In the published article, there was an error in affiliations 1 and 2 as published. The order of the affiliations was incorrect. Instead of “1Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas, Philippines” it should be “1School of Foreign Languages, Zhejiang Gongshang University, Hangzhou, China” and instead of “2School of Foreign Languages, Zhejiang Gongshang University, Hangzhou, China” it should be “2Graduate School of Education, University of Perpetual Help System DALTA, Metro Manila, Philippines.” The city “Las Piñas” has also been amended to be “Metro Manila”.
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher's Note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
post-pandemic, english teaching, dual-modality, facial expression, physiological signal
Citation
Shen Y and Guo H (2022) Corrigendum: New Breakthroughs and Innovation Modes in English Education in Post-pandemic Era. Front. Psychol. 13:899201. doi: 10.3389/fpsyg.2022.899201
Received
18 March 2022
Accepted
21 March 2022
Published
12 April 2022
Approved by
Frontiers Editorial Office, Frontiers Media SA, Switzerland
Volume
13 - 2022
Updates
Copyright
© 2022 Shen and Guo.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Hongyu Guo guohongyu@zjgsu.edu.cn
This article was submitted to Human-Media Interaction, a section of the journal Frontiers in Psychology
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.