Emotion, Attention and Delayed Recall Task Performance: How Emotional Intensity Drives Eyes during Foreign Language Subtitle Processing

Autor/in	Dolgunsoz, Emrah
Titel	Emotion, Attention and Delayed Recall Task Performance: How Emotional Intensity Drives Eyes during Foreign Language Subtitle Processing
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 1, S.839-853 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Emotional Response; Cognitive Processes; Eye Movements; Nonverbal Communication; Second Language Learning; Vocabulary; Attention; Visual Aids; Visual Stimuli; English (Second Language); Memory; Late Adolescents; Young Adults; Foreign Countries; Video Technology; Turkey + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Cognitive process; Kognitiver Prozess; Augenbewegung; Non-verbal communication; Nonverbale Kommunikation; Zweitsprachenerwerb; Wortschatz; Aufmerksamkeit; Anschauungsmaterial; English as second language; English; Second Language; Englisch als Zweitsprache; Gedächtnis; Halbstarker; Young adult; Junger Erwachsener; Ausland; Türkei
Abstract	Emotions and cognitive processes are intertwined terms and can frame how we behave and learn. The main aim of this research was to investigate the effect of emotion on attention during L2 subtitle processing and to scrutinize emotional intensity as a factor on delayed L2 vocabulary recall tasks. In this experimental study, quantitative method was utilized. In the study, 40 intermediate volunteer learners of EFL watching a funny or a boring video in which subtitles ended with an enhanced non-word while their eye movements and facial expressions were recorded. After the experiment, they were asked to take an immediate post-test consisted of choosing the correct non-words mentioned in the videos. 5 days later, they sat for the same test individually in a randomized order. The data were analyzed via samples T-Tests and a repeated measures ANOVA with a covariate. The results showed that emotional intensity did not affect time spent on subtitle areas but it was found to have an effect of recalling vocabulary items after a long delay. The results were discussed in terms of noticing and emotional enhancement effect on memory. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01