Scaffolding emotional communication in an L2 discussion course: strategies for talking around the facemask

References

• Abdolrezapour, P. and N. Ghanbari. 2022. Emotional-based pedagogy and facilitating EFL learners’ perceived flow in online education. Frontiers in Psychology 13, no. 960287: 1–14.
   Google Scholar
• Ali, C. 2021. 8 Tips to communicate better while wearing a face mask. Beyond: people, ideas and actions for a better world. 2021. https://beyond.ubc.ca/communicate-better-while-wearing-a-face-mask/.
   Google Scholar
• Barcelos, A.M.F. 2015. Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in Second Language Learning and Teaching 5, no. 2: 301–325.
   Web of Science ®Google Scholar
• Bazeley, P. 2013. Qualitative Data Analysis: Practical Strategies. London: Sage.
   Google Scholar
• Bown,.J and C.J. White. 2010. Affect in a self-regulatory framework for language learning. System 38: 432–443.
   Web of Science ®Google Scholar
• Carbon, C-C. 2020. Wearing face masks strongly confuses counterparts in reading emotions. Frontiers in Psychology 11: 1–8.
   PubMed Web of Science ®Google Scholar
• Chu, J.N, J.E. Collins, T.T. Chen, P.R. Chai, F. Dadabhoy, J.D. Byrne, A. Wentworth, et al. 2021. Patient and health care worker perceptions of communication and ability to identify emotion when wearing standard and transparent masks. Journal of the American Medical Association Network Open 4, no. 11: 1–13.
   Google Scholar
• Davis, B. and D. Sumara. 2006. Complexity and Education: Inquiries into Learning, Teaching, and Research. Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Durlak, J.A., R.P. Weissberg, A.B. Dymnicki, R.D. Taylor and K.B. Schellinger. 2011. The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development 82: 405–432.
   PubMed Web of Science ®Google Scholar
• Gilmore, A. 2016. Language learning in context: complex dynamic systems and the role of mixed methods research. In The Dynamic Interplay between Context and the Language Learner, ed. J King, 194–224. Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Hanks, J. 2017. Exploratory Practice in Language Teaching: Puzzling about Principles and Practices. London: Palgrave Macmillan.
   Google Scholar
• Jaber Rafidi, T. and B. Wagner. 2023. The impact of emotional scaffolding on online teaching and learning in Palestinian English Language classrooms during COVID-19. Innovation in Language Learning and Teaching 18, no. 2: 155–168.
   Web of Science ®Google Scholar
• MacIntyre, P.D., T. Gregersen and S. Mercer. 2016. Positive Psychology in SLA, ed.P.D. MacIntyre, T. Gregersen, and Ss Mercer. Bristol: Multilingual Matters.
   Google Scholar
• Mahoney, J. 2023. How masks have an impact on communication. Journal of Multilingual Pedagogy and Practice 3: 72–86.
   Google Scholar
• Meyer, D.K. and J.C. Turner. 2007. Scaffolding emotions in classrooms. In Emotion in Education, eds. P.A. Schunz and R. Pekrun, 243–258. San Diego: Academic Press.
   Google Scholar
• Mheidly, N., M.Y. Fares, H. Zalzale and J. Fares. 2020. Effect of face masks on interpersonal communication during the COVID-19 pandemic. Frontiers in Public Health 8: 1–6.
   PubMed Web of Science ®Google Scholar
• Murphey, T. and H. Arao. 2001. Reported Belief changes through near peer role modeling. TESL-EJ 5, no. 3. http://tesl-ej.org/ej19/a1.html.
   Google Scholar
• Osher, D., Y. Kidron, M. Brackett, A. Dymnicki, S. Jones and R.P. Weissberg. 2016. Advancing the science and practice of social and emotional learning. Review of Research in Education 40, no. 1: 644–681.
   Google Scholar
• Rosiek, J. 2003. Emotional scaffolding: an exploration of the teacher knowledge at the intersection of student emotion and subject matter. Journal of Teacher Education 54, no. 5: 399–412.
   Web of Science ®Google Scholar
• Ruusuvuori, J. 2012. Emotion, affect and conversation. In The Handbook of Conversation Analysis, eds. J. Sidnell and T. Stivers, 330–349. Chichester, UK: Wiley-Blackwell.
   Google Scholar
• Sampson, R.J. 2018. Complexity in acting on images of ideal classmates in the L2 classroom. Konin Language Studies 6, no. 4: 387–410. doi:10.30438/ksj.2018.6.4.2.
   Google Scholar
• Sampson, R.J. 2021. Interacting levels and timescales in the emergence of feelings in the L2 classroom. In Complexity Perspectives on Researching Language Learner and Teacher Psychology, eds. R.J. Sampson and R.S. Pinner, 35–51. Bristol, UK: Multilingual Matters.
   Google Scholar
• Sampson, R.J. 2023. Complexity in Second Language Study Emotions: Emergent Sensemaking in Social Context. Abingdon: Routledge.
   Google Scholar
• Saunders, G.H., I.R. Jackson and A.S. Visram. 2021. Impacts of face coverings on communication: an indirect impact of COVID-19. International Journal of Audiology 60, no. 7: 495–506.
   PubMed Web of Science ®Google Scholar
• Shiota, M. and J. Kalat. 2018. Emotion, 3rd ed. New York, NY: Oxford University Press.
   Google Scholar
• Sorin, R. 2009. Teaching emotional literacy. In Emotional Literacy: Concept, Application and Experiences, ed. M Bhatnagar, 43–52. Hyderabad, India: ICFAI University Press.
   Google Scholar
• Wood, D., J. Bruner and G. Ross. 1976. The role of tutoring in problem-solving. Journal of Child Psychology and Child Psychiatry 17: 89–100.
   PubMed Web of Science ®Google Scholar
• Yoshida, R. 2020. Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers. Foreign Language Annals 53, no. 3: 505–526. doi:10.1111/flan.12477.
   Web of Science ®Google Scholar