Use temporal insights from dynamic emotion data to design proactive interventions addressing anxiety before it undermines enjoyment¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review recommends leveraging temporal relationships revealed by dynamic analyses to intervene before negative emotions escalate. It suggests interventions grounded in cognitive-behavioural theory, which emphasizes the interconnectedness of thoughts, feelings, and behaviours over time, "By helping students identify and challenge anxiety-provoking thoughts continuously in the learning process", and interventions based on self-determination theory and positive psychology that design learning environments consistently supporting students' psychological needs. This strategy depends on the VAR-style temporal insights described in the article.

Design Implications¶

Context¶

Requirements¶

• Temporal models (e.g. VAR) revealing how emotional states at previous time-points predict subsequent emotional states

Constraints¶

Target Learners¶

• Second language learners

Target Learning Goals¶

• Preventing escalation of anxiety and promoting adaptive emotional experiences that foster enjoyment and engagement in learning

Claims¶

• Existing SLA emotion research methods cannot capture the dynamic nature of emotions in language learning situations [+W]
• Anxiety, enjoyment and boredom are three critical emotions in language learning that affect outcomes and engagement [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel. (2024). The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09946-2