Promoting Positive Emotions during the Emergency Remote Teaching of English for Academic Purposes: The Unexpected Role of the Constructionist Approach

Despite the significant research on effectiveness and challenges of emergency remote teaching (ERT) during global COVID-19 pandemic, few studies have focused systematic facilitation positive emotions by classroom teachers. This study aimed to identify strategies that teachers English for Academic Purposes (EAP) used ERT period, interviewing 18 university in Hong Kong. Our results suggest one traditional learning theory, constructionist approach, played an unexpectedly important role facilitating student emotions, as well encouraging learning. Cognitively demanding tasks helped divert students’ attention away from negative they faced towards their Interactions also essential helping students learn reducing emotions. These shed light significance online or environment, with implications who want systematically promote