How do native and non-native speakers recognize emotions in the instructor’s voice in educational videos? Exploring the first step of the cognitive-affective model of e-learning for international learners

Abstract The emotional stance of the instructor in an educational video can influence learning process. For this reason, we checked first link cognitive-affective model e-learning, namely, whether learners recognize emotions that expresses only with their voice. Since English is not native language for many and most instructional videos are produced English, tested possible differences emotion recognition between non-native speakers. We focused on positive typically conveyed such — enthusiasm calmness. Native speakers watched 12 short clips about wood as a building material spoken by different tones five expressed enthusiasm, calmness, one boredom frustration. Participants rated extent to which they thought narrator specific emotion, valence activation level narration solved vocabulary test. Both recognized correct (except frustration), demonstrating power voice prosody convey multimedia scenario. enthusiastic more positively than speakers, indicating subtle difference way two groups perceive through