1. Discuss the meaning of emotions in learning with citations.

Discuss the meaning of

different emotions (pride, hope, enjoyment, and boredom; it is okay to add others that

you will find important):

Emotions significantly impact students' cognitive processes, including attention,

reasoning, perception, learning, memory, and problem-solving ability. Emotions strongly

influence the attention of individual students, especially regarding the selectivity, action as well

as behavior of students (Richards, 2022). Emotions' control and attention-seeking nature are

intimately related to the learning process because the attentional capacity entirely emphasizes the

relevant information. Pekrun (2014) envisages emotional experiences as important and critical in

the learning environment because they modulate students' cognitive ability. Classwork, Tests,

examinations, and deadlines are linked to the various emotional states encompassing boredom,

frustration, and anxiety.

The learning environment is an emotional space where learners have an emotional

experience. For instance, learners may be excited about the learning process, hopeful for success,

pride in their achievements, surprised by discoveries and solutions, anxious over examination

failure, and ashamed of poor grades. On the other hand, social emotions like anger, empathy,

contempt, and admiration are key drivers in the class environment (Pekrun, 2014). Students can

transfer emotions from the surrounding into the classroom, thus strongly affecting their learning.

For example, they can bring family stress to the learning process.

Furthermore, the ability to learn, master, and remember classwork relies on the individual

student’s emotions. Numerous literary works have reported that emotions affect learners'

cognitive processes, including attention and learning (Pekrun, 1992). These aspects are

significant are crucial in the learning environment to help students cope with difficulties that can
render the learning process meaningless. Attention and motivational factors are more effective in

learning and memory enhancement.

However, Graesser (2020) infers that the relationship between emotions and learning

should be treated as a multifaceted aspect that can be experienced simultaneously, in succession,

or cascading manner during learning. Therefore, the need to consider the period of emotional

turmoil and additional complexities. It seems unrealistic to assume that a single emotion is

experienced at a time, but much research needs to be conducted to unveil such underpinnings.

Most students benefit from learning enjoyment, whereas hopelessness, anxiety, boredom, and

shame can harm learning. Emotions are essential to learners' identity and well-being, thus

extending beyond academic functions.

Moreover, understanding students' emotions is critical in managing their values and

beliefs and learning and problem-solving skills (Linnenbrink and Pintrich, 2002). Emotional

experience entails positive activation of emotion to help realize positive outcomes like effective

cognitive ability, a goal-oriented self-regulatory character, open-mindedness, motivation, and

academic achievement. Therefore, theoretical interventions can be practiced to help cultivate

positive emotional experiences in students. These theoretical models include the following:

i. The FEASP (fear, envy, anger, sympathy, and pleasure)

The FEASP approach was designed to assist in cultivating emotionally sound

instructions. This set of instructions is geared towards reducing:

a) Fear emanates from the subjective judgment of a scenario as fatal or life-threatening.

b) Envy is the feeling or desire to possess another person’s personality or share.

thus forcing additional actions.

d) Sympathy is having a feeling of favor and orientation toward persons in need.

e) Pleasure resulting from the mastery of a situation with a complete devotion

For instance, approaches that systematical reduce fear entail assisting the students in embracing

mistakes and opportunities as a learning process. This will promote a positive emotional

experience for students. Kim and Pekrun (2014) argued that these approaches must be designed

and initiated based on the student's problem, and the result should be evaluated. Consequently,

student enjoyment in the classroom can be enhanced by promoting interest in course reading and

reducing boredom in online classes Kim and Pekrun (2014). The virtual tutee system (VTS) is a

design geared towards learning by teaching where students teach virtual tutees to enhance their

interest and enjoyment, thus reducing boredom.

ii. Affective dynamics Model

Affective Dynamic theory postulates an essential function of cognitive disequilibrium:

the situation learners face during goal hindrance, contradicting decisions, uncertainties, and

anomalies. Identifying the cognitive and affective situations during learning is important but

could have limited application. Therefore, the need to master the transition of these stages and

their effects on the learning environment. This model assumes that the students are in a base of

engagement state once they encounter a confusing situation, error, or system breakdown and are

uncertain regarding the next step.

boredom, and confusion in the learning process, which are contingent on the classroom event,

student performance, and psychological traits of the student.

iii. Achievement goal theory and affect.

The achievement goal model has been widely applied in educational research. It is a

self-report emotional instrument for assessing students' emotional experiences in the learning

context. The purpose of designing the achievement goal theory was informed by the need for a

conceptual model relating achievement goals and emotions in the learning environment (Pintrich

and Schunk, 2002). This was important in establishing the directionality and ways in which

different types of emotions affect the achievement of goals. It is a social cognitive model.

