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

Abstract

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.

Exploring Different Emotions and Their Effects and Relations on English Performance on Online Classroom Environment During COVID-19

“…Learning emotions are not simply described as having a positive or negative impact on the learning process, despite the fact that emotions may normally be categorized as either positive or negative. [5,8]. Emotions have been demonstrated to have an impact on the process of learning a second language and linguistic success [9].…”

Recognising and Expressing Emotions: Difficulties of Children with Autism Spectrum Disorder in Learning a Foreign Language and How to Resolve Them

“…Because of internal and external factors, foreign language learners experience different emotions and feelings during the learning process. Therefore, it is necessary to pay attention to emotions and feelings that originate during the language-learning process (Méndez López & Peña Aguilar, 2013). When teachers fail to appreciate the importance of the emotions of their students, they neglect a key factor in the learning process (Immordino-Yang & Damasio, 2007).…”

“…However, to realise this, language teachers must show a strong interest in the learning processes of their students and must inspire trust and confidence in the students (Méndez López, 2011). By developing strategies to make the existing learning environment a positive, supportive, and motivating one, language teachers can help students feel confident and willing to participate in learning activities (Méndez López & Peña Aguilar, 2013). However, establishing positive and respectful relationships is not easy.…”

“…Emotions strongly impact the motivation of foreign language learners, not merely in classroom instruction (Garret & Young, 2009) but also in various individualised settings (Bown & White, 2010). Reflection on former teaching experiences has been shown to be quite useful in deciding areas that language teachers should consider (Méndez López & Peña Aguilar, 2013). As well as these, foreign language teachers should know the features of ASD.…”

Language Learning in the Time of COVID-19: ELT Students’ Narrated Experiences in Guided Reflective Journals

“…Nonetheless, the need to understand the influence of emotions in learning is creating a "growing shift in the field toward the treatment of emotion as a distinct topic of scholarly inquiry in its own right" (Prior, 2016, p. 3). Recognition of the importance of emotions more specifically in language learning is also increasing (Richards, 2015;Song, 2016;Prior, 2016), including in Mexico (Mendez Lopez, 2020;Lengeling, 2010).…”