Recent advances in sensor technology, including eye-gaze tracking, have introduced the opportunity to incorporate gaze into student modelling within an embodied learning context. The produced multimodal data is used to uncover cognitive, behavioural, and affective processes during the embodied learning activity. However, the use of eye-tracking…

Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning:…

Our understanding of reading--including reading multimodal texts--is always constrained or opened up by what we consider to be a text, what aspects of a reader's embodied activity we focus on, and how we draw a boundary around a reading event. This article brings together five literacy researchers who respond to a human-scale graphic novel,…

Though previous research has shown a decreased sensitivity to emotionally-laden linguistic stimuli presented in the non-native (L2) compared to the native language (L1), studies conducted thus far have not examined how different modalities influence bilingual emotional language processing. The present experiment was therefore aimed at…

Purpose: This paper aims to interrogate the place of literature in the digital world and the way a narrative is represented in digital spaces. In the changing landscape of digital, mobile and virtual texts, the authors aimed to examine how multimodal and animated elements in digital narratives engage young readers and encourage affective and…