According to this model, there are two main goals for learners' engagement in achievement

behavior, which are linked to affective, cognitive, and behavioral outcomes.

The goal should be the key indicator of the student's behavior toward achieving the goal.

Therefore, the student's approach to the goal of learning or demonstration of their ability and the

contrary behavior is a concern in the learning process. On the other hand, Achievement goal

theory infers that learners the avoid mastery tend to avoid misunderstanding, while approach-

mastery students tend to understand, which is a traditional concept. The difference between the

approach and avoidance is substantial in considering students’ affect.

iv. The PET framework

The Process, Emotion, and Task (PET) framework is critical in understanding the

complexity of learner emotions in relation to comprehension. Bohn-Gettler (2019), argues that

we often think of learners’ actions and minds as independent of their emotions and context
whenever they enjoy a story, handling homework, reading the newspaper, or achieving a project.

For example, a learner might feel distracted from reading after news of a lost relative or loved

one. Even texts can accelerate emotions like empathy and suspense with an individual’s

emotions. It indicates the significance of interactions through texts, events, and readers.

Therefore, the PET framework offers a platform for organizations to guide and understand

learners’ emotional experiences.

The PET framework incorporates the assumption that the activation levels are in continuous

transition due to new information from presentations and texts in the long run (Bohn-Gettler,

2019). Therefore, information activation through resonance brings the incorporation of textual

information and validation by learners resulting in proper alignment with the prior knowledge

and understanding. The PET theory appreciates the concept of dynamic alignment of information

procession in response to texts. It offers a broader scope of understanding the effect of emotions

concerning interactions with the processing of textual information.

However, the designers of the PET framework, like Clark & Brennan (1991), linked the

influence of emotions in interaction and communication as vital. They infer that information

interactions are complicated and provide a powerful platform for studying emotions.

2. Student Engagement

a) Discuss what student engagement is

Scholars like Fredricks and McColskey (2012); Han (2021) have implied that student

engagement is a multidimensional concept that entails emotional, cognitive, and behavioral

engagement. Engagement emphasizes the best ways to help enhance learning outcomes. Student

engagement has been associated with a sense of belonging and academic and social integration
resulting in improved performance, cognitive gains, and academic outcomes (Han, 2021). In

some cases, students who feel engaged display high abilities in critical thinking, enhanced

personal development, and better academic achievements. Engagement is contextually affected

by the culture of students, teachers, and institutions and the socio-political climate and guided by

expectations, motivations, attitudes, and life experiences. It can be cultivated through Inclusive

teaching programs, which is critical in handling students from diverse cultural backgrounds to

help value and actively involve such extreme scenarios.

b) Be sure to discuss different types of engagement.

However, there needs to be more clarity regarding the classification and dimensions of

student engagement. Certain scholars, Appleton et al. (2006); Christenson et al. (2008), prefer a

framework comprising behavioral, cognitive, and academic engagements. Whereas the other

fraction recognizes cognitive, behavioral, and emotional engagement (Fredricks and McColskey,

2012): Behavioral engagement encompasses participation, including academic involvement

and social activities, which are crucial in experiencing positive academic results and continued

learning. Student engagement is based on the learners' ability to cooperate in their learning

activities. Affective or Emotional engagement is linked to the students' sentiments concerning

their classroom, teachers, and academics, as well as their attitude toward connectedness, identity,

fatigue, and level of attentiveness.

Additionally, the cognitive emotions would include the learning techniques, intellectual,

coordination of objectives, and self-guidelines that the student uses in handling assignments and

learning measures. Cognitive engagement usually extends beyond the requirements because

students enjoy the sessions. Moreover, individual engagement provides a link that enhances a

connection with the learning institution and a supportive space that encourages students’
engagement with the teachers regarding their learning and development. It is an important

technique for supporting students’ involvement and belonging because they become proactive

and have strong academic performance (Wisker et al. 2008). Individual engagement empowers

learners to set personal objectives, explore doubts and concerns, and discover new approaches to

their challenges in the classroom. Interactive-level engagement entails an online session

allowing the student to socialize, chat, and ask or give feedback on sessional topics. It

encourages learners to join social platforms, which can be virtual or physical but led by the

learner. It values passive participation.

c) Discuss engagement in EFL classes, and discuss theories that you will find cited in the

literature you are reviewing. Discuss those theories; they help understand how

engagement helps learners.

