Emotion-related One-on-one Japanese Online Classroom Study

Abstract

The development of distance communication technology has sparked discussion on new education models such as one-on-one online study (OOS). However, existing literature on emotion-related Second Language (L2) acquisition draws disproportionately from large-scale classroom studies such as lectures. Such research is often assumed to reveal psychological universals even though emotions have been proven to be a transient and compound experience that is susceptible to environmental changes. Based on the collected interview data, this study filled in the gap of less studied online one-on-one classroom scenarios and explored new perspectives on achievement emotions' relationship with OOS classroom and Asian culture. In this paper, interviews were conducted in Japanese and Mandarin separately to study emotions' function in online one-on-one L2 acquisition. This research found that achievement emotions can be highly culturally, environmentally, and individually based. Finally, suggestions were proposed for future emotion-related one-on-one L2 teaching strategies. This research provided updated findings of new technology-assisted education and emotional variations in OOS, which eventually contributed to understanding how emotions affect the process of second language acquisition.