This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.
The study aims to understand what factors may motivate and demotivate students with low emotional intelligence to participate in speaking activities during English class. Participants wrote an emotions journal to identify factors affecting student participation and were then interviewed at the end of the study period in order to elaborate on their experiences. Results showed that male participants experienced a wide range of negative emotions while females experienced a reduced number. However, in comparison, women experienced negative emotions frequently while men experienced them occasionally. Results also showed that males and females differed in the way that they perceived and faced situations, and in how they regulated the emotions generated by these situations.
This article reports on the emotional experiences of Mexican language learners in their second year of an English language teaching programme at a state university. The aim was to identify the effects of emotions on the motivational behaviour that the students displayed in their daily classes. The instruments employed were personal narratives, electronic journals and semi-structured interviews. The results demonstrated that emotions are a source for students' development and that meta-emotions can help students to become more motivated. The study revealed that emotions, both positive and negative, can help students develop awareness, responsibility and commitment to their language learning process. KEYWORDS: Emotions; motivation; language learning RESUMO: Este artigo relata as experiências emocionais de alunos mexicanos em seu segundo ano de um programa de ensino de inglês em uma universidade estadual. O objetivo foi identificar os efeitos das emoções no comportamento motivacional dos alunos exibidos em aulas diárias. Os instrumentos utilizados foram diários de aprendizagem e entrevistas semi-estruturadas. Os resultados mostram que as emoções influenciam fortemente o desenvolvimento dos alunos e que as meta-emoções podem ajudar os alunos a se tornarem mais motivados. O estudo revelou que as emoções, positivas e negativas, podem ajudar os alunos a desenvolver a autoconsciência, a responsabilidade e o compromisso com o seu processo de aprendizagem de línguas. PALAVRAS-CHAVE: Emoções; motivação; aprendizagem de línguas.
The present article analyses the influence of previous learning experiences, emotions, and socio-cultural context on the development of teacher identity. The life history of a Mexican language teacher in the middle of her career is explored, in order to understand how previous learning experiences, emotional events, and culture have shaped her teacher identity and professional development. It presents analysis undertaken on the autobiographical narrative of the subject, Renata, the results of which show the determining influence of culture and previous learning experiences in the construction of a teacher identity. This article aims to make professionals in foreign language teaching aware of the usefulness of personal narratives to understanding the teaching practice and supporting professional development.
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