Qi Lin

 Sichuan Judicial and Police Officers Professional College

Abstract：

In higher vocational English classrooms, "silent participants" may exhibit minimal verbal expression yet maintain deep cognitive engagement. This study employs a multimodal learning analysis framework, utilizing eye-tracking and facial expression recognition technologies to trace the implicit cognitive trajectories of these students. It reveals the paradox of explicit silence coexisting with latent cognitive participation. The research proposes intervention strategies through three dimensions: creating diverse learning contexts, providing data-driven feedback support, and reconstructing discourse ecosystems. These findings offer practical references for unlocking the learning potential of silent learners.

Key Words：

multimodal learning; vocational English; silent participants; cognitive interventi