Teachers’ emotions are explicitly and conceptually presented as part of an educational system that affects and is affected by learner upshots, namely, learners’ self-emotions, behaviors, and cognition since educators and learners are involved in the outcomes of the school setting. English as a foreign language educators recurrently experience emotional damages during involvement in their profession as burnout, stress, boredom, and anxiety. EFL teachers need to regulate their emotions when facing a multivariate class environment that provides each learner with undeniable uniqueness. (...) The subject of the relationship between emotion regulation and the teacher’s emotions is receiving increasing attention in research. EFL teachers should be provided with an emotional regulation strategy to have a positive learning-instructing effect in the entire school community as fun learning activities, energetic students, enthusiastic educators, and strong relationships between the board of education. To focus on the role of teachers’ emotion on the one hand and the mediator role of emotional regulation, on the other hand, the current study endeavored to review the role of emotional regulation strategies more intensely to decrease negative emotions. Finally, some educational suggestions of the study regarding the educators’ behaviors are pinpointed. (shrink)

In the teaching process, teachers and students are under different psychological pressures. Especially under the influence of the epidemic, many teaching modes have been transformed from traditional classroom teaching to online teaching. Under the new teaching mode, especially the promotion and application of the blended teaching mode, classroom teaching is facing new challenges, and both students and teachers are facing new psychological pressures. If the psychological pressure is not resolved, the classroom effect will be even worse. Therefore, the purpose of (...) this paper is to analyze the source of the influencing factors of psychological stress under the new teaching mode, which is a rarely involved direction in the teaching field, and is of great significance for the promotion and application of the new teaching mode. Aiming at the blended teaching model, this paper focuses on the SPOC+PBL blended teaching model, designs a new teaching model of “English-Chinese translation and interpretation”, and studies the sources of pressure under the new model. Aiming at the influencing factors of psychological pressure, a psychological pressure model is established to explore the influence of six factors on psychological pressure. The experimental results of this paper show that the factor loadings of all variables are greater than 0.5, indicating that “self-esteem strength”, “self-efficacy”, “help-seeking experience”, “psychological counseling cognitive bias”, “counseling object positioning bias” and “psychological counseling” “Resources” and “availability” have a greater impact on psychological stress. (shrink)

In order to improve text reading ability, a human-computer interaction method based on artificial intelligence human-computer interaction is proposed. Firstly, the design of the AI human-computer interaction model is constructed, which includes the Stanford Question Answering Dataset and the designed baseline model. There are three components: the coding layer is based on a cyclic neural network, which aims to encode the problem and text into a hidden state; the interaction layer is used to integrate problems and text representation; the output (...) layer connects two independent soft Max layers after a fully connected layer, one is used to obtain the starting position of the answer in the text and the other is used to obtain the ending position. In the interaction layer of the model, this manuscript uses hierarchical attention and aggregation mechanism to improve text coding. The traditional model interaction layer has a simple structure, which leads to weak relevance between text and problems, and poor understanding ability of the model. Finally, the self-attention model is used to further enhance the feature representation of text. The experimental results show that the improved model in this manuscript is compared with the public AI human-computer interaction reading comprehension model. According to the data in the table, the accuracy of the model in this manuscript is better than that of the baseline model, in which the exact match value is increased by 1.4% and the F1 value is increased by 2.7%. However, compared with improvement point 2, the EM and F1 values of the model have decreased by 0.7%. It shows that the output layer has a certain impact on the effect of the model, and the improvement and optimization of the output layer can also improve the performance of the model. It is proved that AI human-computer interaction can effectively improve text reading ability. (shrink)