Affective factors in the teaching and learning of English at Argentinean secondary schools

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Maestría en Inglés con orientación en Lingüística Aplicada

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Detalles Bibliográficos
Autor principal: Nadalig, Raquel Susana
Otros Autores: Placci, Graciela
Formato: masterThesis
Lenguaje:Inglés
Publicado: 2021
Materias:
Enseñanza de Lenguas Extranjeras
Inglés como Lengua Extranjera (ILE)
Argentinean EFL secondary school
EFL students‟
Acceso en línea:http://hdl.handle.net/11086/18127
Aporte de:
Repositorio Digital Universitario (UNC) de Universidad Nacional de Córdoba
id I10-R141-11086-18127
record_format dspace
spelling I10-R141-11086-181272023-08-31T13:11:45Z Affective factors in the teaching and learning of English at Argentinean secondary schools Nadalig, Raquel Susana Placci, Graciela Enseñanza de Lenguas Extranjeras Inglés como Lengua Extranjera (ILE) Argentinean EFL secondary school EFL students‟ Maestría en Inglés con orientación en Lingüística Aplicada Fil: Nadalig, Raquel Susana. Universidad Nacional de Córdoba. Facultad de Lenguas, Argentina. The present dissertation has been conceived from the recognition of the impact that affective factors (emotions and beliefs among them) have on teachers and students in their processes of teaching and learning a foreign language. It aims at elucidating how certain affective factors, namely anxiety, motivation and self-concept, influence students‟ and teachers‟ interactions in an Argentinean EFL secondary school context. The bibliographic review revisits literature related to EFL students‟ affective factors as well as research on interactions between students‟ and teachers‟ emotions and beliefs. The participants of this study were 61 EFL teachers and 1522 secondary school students in 5th year from secondary schools in Rio Cuarto City and nearest towns. The study was framed on the Positive Psychology (PP) theory (Seligman, 2011) and followed a mix-method approach: it combined a quantitative strategy of collecting a large amount of data through a likert-scale survey and a cross-case analysis technique (Patton, 1990) to compare and contrast teachers‟ and students‟ perspectives. Data from the likert-scale survey was analyzed quantitatively using a statistical program for the social studies (SPSS). For qualitative content analysis, Oxford‟s (2014) adaptation of the PERMA model was used. Results showed the existence of certain gaps between teachers and students in relation to students‟ anxiety and self-concept; and both similarities and differences in relation to motivation. Accordingly, both groups referred to different sources of students‟ anxiety and motivation and referred to self-concept from their own particular perspectives. The contemplation of beliefs and affective factors as a key aspect of the whole language acquisition picture appears as an imperative call in order to improve the classroom atmosphere which, in turn, may lead not only to academic success but also to the wellbeing of both parts involved in the process: teachers and students. Fil: Nadalig, Raquel Susana. Universidad Nacional de Córdoba. Facultad de Lenguas, Argentina. 2021-05-04T22:06:20Z 2021-05-04T22:06:20Z 2020 masterThesis http://hdl.handle.net/11086/18127 eng Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-141
collection Repositorio Digital Universitario (UNC)
language Inglés
topic Enseñanza de Lenguas Extranjeras
Inglés como Lengua Extranjera (ILE)
Argentinean EFL secondary school
EFL students‟
spellingShingle Enseñanza de Lenguas Extranjeras
Inglés como Lengua Extranjera (ILE)
Argentinean EFL secondary school
EFL students‟
Nadalig, Raquel Susana
Affective factors in the teaching and learning of English at Argentinean secondary schools
topic_facet Enseñanza de Lenguas Extranjeras
Inglés como Lengua Extranjera (ILE)
Argentinean EFL secondary school
EFL students‟
description Maestría en Inglés con orientación en Lingüística Aplicada
author2 Placci, Graciela
author_facet Placci, Graciela
Nadalig, Raquel Susana
format masterThesis
author Nadalig, Raquel Susana
author_sort Nadalig, Raquel Susana
title Affective factors in the teaching and learning of English at Argentinean secondary schools
title_short Affective factors in the teaching and learning of English at Argentinean secondary schools
title_full Affective factors in the teaching and learning of English at Argentinean secondary schools
title_fullStr Affective factors in the teaching and learning of English at Argentinean secondary schools
title_full_unstemmed Affective factors in the teaching and learning of English at Argentinean secondary schools
title_sort affective factors in the teaching and learning of english at argentinean secondary schools
publishDate 2021
url http://hdl.handle.net/11086/18127
work_keys_str_mv AT nadaligraquelsusana affectivefactorsintheteachingandlearningofenglishatargentineansecondaryschools
_version_ 1782014166681255936

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