Emotional experiences of Mexican language learners: A qualitative study of their effects on motivation

López, Mariza G. Méndez

doi:10.1590/1984-639820155183

Cited by 7 publications

(4 citation statements)

References 25 publications

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“…According to López (2015), "emotions are context-dependent, short lived and subjective responses to a specific situation" (p.810). Pekrun (2014) argues that emotions are experienced by learners during lessons, while studying, and when taking tests and examinations.…”

Section: Learner's Emotional Factors When Learning Eflmentioning

confidence: 99%

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Cabrera-Solano¹,

Gonzalez-Torres²,

Solano³

et al. 2019

INT J INSTRUCTION

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This study was conducted to identify teachers' and students' perceptions regarding the internal factors that influence English as a Foreign Language (EFL) learning in the southern region of Ecuador. The participants were 257 children, who answered a questionnaire about motivation, anxiety, willingness, self-efficacy and memorization when learning English skills. The English classes that these students took were observed during a three-month period. In addition, eight teachers were interviewed in order to know their views about the students' internal factors in EFL learning. After analyzing the data quantitatively and qualitatively, the results evidenced that, according to the participants' perceptions, motivation decreases depending on the students' age and the type of skills. Furthermore, anxiety when speaking in front of the class and doing listening activities increases as the students get older. Students are also self-efficient in the classroom, and they recall what they have learned. All the implications that can be derived from these factors should be carefully analyzed by educational stakeholders in order to help students succeed in the learning process.

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Section: Learner's Emotional Factors When Learning Eflmentioning

confidence: 99%

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Cabrera-Solano¹,

Gonzalez-Torres²,

Solano³

et al. 2019

INT J INSTRUCTION

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show abstract

“…Em face do exposto, admite-se que a aprendizagem de uma LE é um processo tanto cognitivo quanto afetivo (Dewale, 2015). Nesse sentido, é importante que os professores compreendam que experiências emocionais são variáveis importantes, pois elas podem estar inseridas nas razões que levarão o estudante a decidir aprender uma LE, a continuar aprendendo ou a desistir durante o processo (López;Aguilar, 2013). Dessa maneira, torna-se fundamental que professores de LE estejam atentos aos estilos individuais de aprendizagem, ao contexto social e, principalmente, às reações emocionais de seus estudantes, pois elas podem dar pistas do quanto a prática docente pode estar favorecendo o surgimento de variáveis afetivas positivas e/ou negativas que, eventualmente, poderão estimular ou dificultar o desenvolvimento da LE por parte dos aprendizes 2 .…”

Section: Ambiente Desfavorável à Aprendizagem;unclassified

“…Além disso, André estava participando de uma tarefa aparentemente agradável, descontraída, fora da sala de aula e, se errasse alguma fala, parecia não haver problema, pois o ambiente se tornou favorável para que ele se sentisse confortável para praticar o idioma. No caso de André, há indício de que sua emoção positiva, a satisfação, propiciou um ambiente favorável à aprendizagem e um sentimento de bom desempenho, ou seja, uma emoção positiva desencadeou efeitos positivos na motivação para aprender a língua (López;Aguilar, 2013). Nessa situação, o nível de ansiedade de André parece inexistente.…”

Section: […]unclassified

Percepções e emoções de alunos do Proeja no processo de aprendizagem de inglês

Souza

2024

Rev. bras. linguist. apl.

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RESUMO: O presente artigo representa parte de pesquisa desenvolvida em um Instituto Federal no Sul do Brasil, com estudantes do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja). Buscou-se observar quais emoções estão presentes em sala de aula de inglês do Proeja, como elas se revelam e como o curso pode contribuir para o processo de aprendizagem. Para isso, a Teoria Sociocultural, bem como as variáveis afetivas e a motivação voltadas ao ensino-aprendizagem de línguas embasam este estudo. Resultados mostram que a insegurança, a timidez e a ansiedade são emoções negativas que podem aparecer conjuntamente, acarretando o silêncio do aluno e desfavorecendo a aprendizagem. Por outro lado, há indícios de que o aprendiz poderá se envolver em outras oportunidades de aprendizagem mesmo após experimentar uma emoção negativa.

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“…In the Mexican context, research on emotions has been developed about the emotional experiences of language learners on their motivation (Méndez López, 2011b), emotions experienced by English language teaching (elt) students (Méndez López, 2015a, 2015b, and the emotions of experienced elt teachers about the implementation of educational policies and their working conditions (Méndez López, 2016b). Although there has been progress in the understanding of the role played by emotions on these aspects, very few studies have addressed the emotions experienced by pre-service elt teachers during the final year of their degree programme, in which they have to complete a practicum period teaching students at different levels.…”

Section: Introductionmentioning

confidence: 99%

Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

López

2020

Profile: Issues Teach. Prof. Dev.

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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.

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Emotional experiences of Mexican language learners: A qualitative study of their effects on motivation

Cited by 7 publications

References 25 publications

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Percepções e emoções de alunos do Proeja no processo de aprendizagem de inglês

Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

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