Unpacking the interaction between foreign language learners’ emotion, cognition, and activity in the flipped classroom in higher education: A perezhivanie perspective

Frontiers in Psychology

article

Lili Qin¹  Lan Yao²  Yinxing Jin³ 

[1] Department of World Languages, Dalian University of Foreign Languages;Ganzhou Middle School;Foreign Language College, Hainan Normal University

关键词: Perezhivanie;    emotion-cognition-action;    Dramas;    sociocultural theory;    flipped classroom;   

DOI  :  10.3389/fpsyg.2022.1005237

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Few studies have investigated learners’ emotional experiences and the interactions between emotion, cognition, and action in the flipped foreign language classroom (i.e., a mixed teaching mode that combines in-class teaching and off-class self-directed learning). This study addressed these research gaps by exercising a longitudinal narrative study on a total of 32 Chinese-as-the-first-language university students of English who attended a 15-week English course with this teaching design. The results showed that the participants experienced more of positive emotions than negative emotions in this teaching context. Complex interactions between emotion, cognition, and action were revealed, but generally (negative) positive emotion, cognition, and action were interconnected. The findings show that in general learners experienced more positive emotions due to the dynamic, developmental and historical mediators .

【 授权许可】

CC BY