Assessment of the emotions that block Ecuadorian students from speaking English in class: Case Los Ríos Province

MASKANA

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Title Assessment of the emotions that block Ecuadorian students from speaking English in class: Case Los Ríos Province
Evaluación de las emociones que impiden que estudiantes ecuatorianos hablen inglés en clase: Caso Provincia de Los Ríos
 
Creator Coutinho dos Santos, Jardel
Veiga de Souza, Vanessa
Vélez-Ruiz, Mayra
 
Description This study aimed to define the emotions that block Ecuadorian students from speaking English in the classroom. The population within the research consisted of 138 participants, 80 from elementary school and 58 from high school, aged between 11 and 18 years. Information was obtained through classroom observations, questionnaires, interviews, and visual narratives. The results revealed that different emotions hinder students from speaking English in class, such as the fear of making a mistake, 30.80%; fear of being judged by others, 21.88%; shyness, 18.30%; lack of confidence, 12.50%; and anxiety, 2.68%. Pearson’s correlation tests revealed that there is an influence of gender with respect to the type of emotion experienced, female students expressed greater susceptibility to negative emotions compared to male students. Findings suggest that Ecuadorian teachers should be more aware of their students’ emotions in order to find the possible approaches that may result in an improvement in their English language. The authors recommend carrying out more studies on the connection between emotions and speaking, or emotions and any other skills.
Este estudio tuvo como objetivo definir las emociones que impiden que los estudiantes ecuatorianos hablen inglés en la sala de clase. La investigación consistió en 138 participantes, 80 estudiantes de educación primaria y 58 de educación secundaria, con edades comprendidas entre 11 y 18 años. Los datos se obtuvieron a través de observaciones en el aula, cuestionarios, entrevistas y narraciones visuales. Los resultados revelaron que diferentes emociones impiden que los estudiantes hablen inglés en clase, entre ellas se encuentra: el miedo a equivocarse, 30.80%; miedo a ser juzgado por otros, 21.88%; timidez, 18.30%; falta de confianza, 12.50%; y ansiedad, 2.68%. La prueba de correlación de Pearson reveló que existe influencia del género con respecto al tipo de emociones experimentadas por los estudiantes, de tal manera que, las estudiantes de sexo femenino expresaron mayor susceptibilidad a emociones negativas comparada con los estudiantes del sexo masculino. Los resultados sugieren que los maestros ecuatorianos deberían considerar las emociones de sus alumnos para encontrar posibles enfoques que permitan la mejora en el aprendizaje del idioma inglés. Los autores recomiendan realizar más estudios sobre la conexión entre las emociones y la producción oral, así como, las emociones y cualquier otra destreza.
 
Publisher Universidad de Cuenca
 
Date 2020-06-14
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
application/epub+zip
text/plain
 
Identifier https://publicaciones.ucuenca.edu.ec/ojs/index.php/maskana/article/view/3127
10.18537/mskn.11.01.01
 
Source Maskana; Vol 11 No 1 (2020); 5-14
Maskana; Vol. 11 Núm. 1 (2020); 5-14
2477-8893
1390-6143
10.18537/mskn.11.01
 
Language eng
spa
 
Relation https://publicaciones.ucuenca.edu.ec/ojs/index.php/maskana/article/view/3127/2301
https://publicaciones.ucuenca.edu.ec/ojs/index.php/maskana/article/view/3127/2393
https://publicaciones.ucuenca.edu.ec/ojs/index.php/maskana/article/view/3127/2394
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Rights Derechos de autor 2020 Jardel Coutinho dos Santos, Vanessa Veiga de Souza, Mayra Vélez-Ruiz
http://creativecommons.org/licenses/by/4.0
 

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