Effects of an Onscreen Instructor’s Emotions and Picture Types on Poetry Aesthetic Appreciation

Abstract

Poetry, as a quintessential artistic expression, embodies the essence of language and is integral to language curricula. However, its metaphorical linguistic nature makes its emotional expression intricate and veiled, demanding that learners move beyond literal interpretations to comprehend its deeper meanings and foster aesthetic appreciation. This complexity presents a significant challenge to novice learners. Therefore, this study aimed to enhance learners' aesthetic appreciation of poetry by employing an expressive onscreen instructor and exploring the moderating role of picture type. Undergraduate students (N = 139) were randomly assigned to one of four experimental conditions, following a 2 (Onscreen Instructor’s Expression: neutral vs. expressive) × 2 (Picture Type: representational vs. metaphorically decorative) factorial design. Results revealed that learners with expressive instructors demonstrated greater motivation and aesthetic appreciation compared to those with neutral instructors. Furthermore, the influence of instructor expression on student motivation and aesthetic appreciation was particularly pronounced when utilizing metaphorically decorative pictures. These findings offer practical insights for designing poetic instruction within multimedia environments.