Supporting Instructors to Provide Emotional and Instructional Scaffolding for English Language Learners through Biosensor-based Feedback

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dc.contributor.authorLee, Heera
dc.date.accessioned2020-11-20T17:57:34Z
dc.date.available2020-11-20T17:57:34Z
dc.date.issued2020-10
dc.descriptionICMI '20: Proceedings of the 2020 International Conference on Multimodal Interaction, October 2020 ,Pages 733–737en_US
dc.description.abstractDelivering a presentation has been reported as one of the most anxiety-provoking tasks faced by English Language Learners. Researchers suggest that instructors should be more aware of the learners' emotional states to provide appropriate emotional and instructional scaffolding to improve their performance when presenting. Despite the critical role of instructors in perceiving the emotional states among English language learners, it can be challenging to do this solely by observing the learners? facial expressions, behaviors, and their limited verbal expressions due to language and cultural barriers. To address the ambiguity and inconsistency in interpreting the emotional states of the students, this research focuses on identifying the potential of using biosensor-based feedback of learners to support instructors. A novel approach has been adopted to classify the intensity and characteristics of public speaking anxiety and foreign language anxiety among English language learners and to provide tailored feedback to instructors while supporting teaching and learning. As part of this work, two further studies were proposed. The first study was designed to identify educators' needs for solutions providing emotional and instructional support. The second study aims to evaluate a resulting prototype as a view of instructors to offer tailored emotional and instructional scaffolding to students. The contribution of these studies includes the development of guidance in using biosensor-based feedback that will assist English language instructors in teaching and identifying the students' anxiety levels and types while delivering a presentation.en_US
dc.description.sponsorshipI would like to thank the students and ELI instructors from UMBC for their participation with sincere interest.en_US
dc.description.urihttps://dl.acm.org/doi/abs/10.1145/3382507.3421159en_US
dc.format.extent5 pagesen_US
dc.genreconference papers and proceedingsen_US
dc.identifierdoi:10.13016/m22tz2-unnu
dc.identifier.citationHeera Lee. 2020. Supporting Instructors to Provide Emotional and Instructional Scaffolding for English Language Learners through Biosensor-based Feedback. In Proceedings of the 2020 International Conference on Multimodal Interaction (ICMI '20). Association for Computing Machinery, New York, NY, USA, 733–737. DOI:https://doi.org/10.1145/3382507.3421159en_US
dc.identifier.urihttps://doi.org/10.1145/3382507.3421159
dc.identifier.urihttp://hdl.handle.net/11603/20118
dc.language.isoen_USen_US
dc.publisherACMen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Information Systems Department Collection
dc.relation.ispartofUMBC Student Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectbiosensor-based feedbacken_US
dc.subjectEnglish language instructorsen_US
dc.subjectemotional supporten_US
dc.subjectinstructional scaffoldingen_US
dc.subjectcase studyen_US
dc.subjectparticipatory designen_US
dc.titleSupporting Instructors to Provide Emotional and Instructional Scaffolding for English Language Learners through Biosensor-based Feedbacken_US
dc.typeTexten_US

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