Emotional Recognition and Teaching Optimization in English Language Learning in the Digital Context
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Abstract
The rapid iteration of digital technology, the widespread adoption of smart teaching platforms, and the deep implementation of blended online and offline teaching have promoted English language learning to fully enter the digital context. Digital learning has broken the constraints of traditional classroom time and space, reconstructed the supply mode of English learning resources, learning interaction methods, and knowledge acquisition paths. However, it has also given rise to prominent emotional problems such as learning fatigue, anxiety and disinterest, differentiation of engagement, emotional alienation, and weakened learning motivation. Learning emotions, as a core non intellectual factor that affects the efficiency of English language acquisition, learning behavior choices, cognitive processing depth, and academic performance, directly determine learners' learning engagement, classroom participation, self-directed learning sustainability, and language comprehensive ability development.
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