The impact of emotionally competent stimuli on language lexis retention

Abstract

The objective of this study was to determine whether or not positive emotional stimuli enhance the learning of new foreign language vocabulary among learners with different learning styles. The stimuli were presented in English classes to the experimental group for eight weeks. Vocabulary knowledge was tested in the control and experimental groups before and after the intervention. Participants’ learning styles were detected by a validated questionnaire. The findings revealed an increase of vocabulary knowledge among all participants, with nearly double the improvement in the experimental group. The highest vocabulary increase was detected among learners with a musical learning style.