Author(s)

Huanhuan Feng ¹, Lingli Wang ¹, Yuting Wu ², Mengmeng Wu ¹

Affiliation(s)

¹ School of Foreign Languages, Jingdezhen Vocational University of Art, Jingdezhen, Jiangxi, China
² School of Finance, Economics and Law, Jingdezhen Vocational University of Art, Jingdezhen, Jiangxi, China

Corresponding Author

Huanhuan Feng

ABSTRACT

The emergence of multimodal large language models (MMLLMs)—such as GPT-4, Gemini, and Sora—has introduced a paradigm shift in second language (L2) education, enabling not only cognitive enhancement but also affective support through real-time, multimodal interaction. However, their potential for scaffolding learner emotion regulation remains underexamined, particularly within vocational undergraduate contexts where students often face heightened anxiety, low academic self-concept, and limited emotional self-regulation capacity. This study investigates the emotional characteristics of vocational L2 learners and examines how MMLLMs can be pedagogically leveraged to foster emotionally responsive, context-aware, and professionally relevant instruction. Drawing on a mixed-methods approach involving classroom observation and semi-structured interviews, the findings suggest that MMLLMs, when integrated with targeted strategies—such as emotion-aware adaptation, multimodal content delivery, personalized feedback, and vocational task simulation—significantly enhance both emotional resilience and communicative competence. The study provides theoretical insights and practical implications for developing affect-sensitive, AI-assisted L2 pedagogy tailored to the needs of vocational learners.

KEYWORDS

Emotion Regulation; Multimodal Large Language Models; Vocational Undergraduate Education; Second Language Learning; Affective Pedagogy; AI-Assisted Instruction

CITE THIS PAPER

Huanhuan Feng, Lingli Wang, Yuting Wu, Mengmeng Wu, A Study of Emotion Regulation and Intervention in Second Language Learning at Vocational Undergraduate Level in the Context of Multimodel Large Language Model. Advances in Educational Technology and Psychology (2025) Vol. 9: 118-125. DOI: http://dx.doi.org/10.23977/aetp.2025.090418.

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Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education