Exploring the effects of multiple online interaction on emotions of L2 learners in synchronous online classes

Abstract

The decline in both the quantity and quality of interaction has emerged as a notable challenge in online learning. However, the definition of interaction quality remains unclear. This study clarifies it as a decrease in the breadth of interaction, which refers to interaction that can only cover a smaller number of learners. To address this, a synchronous interaction modality, termed Multiple Online Interaction (MOI), based on Zoom's interactive tools, was introduced. In a quasi-experiment involving 58 Chinese L2 learners (with 30 beginner and 28 intermediate students), emotions were assessed using the Brief Mood Introspection Scale (BMIS) while real-time emotional dynamics were revealed through the analysis of 5129 facial expression images during a 35-min synchronous class. MOI participants reported higher levels of Lively and Happy but also experienced more Nervous and less Calm. These emotional dynamics, tracked through expression recognition technology, demonstrate that MOI's impact is primarily observed during the first Grammar & Practice section of the teaching. The empirical findings of this study provide practical insights for educators aiming to conduct effective online teaching in the future.

Keywords

• Second language teaching
• Synchronous online teaching
• Classroom interaction
• Student emotion