Affective States and Heart Rate Response: Measuring Foreign Language Speaking Performance Reactions in a Japanese University Classroom

Abstract

While psychologists often use a combination of physiological and self-reported data to examine the dynamic effects of stress on performance, the impact of affective states on Foreign Language (FL) speaking performance has almost exclusively been assessed using self-report methodology (e.g., questionnaires, interviews). In fact, studies that correlate physiological data with self-report measures in a classroom context are extremely rare due to both cost and logistical restraints. This study set out to address this gap in language learning research by employing Fitbit smart watches as a tool to unobtrusively collect heart rate (HR) response data. Participants in this study were undergraduate Japanese language students (5 males and 5 females, mean age = 19.7 years, SD = .95) at a private university in Japan. Over three sessions, students wore Fitbit smart watches and performed three different class-observed dialogs (with randomized partners and performance order) while seated at their desks. Students were also asked to report their affective state (to index their feelings in the moment) across three intervals within each class session: class start, pre-performance, and post-performance. Using multi-level modeling statistical analysis, elevated self-reported state feelings of distress and embarrassment were found to be significantly positively related with elevated HR response. To further understanding of how affective states unfold in classroom environments, researchers should consider both physiological and self-report measures. With advances in wearable technology, similar research designs to this study may become more commonplace.

Transdisciplinary integration for applied linguistics: the case of electrophysiology

“…The results showed that heart rate was a sensitive marker detecting students’ stress response during the task, though it was not a significant predictor of exam performance, explaining only 30% of its variance. In another study, Shachter et al . (2022) examined the relationship between heart rate response and affective states in language learning.…”

“…The results showed that heart rate was a sensitive marker detecting students' stress response during the task, though it was not a significant predictor of exam performance, explaining only 30% of its variance. In another study, Shachter et al (2022) examined the relationship between heart rate response and affective states in language learning. The participants, who were Japanese university learners of English, engaged in dialog in pairs for about two minutes while they were seated, and their heart rate was monitored using a Fitbit device.…”

Exploring perceived capacity to speak in silent English majors: A longitudinal study before, during, and after study abroad

“…Ruika did not elucidate why she had higher CTS when corrected by the language lab teacher. Perhaps he was gentler, but the headset use may have protected Ruika emotionally from exposure to negative evaluation by numerous peers (Shachter et al 2022).…”