EFL online classes are associated with the teaching and learning process and

affective and emotional engagement. These emotions are critical in ensuring the learning process

is beyond academic performance and positive building affect for successful learning. Contrary to

other teaching experiences, teachers of English as a foreign language have more to offer beyond

classroom learning. It has many challenges, including linguistic difficulties and cultural diversity

(Zhang, 2021). Also, these teachers are expected to be resilient in these challenges. Scholars

encourage pedagogical love and affectionate pedagogy in language education, which refers to

sensitivity, empathy, and care toward learners’ needs, development, and academic experience

(Zhao and Li, 2021). Indicatively, EFL teaching is more than just passing information on to

students; rather entails establishing a good relationship with learners to create a collaborative

class environment. Consequently, learners may face certain learning challenges like new
strategies and learning resource requirements that may lead to language learning anxiety that the

teacher must address.

Discuss the following theories and how they are related to engagement:

i. Positive psychology

Zhang (2021) denotes that the concept of positive psychology (PP) emanates from the

cognitive engagement perspective that enhances the emotional aspects of learning in relation to

academic performance. This theory encourages EFL teachers to acknowledge learners' positive

emotions rather than the contrary emotions. PP theory draws a distinct boundary between

positive and negative emotions but focus on the positive emotion of learners because they:

enhance critical thinking, reduce the negative energy from negative emotions, develop resilience

in EFL teachers, and offer unique resources and the well-being of students.

ii. Love pedagogy

Love pedagogy motivates learners and increases confidence, independence, critical

thinking ability, and academic performance. This topic has received minimal attention regarding

its applicability and significance in EFL classes. It is a combination of concept learning between

the teacher and the students, which is considered external but greatly impacts the learning

process (Zhao and Li, 2021). Love pedagogy is meant to arouse students' emotions concerning

classroom interactions and nature, including religion, psychology, and philosophy, which must

align perfectly for the best educational practice (Sadoughi and Hejazi, 2021). It should be the

primary goal of learning the language because it awakens the socio-emotional condition of the

learner, engagement, achievement, and interpersonal skills.

Al-Bogami, B. and Elyas, T., 2020. Promoting middle school students’ engagement through

incorporating iPad apps in EFL/ESL classes. SAGE Open, 10(2), p.2158244020926570.

Appleton, J.J., Christenson, S.L., Kim, D. and Reschly, A.L., 2006. Measuring cognitive and

psychological engagement: Validation of the Student Engagement Instrument. Journal of

school psychology, 44(5), pp.427-445.

Axelson, R.D. and Flick, A., 2010. Defining student engagement. Change: The magazine of

higher learning, 43(1), pp.38-43.

Bohn-Gettler, C.M. and Kaakinen, J.K., 2022. Introduction to the special issue on emotions in

reading, learning, and communication. Discourse Processes, 59(1-2), pp.1-12.

D’Mello, S. and Graesser, A., 2012. Dynamics of affective states during complex

learning. Learning and Instruction, 22(2), pp.145-157.

Fredricks, J.A. and McColskey, W., 2012. The measurement of student engagement: A

comparative analysis of various methods and student self-report instruments. Handbook

of research on student engagement, pp.763-782.

Graesser, A.C., 2020. Emotions are the experiential glue of learning environments in the 21st

century. Learning and Instruction, 70, p.101212.

Han, K., 2021. Fostering students' autonomy and engagement in EFL classroom through

proximal classroom factors: autonomy-supportive behaviors and student-teacher

relationships. Frontiers in Psychology, 12, p.767079.

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lark, HH and Brennan, S.E., 1991. Grounding in communication. In L. B. Resnick, J. M. Levine,

& S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127–149).

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Linnenbrink, E.A. and Pintrich, P.R., 2002. Achievement goal theory and affect: An

asymmetrical bidirectional model. Educational psychologist, 37(2), pp.69-78.

Pekrun, R., 1992. The impact of emotions on learning and achievement: Towards a theory of

cognitive/motivational mediators. Applied psychology, 41(4), pp.359-376.

Pekrun, R., 2014. Emotions and learning (Vol. 24). International Academy of Education (IAE)

Richards, J.C., 2022. Exploring emotions in language teaching. RELC Journal, 53(1), pp.225-

239.

Sadoughi, M. and Hejazi, SY, 2021. Teacher support and academic engagement among EFL

learners: The role of positive academic emotions. Studies in Educational Evaluation, 70,

p.101060.

Wisker, G., Exley, K., Antoniou, M. and Ridley, P., 2008. Working one-to-one with students:

Supervising, coaching, mentoring, and personal tutoring. Routledge.

Zhang, M., 2021. EFL/ESL teacher’s resilience, academic buoyancy, care, and their impact on

students’ engagement: a theoretical review. Frontiers in Psychology, 12, p.731859.

Zhao, S. and Li, M., 2021. Reflection on Loving Pedagogy and Students' Engagement in

EFL/ESL Classrooms. Frontiers in Psychology, 12, p.757697.