Emotion, proficiency, and arousal: exploring speech and physiological responses in Chinese ESL learners

Abstract

Introduction: The coordination and expression of cultural specific affective cues during speech production in a second language (L2) reflects pragmatic adaptation, which is a critical step toward learning and achieving broader pragmatic competence. Embodied cognition provides a framework for understanding how cognitive and emotional processes shape L2 expression. Objective: This study examined how immersive language experience influences pragmatic adaptation through the vocal expression of affect and physiological arousal in Chinese ESL learners. Methods: Acoustic analysis and electrodermal activity (EDA) measurements were used to assess affectively valenced word production in speakers with varying levels of immersive English experience. Results: High-immersion speakers exhibited greater pitch, intensity, and duration variation, enhancing emotional expressivity. Low-immersion speakers showed constrained vocal patterns and significantly higher physiological arousal, likely due to increased cognitive demands and anxiety. Discussion: These findings highlight the impact of L2 proficiency on affective language embodiment and the cognitive challenges faced by L2 learners. This study offers novel insights by considering a pictorial character-based language, broadening our understanding of emotion-language interaction. Findings have implications for second-language education, cross-cultural communication, and bilingual speech therapy.