Data_Sheet_1_Improving ESP Writing Class Learning Outcomes Among Medical University Undergraduates: How Do Emotions Impact?.docx

As English plays a significant role in most professions, improving the English for Specific Purpose (ESP) writing competence allows individuals to participate in the global professional community, which makes ESP writing important for research. However, research on ESP writing is reported to be insufficient, and how factors such as emotions affect ESP writing is rarely and marginally studied. Therefore, this study aimed at investigating how induced emotions influence the learning outcome in ESP writing classes with an emphasis on a particular rhetorical choice among medical university undergraduates. A total of 63 medical university undergraduates were recruited. After the emotional inducement, they were taught with materials selected and adopted from the BioCauses corpus and with an explicitly inductive teaching approach. Results revealed that positive emotions positively correlated with better learning outcomes, while negative emotions hindered participants in their learning. The results shed light on the impact of emotional states on ESP/medical research article (MRA) writing, learning, and teaching. Further study implications were provided accordingly.

由于英语在多数职业中占据重要地位，提升专门用途英语（English for Specific Purpose, ESP）写作能力可帮助个体融入全球专业社群，这也使得ESP写作对学术研究而言至关重要。然而现有研究显示，针对ESP写作的相关研究仍较为匮乏，而情绪这类因素如何影响ESP写作的探讨更是少之又少，相关研究尚处边缘地位。为此，本研究以医学院校本科生为研究对象，聚焦其在ESP写作课堂中的特定修辞选择，旨在探究诱发情绪对ESP写作学习成果的影响。本研究共招募63名医学院校本科生作为被试。在对被试进行情绪诱发后，研究者采用从BioCauses语料库中遴选改编的教学素材，并结合显性归纳教学法开展教学。研究结果显示，积极情绪与更优异的学习成果呈正相关，而消极情绪则会阻碍被试的学习进程。本研究结果揭示了情绪状态对ESP/医学研究论文（medical research article, MRA）写作、学习与教学的影响。据此，本研究亦提出了后续研究的相关启示。