The Effect of Emotions on Reading Comprehension

Research Article
Open access

The Effect of Emotions on Reading Comprehension

Luoyuan Zhang 1*
  • 1 Guangzhou College of Technology and Business    
  • *corresponding author A02504723@lawsonstate.edu
Published on 20 November 2023 | https://doi.org/10.54254/2753-7048/22/20230313
LNEP Vol.22
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-123-0
ISBN (Online): 978-1-83558-124-7

Abstract

Reading comprehension is very important to people’s daily lives, and the influence of emotions on human thinking and cognition also affects the level of comprehension of text; the influence of emotions on reading comprehension is crucial to psychological research and educational practice. The purpose of the study is to review, analyze, and debate the prior literature in this area in two ways: the effects of positive and negative emotions on reading comprehension respectively. Regarding the influence of positive emotions on reading comprehension, the study finds that most of the research in this direction focuses on the specific area of second language acquisition, and many scholars further explore it in depth through the framework of psychological theory. Teachers can stimulate students’ emotional resonance through music stimulation to help students improve their reading comprehension; Regarding the impact of unpleasant feelings on reading comprehension, the research field in this direction is mostly focused on schools, and the research targets are mostly student groups. Future research can be conducted on the influence of external factors such as emotion and music on reading comprehension, and discuss gender differences in the triggering effects of external factors; the research object can also be expanded from the student population to certain professions, a certain age group, etc. In addition, psychology can conduct cross-disciplinary research with drama education, and it is important to investigate the impact of theatre education on Chinese students’ acquisition of a second foreign language from a psychological standpoint.

Keywords:

positive emotion, negative emotion, reading comprehension

Zhang,L. (2023). The Effect of Emotions on Reading Comprehension. Lecture Notes in Education Psychology and Public Media,22,221-227.
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References

[1]. Dewaele Jean-Marc & LI Chengchen.(2020).Emotions in second language acquisition:A critical review and research agenda. Foreign language circles (01),34-49.

[2]. Li C. A Positive Psychology Perspective on Chinese Students’ Emotional Intelligence, Classroom Emotions, and EFL Learning Achievement . Xiamen: Xiamen University, 2018.

[3]. Seligman M. E. Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Free Press, 2011.

[4]. Mercer S & Gkonou C. Teaching with Heart and Soul . In Gregersen T. S &MacIntyre P. D. (eds.). Innovative Practices in Language Teacher Education:Spanning the Spectrum from Intra- to Inter-Personal Professional Development. Cham: Springer International Publishing, 2017. 103-124.

[5]. Daley, S. G., Willett, J. B., & Fischer, K. W. (2014). Emotional responses during reading: Physiological responses predict real-time reading comprehension. Journal of Educational Psychology, 106(1), 132–143.

[6]. Li, C., & Wei, L. (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition, 45, 93–108(Second Language Acquisition (2023)), 1–16.

[7]. Al-Khasawneh, F. (2019). The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners. Journal of Language and Education, 5(3), 24–34.

[8]. Mercer S., MacIntyre P. D., Gregersen T. & Talbot K. Positive Language Education: Combining Positive Education and Language Education . Theory and Practice of Second Language Acquisition, 2018, 4(2): 11-31.

[9]. MacIntyre P. D., Dewaele J.-M., Macmillan N. & Li C. The emotionalunderpinnings of Gardner’s Attitudes and Motivation Test Battery . In MacIntyre P D & Al-Hoorie A (eds.). Contemporary Language Motivation Theory: 60 Years Since Gardner and Lambert (1959). Bristol: MultilingualMatters, 2019. 57-79.

[10]. Stevens, J. S., & Hamann, S. (2012). Sex differences in brain activation to emotional stimuli: A meta-analysis of neuroimaging studies. Neuropsychologia, 50(7), 1578–1593.

[11]. Hauck, P., & Hecht, H. (2023). Emotionally congruent music and text increase immersion and appraisal. PLOS ONE, 18(1), e0280019.

[12]. Zaccoletti, S., Raccanello, D., Burro, R., & Mason, L. (2022). Reading with induced worry: The role of physiological self‐regulation and working memory updating in text comprehension. British Journal of Educational Psychology, 93(Suppl. 1), 26–47(British Journal of Educational Psychology (2023).

Cite this article

Zhang,L. (2023). The Effect of Emotions on Reading Comprehension. Lecture Notes in Education Psychology and Public Media,22,221-227.

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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

ISBN：978-1-83558-123-0(Print) / 978-1-83558-124-7(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.icgpsh.org/
Conference date: 13 October 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.22
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Dewaele Jean-Marc & LI Chengchen.(2020).Emotions in second language acquisition:A critical review and research agenda. Foreign language circles (01),34-49.

[2]. Li C. A Positive Psychology Perspective on Chinese Students’ Emotional Intelligence, Classroom Emotions, and EFL Learning Achievement . Xiamen: Xiamen University, 2018.

[3]. Seligman M. E. Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Free Press, 2011.

[4]. Mercer S & Gkonou C. Teaching with Heart and Soul . In Gregersen T. S &MacIntyre P. D. (eds.). Innovative Practices in Language Teacher Education:Spanning the Spectrum from Intra- to Inter-Personal Professional Development. Cham: Springer International Publishing, 2017. 103-124.

[5]. Daley, S. G., Willett, J. B., & Fischer, K. W. (2014). Emotional responses during reading: Physiological responses predict real-time reading comprehension. Journal of Educational Psychology, 106(1), 132–143.

[6]. Li, C., & Wei, L. (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition, 45, 93–108(Second Language Acquisition (2023)), 1–16.

[7]. Al-Khasawneh, F. (2019). The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners. Journal of Language and Education, 5(3), 24–34.

[8]. Mercer S., MacIntyre P. D., Gregersen T. & Talbot K. Positive Language Education: Combining Positive Education and Language Education . Theory and Practice of Second Language Acquisition, 2018, 4(2): 11-31.

[9]. MacIntyre P. D., Dewaele J.-M., Macmillan N. & Li C. The emotionalunderpinnings of Gardner’s Attitudes and Motivation Test Battery . In MacIntyre P D & Al-Hoorie A (eds.). Contemporary Language Motivation Theory: 60 Years Since Gardner and Lambert (1959). Bristol: MultilingualMatters, 2019. 57-79.

[10]. Stevens, J. S., & Hamann, S. (2012). Sex differences in brain activation to emotional stimuli: A meta-analysis of neuroimaging studies. Neuropsychologia, 50(7), 1578–1593.

[11]. Hauck, P., & Hecht, H. (2023). Emotionally congruent music and text increase immersion and appraisal. PLOS ONE, 18(1), e0280019.

[12]. Zaccoletti, S., Raccanello, D., Burro, R., & Mason, L. (2022). Reading with induced worry: The role of physiological self‐regulation and working memory updating in text comprehension. British Journal of Educational Psychology, 93(Suppl. 1), 26–47(British Journal of Educational Psychology (2023).

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