there was no significant mediating effect of online learning behaviors on blended learning satisfaction. Based on these results, we have proposed practical implications for improving blended learning practice to promote learner satisfaction. These results contribute to our understanding of blended learning as an integrated construct under the triadic interplay of technical environment, learning behaviors, and individual perceptions.

Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic

The teaching-learning process of reading and writing has great relevance in the psycho-emotional and socio-psychological development of school-age children. This is an exercise in which they develop imagination, attention and memory capacity and through this process the management of emotions and sensitivity and capacity of apprehension of reality. The crisis derived from the COVID-19 pandemic transformed reality in an unprecedented way in the recent history of humanity and the educational context was shaken by all these changes. With confinement, the teaching-learning process of reading and writing, which is designed to take place in person, had to be developed in a hybrid or online way, which was a major challenge for teachers and families and, of course, also for children who were in the process of learning. One of the aspects that was blurred in this context was the role of the teacher, which in this case is one of the most important elements, to achieve adequate learning of reading and writing. On one hand, the teacher is in charge of helping to manage the emotions derived from the learning process itself and, on the other hand, he is a key figure so that this is not only technical learning but also contributes to the child's socio-emotional development. The aim of this study was to analyze the impact of the socio-psychological changes that have occurred in the educational context since the COVID-19 pandemic on the emotions linked to the teaching process, learning of reading and writing through a systematic review of the studies carried out on the subject, in order to provide recommendations for face-to-face learning in the post-COVID-19 era. A systematic review strategy was devised and the literature search was conducted. The search was conducted using ERIC, Dialnet, Scopus, WoS, EBSCO, and Google Scholar databases. This systematic review took place during the month of May 2022. The results show that given the scarce presence of empirical studies on the subject, the objective has only been partially met. However, a systematic review of the studies carried out on the subject. For the identification of recommendations in the development of face-to-face learning in the post-covid era, it has been possible to identify some ideas of interest for future curricular designs in primary school students who are immersed in learning to read and write.

Emotional-based pedagogy and facilitating EFL learners' perceived flow in online education

Given the fundamental role of emotional intelligence (EI) in learning, especially in virtual learning contexts where individuals experience more stress and anxiety, the need to understand and recognize one's own feelings and the mutual feelings of peers has gained more importance. Flow as the ultimate state in harnessing emotions in the service of performance and learning has been introduced as the main reason for one's willingness to perform activities which are connected to no external motivation. In this regard, the present study was conducted to first introduce a new educational program to enhance the EI level in the English as a foreign language (EFL) online education environment and next to investigate the possibility of raising EFL learners' perceived flow. To achieve these goals, the study recruited a sample of 67 EFL learners who were next divided into experimental (n = 32) and control (n = 35) groups. The experimental group received the EI intervention over 10 weeks and the control group received the ordinary online EFL instruction. Data were collected through EI and flow questionnaires and semi-structured interviews which focused on learners' perception of the EI intervention and signs of enhanced flow. Statistical analysis of the data showed a positive effect of the program on the learners' EI and their perceived flow. The study emphasizes the role of applying positive emotions in making language learners more engaged in online classroom tasks.