The extent to which emotional upsets can interfere with mental life is no news to

teachers. Students who are anxious, angry, or depressed don’t learn; people who are

caught in these states do not take in information efficiently or deal with it well.

                                                                                                        – Daniel Goleman, Emotional Intelligence

 

 “….everyone knows what emotion is until they are asked to define it.” LeDoux (1996, p.23)

Human beings and emotions are inseparable. You are the only one who knows what kinds of emotions are prevailing at this present time while you are reading these lines. Perhaps you are overjoyed since you heard some unexpected good news, or you heard from an old friend dear to your heart. Or your boss made you upset, the taxi driver was rude or your son left for a year to study abroad. In a fairly recent article, Immordino-Yang and Singh (2011) assert that “Affective and social neuroscience findings are suggesting that emotion and cognition, body and mind, work together in students of all ages.” (p. 240). In short as Calvo and D’Mello (2011) stated “..we are affected by the affect” in every aspect of our lives, learning is no exception.

Let us now listen to a very short academic talk on emotions (O’Regan, 2003, p.79).

Emotions (How did you feel after listening to this short lecture? / Did it make sense to you?/ Is it too mechanical?/ Would you prefer a more humanistic style, intonations and stress?)

Merriam , Caffarella and Baumgartner (2007) state that “Learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills values, and worldviews.” (p.277). As educators we need to consider affective factors as well as the content and materials we use in any learning environment.

Amber Case has an interesting point of view on how our learning is changing in the new era. Do you agree with her?

Basically, learning has 3 main elements, Bloom (1956, 1964):

• Cognitive  (knowing)
• Conative (doing)
• Affective (feeling)

This post will focus on the feelings and emotions, which is usually referred to as affect. Affect is associated with one’s attitude as a response or reaction to some experience in a situation. Existing literature has a widespread coverage of Affect and ELT (see the reference list or a selective few). The following seem to be the main affective elements to be considered for language teachers:

                      Motivation

“given motivation, it is inevitable that a human being will learn a second language if he is exposed to the language data.” (Corder, 1981, p.1 cited in Finch, 2011)

Many things have been said about motivation and learning. In language learning situations, we have experienced success stories as a consequence of finance-related, romance-related, survival-related contexts where motivation played a crucial role. For further reading Arnold and Brown’s (1999) article is highly recommended, in which the Csikszentmihalyi’s flow theory was mentioned: “… flow – the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.” (Csikzentmihalyi, 1990).

                    Attitudes and beliefs

Learners beliefs about language learning such as “learner/teacher roles, feedback, self-perceptions as learners, learning in general” (Finch, 2001) and the affects of these may enhance and constrain learners’ performances in  a language learning situation.

                     Personal qualities and anxiety issues

Being an extrovert, being a shy person, being a confident person, being sociable or unsociable, are associated with personality and language learning. Fear of failure, embarrassment of making mistakes, being shy while volunteering for an answer and feeling frustrated when one is unable to find the right word during a simple conversation are just a few of the negative emotions that may deprive learners from using their full capacity. On the other hand, positive emotions such as feeling self-confident, happy, motivated and excited in a learning environment may influence the level of achievement. In short, learning is not only a cognitive process.

                    Learning Environment

The effects of teacher/facilitator’s style, personality and attitude, the environment s/he created and the peer relationships may influence the learners’ performance and motivation for learning in a positive or negative way.  A non-threatening and friendly environment, which is also demanding high may affect the outcomes when compared to an environment in which the learners felt scared, bored or unvalued as people or unchallenged as students. The reactions of a learner to the given feedback may be another point to consider. Some students are encouraged by constructive feedback, some may take it as harsh criticism, or the number of mistakes indicated in an essay may discourage them. Learning environments that take the needs and the whole-person of the learners into consideration will probably enhance learning.

It may be useful to keep in mind that the following emotions may activate or deactivate learning in a learning environment. (Pekrun, p.25)

satisfaction         frustration                 pride                                   confusion

enjoyment            fear                                 shame                                  hope

relaxation            boredom                      contentment                     anxiety

confidence            hopelessness           disappointment             anger

 

               Learning technologies, affective factors and learners

Language teachers have always been advanced when it comes to incorporating technology into their classes. They wholeheartedly and creatively used OHPs (Overhead Projectors) when they were first introduced, they loved audio-visual labs, slides during the times when audio-lingual methodology was trendy. Following that, videos and CDs, interactive white boards and books/materials that promote these devices became fashionable. Recently, advanced digital technologies, mobile learning and internet-based learning seem to be the newest trend.

Let’s see what the existing literature says about affective elements of learning and educational technology. Russell states that students’ performance does not significantly change when the mode of learning/teaching changes “technology will facilitate learning for some, but will probably inhibit learning for others” (O’Regan, 2003).

Pros and cons of using technology in ELT

Perhaps the following model could be used while evaluating the strengths and weaknesses of learning technologies while considering affective elements of language learning. Though the FRAME model (Koole, 2009, p.27) was designed for mobile learning, it provides a useful framework for educators.

