Speakers
Abstract section 4: Outcomes/results
Participants will learn how emotional check-in tools can be integrated into existing LMS environments with minimal preparation. Drawing on findings from a three-week implementation in Japanese university English classrooms, the session demonstrates how aggregated mood data helped teachers adjust lesson pacing, introduce brief stress-reduction activities, expand emotional vocabulary instruction, and adapt peer interaction tasks. Participants will explore anonymized classroom response patterns, try Microsoft Reflect within Microsoft Teams, and develop a practical plan for incorporating emotional check-ins into their own teaching contexts.
Abstract section 3: Content/method
The session begins with a brief overview of the classroom implementation and key findings. A short live demonstration of Microsoft Reflect within Microsoft Teams follows. Participants then examine anonymized classroom mood data and discuss how teachers responded instructionally to emerging emotional patterns. The session concludes with guided reflection on how participants might implement emotional check-ins in their own teaching contexts, followed by a short Q&A.
Abstract section 2: Contribution/research questions
This session equips teachers with a practical, evidence-based approach to using emotional check-ins in language classrooms. Participants will explore how Microsoft Reflect was implemented across two university English courses in Japan, examine real classroom data and teacher responses, and discuss how emotional dashboards can support responsive teaching. The session focuses on translating emotional data into practical classroom decisions that help teachers respond more effectively to student needs.
Abstract section 5: References
Mercer, S. (2016). Seeing the world through your eyes: Empathy in language learning and teaching. In P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 91–111). Multilingual Matters.
Hauck, M. (2020). Virtual exchange for (critical) digital literacy skills development. Computer Assisted Language Learning, 33(5–6), 1–24. https://doi.org/10.1080/09588221.2020.1750435
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
Pentón Herrera, L. J., & Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. TESOL Press.
Abstract section 1: Relevance
This presentation responds to growing calls for pedagogies of care and teacher wellbeing in digitally mediated language learning environments (Mercer, 2016; Hauck, 2020). Drawing on emotion regulation theory (Gross, 1998) and research on social-emotional learning in language education (Pentón Herrera & Martínez-Alba, 2021), the session examines how LMS-embedded emotional check-in tools can make classroom affect more visible and support responsive teaching. By exploring Microsoft Reflect as a practical classroom intervention, the study contributes to discussions on teacher flexibility, relational pedagogy, and the ethical use of emotional data in CALL.
| Title | What do Emotional Dashboards Mean for Teaching? |
|---|---|
| Teaching Context | College and university education |