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Abstract
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Findings from research on emotions can have important educational and psychological implications. A pedagogy informed by learner emotions would respect not only learners' cognitive needs, but also their emotional needs (MacIntyre et al., 2016, 2019). Researchers in psychology and cognitive science have explored the role of cognitive processing by emotions on learning (Pekrun, 2006) and working memory (Gray, 2004). Despite an increasing call by Miller et al. (2017) for more research in this area to register interference with cognitive functioning, similar inquiries including positive emotional induction group into second language (L2) learning are lacking.
It is a fundamental responsibility for teachers to understand that positive emotions can increase learning and manage emotions in the classroom. In this regard most helpful guideline can be Krashen’s affective filter: ‘negative emotion generally inhibits learning, while positive emotion facilitates it’. The results of this study can act as a guide to educational decision-makers, syllabus designers, teachers and textbook developers who wish to modify their teaching, practice and materials in such a way as to achieve higher levels of teaching and learning objectives. Somehow it reveals students' needs. Also teachers and educators can evaluate the extent to which their instructional program and materials have helped the students. Since in classroom, there are always situations such as taking exams, presentations, doing activities, it is worthwhile go language teachers to be aware of what the particular components of their students’ foreign language positive moods are and how they can use these components to better facilitate their environment.
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