For example, considering the Device aspect, activating mobile technologies in learning environments provide accessibility, practicality, availability and immediacy, which may be motivational. Similarly, the possibility of connectivity and collaboration opportunities in a learning environment where broadband networking is available can be considered from Social and Interactional Aspect of learning. A useful checklist based on the FRAME model can be found in the Appendix of Koole’s (2009) article.

Mishra & Koehler (2006) offered a conceptual framework as an outcome of a five-year long study expanding on Shulman’s “pedagogical content knowledge” theory in their article (Technological Pedagogical Content Knowledge- TPCK), which I found comprehensive and extremely valuable. Holding a constructivist perspective, they mention the lack of theoretical perspective in educational technology research asserting that the existing literature offers insights on best practices and new pedagogical tools. It also mentions why some teachers may be enthusiastic about using learning technologies whereas some others are more hesitant referring to the fact that recent technological developments are not as ‘transparent ‘ as those other technologies such as CD players that are ‘…. standardized and relatively stable’ (p. 1023).  The authors indicate that the agreement of scholars on `… traditional methods of technology training for teachers….are ill-suited to produce the ‘deep understanding’ that can assist teachers in becoming intelligent users of technology for pedagogy” (p. 1031-32).  These authors designed a framework and based research on their model by observing and collecting quantitative data by means of case studies and surveys. They claim that teachers developed their TPCK when they are introduced to the lens offered by this model acknowledging the fact that  “…. no single framework can provide all the answers.” (p.1047).

The literature reviewed for this text has provided some research on ELT and learning technologies, Technology and affect, Affect and ELT (finch, 2001;. However, it has been rather difficult to find ELT, learning technologies and affective factors all in one research. Here is a call for guidance:

–       Please share resources and research results on that topic by commenting on this post.

–       Please make a SWOT analysis of your use of technology considering affective factors. And please share your analysis as comments to this post.

PS: Though SWOT analysis is an evaluation method borrowed from business contexts, it might give us food for thought on this pertinent issue, especially when learning technologies and incorporation of them in ELT are considered to be here to stay for a long time.

An example- As part of a workshop presented at TESOL Arabia, following is the SWOT analysis was produced on March 13, 2014. I will be grateful if you could add on to that or make comments.

STRENGTHS

• mobility of teaching materials- accessibility

• we can reach out to all learners with different learning styles/ students with disabilities

• students involvement, they are already tech savvy

• teacher as advisors/coaches

• gives business skills -future skills

• self-paced

• students have control over their own learning

• environmentally friendly

WEAKNESSES

• increased spendings

• distraction factor- concentration problems

• impatience

• lack of human interaction

• can be time-consuming

• learning aims vs apps may not match all the time

• deep learning and concentration on reading may be affected badly

OPPORTUNITIES

• training and re-training of teachers and students

• adaptive learning activities

• rapid (self)assessment possibilities

THREATS

• spelling and writing habits of the future generation

• time management issues

• changing reading skills- concentrated and deep reading vs scanning for aimed information

• health issues – long term effects have not been thoroughly examined yet

• Overwhelming amount of data can interfere with students’ ability to regulate their learning (Azevedo, p. 141)

 

References

Arnold, J. & Brown, H.D. (1999). A map of the terrain. In J. Arnold (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press. 1-24.

Azevedo, R., & Strain, A. C. (2011). Integrating cognitive, metacognitive, and affective regulatory processes with MetaTutor. In New perspectives on affect and learning technologies (pp. 141-154). Springer New York.

Calvo , R. A., & D’Mello, S. K. (2011). New perspectives on affect and learning technologies (Vol. 3). New York: Springer.

Csikszentmihalyi, M. (1990). Flow : The Psychology of Optimal Experience, Harper and Row, New York.

Finch, A. E. (2000). A formative evaluation of a task-based EFL programme for Korean university students. University of Manchester. Retrieved from

http://www.finchpark.com/afe/affect.htm

Immordino-Yang, M. H., & Singh, V. (2011). Perspectives from Social and Affective Neuroscience on the Design of Digital Learning Technologies. In New Perspectives on Affect and Learning Technologies (pp. 233-241). Springer New York.

Koole, M. L. (2009). A model for framing mobile learning. Mobile learning: Transforming the delivery of education and training, 1, 25-47.

Kort, B., Reilly, R. & Picard, R. W. (2001). An affective model of interplay between emotions and learning: reengineering educational pedagogy—building a learning companion. Proceedings, IEEE International Conference, pp. 43-46.  Retrieved 01.01.2013, http://hd.media.mit.edu/tech-reports/TR-547.pdf

LeDoux, J. E. (1996).The Emotional Brain. Simon and Schuster. New York.

Merriam, S. B., Caffarella, R.S., & Baumgartner, L. M., (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.

O’Regan, K. (2003). Emotion and e-learning. Journal of Asynchronous learning networks, 7(3), 78-92.

Pekrun, R. (2011). Emotions as drivers of learning and cognitive development. In New perspectives on affect and learning technologies (pp. 23-39). Springer New York.

Russell, T. (1997). Technology wars: Winners and losers. Educom Review, 32 (2), 44-46,
http://search.excite.com/relocate/sr=webresult|ss=%22Technology+wars%3A+Winners+and+
losers%22|id=33217687;http://www.educause.edu/pub/er/review/reviewArticles/32244.html.