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Evaluating emotion vocabulary in the empower textbook series |
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| รหัสดีโอไอ | |
| Title | Evaluating emotion vocabulary in the empower textbook series |
| Creator | Sirikul Witeechongcharoen |
| Contributor | Rangsiya Chaengchenkit, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | Emotion vocabulary, EFL textbooks, Plutchik's Wheel of Emotions, Social and emotional learning |
| Abstract | This study investigates the frequency and distribution of emotion vocabulary in the Cambridge Empower upper secondary textbook series, a corpus-informed course aligned with the Cambridge Life Competencies Framework, across three proficiency levels: B1 (Grade 10), B1+ (Grade 11), and B2 (Grade 12). Adopting Plutchik's Wheel of Emotions as the analytical framework, the study examines all sections of each textbook through corpus-based content analysis to identify and categorize emotion vocabulary according to eight primary emotional domains. The findings reveal that a total of 55 distinct emotion vocabulary types were identified across the series, with frequency declining sharply across grade levels from 33.09 per 10,000 words at B1 to 3.85 at B2. Joy was the most represented category while trust was the least, with only one type identified exclusively at B1. Three categories including anger, disgust, and sadness appear to be absent at B2. Overall, the distribution seems to reflect a consistent positive-valence bias, with negative and complex emotional domains substantially underrepresented across all levels. These findings suggest that the Empower series may not systematically offer the progressive and comprehensive emotion vocabulary provision that its institutional framework appears to require. The study recommends that EFL materials developers incorporate a balanced range of Plutchik's eight emotional domains across proficiency levels, increase the frequency and recycling of emotion vocabulary to support long-term retention, and supplement existing materials with explicitly scaffolded emotion vocabulary instruction targeting upper secondary learners. |
