Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia
El proceso de aprendizaje de una lengua extranjera puede verse afectado por factores cognitivos y metacognitivos, factores demográficos y socioculturales; sin embargo, los factores afectivos como las actitudes, la motivación y la ansiedad (Henter, 2014) surgieron en la pospandemia del 2022 como un í...
- Autores:
-
Cita Rodríguez, Carlos Julio
Ariza Sequeda, Sandra Liliana
- Tipo de recurso:
- Masters Thesis
- Fecha de publicación:
- 2022
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/48763
- Acceso en línea:
- http://hdl.handle.net/11634/48763
- Palabra clave:
- Affective factors
aprendizaje de lenguas extranjeras
Assessment
Educación
Educación bilingüe
Lengua extranjera
Factores Afectivos
Aprendizaje de lenguas extranjeras
Evaluación
- Rights
- openAccess
- License
- CC0 1.0 Universal
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Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia |
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Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia |
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Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia Affective factors aprendizaje de lenguas extranjeras Assessment Educación Educación bilingüe Lengua extranjera Factores Afectivos Aprendizaje de lenguas extranjeras Evaluación |
| title_short |
Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia |
| title_full |
Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia |
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Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia |
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Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia |
| title_sort |
Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia |
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Cita Rodríguez, Carlos Julio Ariza Sequeda, Sandra Liliana |
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Trujillo Díaz, Laura Manuela |
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Cita Rodríguez, Carlos Julio Ariza Sequeda, Sandra Liliana |
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https://orcid.org/0000-0002-3343-3473 |
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Universidad Santo Tomas |
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Affective factors aprendizaje de lenguas extranjeras Assessment |
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Affective factors aprendizaje de lenguas extranjeras Assessment Educación Educación bilingüe Lengua extranjera Factores Afectivos Aprendizaje de lenguas extranjeras Evaluación |
| dc.subject.lemb.spa.fl_str_mv |
Educación Educación bilingüe Lengua extranjera |
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Factores Afectivos Aprendizaje de lenguas extranjeras Evaluación |
| description |
El proceso de aprendizaje de una lengua extranjera puede verse afectado por factores cognitivos y metacognitivos, factores demográficos y socioculturales; sin embargo, los factores afectivos como las actitudes, la motivación y la ansiedad (Henter, 2014) surgieron en la pospandemia del 2022 como un ítem bastante destacable a considerar respecto a las circunstancias y condiciones durante la pandemia que enfrentó la mayoría de las familias durante el 2020 y 2021. La emergencia mundial por el Coronavirus 19 afectó las características educativas, las familias de los educandos y el entorno comunitario de los estudiantes de 5to grado de la Institución Educativa Infantas de Barrancabermeja. En consecuencia, luego de la pandemia, los estudiantes regresaron a sus aulas cara a cara con un notorio bajo rendimiento y padeciendo afecciones afectivas y/o emocionales que incidieron negativamente en su desarrollo académico en las clases de inglés. Provocó malas reacciones hacia las asignaturas de inglés y ciencias, principalmente de sus docentes y del sistema institucional: currículo, PEI y proceso de evaluación. Luego de realizar la investigación, en base al objetivo de este proyecto de determinar la relación entre los factores afectivos y el proceso de aprendizaje de una lengua extranjera, se concluyó que la mayoría de los participantes perciben el aprendizaje de una lengua extranjera como una herramienta imprescindible en nuestro mundo globalizado; sin embargo, las bases débiles en su pre conocimiento del inglés y la ausencia de habilidades lingüísticas generan un ambiente de presión, ansiedad y tensión para los educandos, sus familias, e incluso para los docentes y la escuela considerando la diversidad sociocultural, funcional y emocional. de participantes Por lo tanto, la evaluación sumativa hace que los estudiantes se sientan presionados por las bajas calificaciones, las reacciones de los padres y los comentarios de los maestros y compañeros, generando ansiedad y tensión entre ellos. Sin embargo, los incentivos y estímulos del docente a través de diferentes tareas motivan y logran que los estudiantes participen más activamente en su proceso de aprendizaje. Adicionalmente, la motivación se genera a partir de las expectativas de los educandos en base a la gama de oportunidades que ofrece el aprendizaje de una lengua extranjera, como viajar al extranjero y compartir con personas de diferentes culturas con diferentes costumbres y estilos de vida. Finalmente, cabe destacar que los docentes como facilitadores del proceso de aprendizaje necesitan del apoyo constante de los padres de familia como actores directamente involucrados en la formación integral de sus hijos a través del estímulo, acompañamiento y seguimiento de su proceso. |
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2022-12-19 |
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Cita Rodríguez, C. J. & Ariza Sequeda, S. L. (2022). Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucional |
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Cita Rodríguez, C. J. & Ariza Sequeda, S. L. (2022). Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucional reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Addisu Sewbihon Getie | Maria Popescu (Reviewing editor) (2020) Factors affecting the attitudes of students towards learning English as a foreign language, Cogent Education, 7:1, DOI: 10.1080/2331186X.2020.1738184 Austin Perez, Etel. (2018). Social Affective Factors in Online Learning Environments to learn English. Master of Arts in English Language Teaching. Universidad del Norte, Atlántico Ashqi Mohamadaid & Shaima Rasheed (2019) Can English be considered to be a Global language? ERIC Number: ED608887. Record Type: Non-Journal Publication Date: 2019Pages: 40. Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. https://www.oaa.osu.edu/sites/default/files/uploads/nfo/2019/Active-Learning-article.pdf Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Chapter 6. Pearson Education. Principles of Language Learning and Teaching. Fourth Edition. Douglas Brown | Souhil Alouache - Academia.edu Camacho, H., C., Escudero, G. I., Villacís, W., & Varela, K.(2021). The effects of online learning on EFL students’ academic achievement during coronavirus disease pandemic. European Journal of Educational Research, 10(4), 1867-1879. https://doi.org/10.12973/eu-jer.10.4.1867 Ceniceros, S. Y., Vázquez Soto, M. A., & Fernández Escárzaga, J. (2017). La inteligencia emocional y el aprendizaje significativo. Revista Electrónica Sobre Cuerpos Académicos Y Grupos De Investigación, 4(8). Recuperado a partir de https://www.cagi.org.mx/index.php/CAGI/article/view/147 Cocca et al. 2017. Psychometric parameters of the Attitude/Motivation Test Battery instrument in a Mexican environment. Journal of Sport Psychology 2017, Vol 26, Suppl 2, pp. 149-155 ISSN: 1132-239X ISSNe: 1988-563 Cochran, J.L., McCallum, R.S., Bell, S.M. (2010) Three A's: How Do Attributions, Attitudes, and Aptitude Contribute to Foreign Language Learning? Foreign Language Annals, 43 (4), 566-582. Cifuentes et al. (2017). Achievements for a Bilingual Policy: The Colombian Journey. Submitted: April 18th, 2017 Reviewed: October 31st, 2017 Published: December 20th, 2017. DOI: 10.5772/intechopen.72114 Cinganotto, L. (2016). CLIL in Italy: A general overview. Latin American Journal of Content & Language Integrated Learning, 9(2). https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/7177 Cruz Arcila, F. (2013). Accounting for Difference and Diversity in Language Teaching and Learning in Colombia. Educ. Educ. Vol. 16, No. 1, pp. 80-92. Charles L. Choguill, The research design matrix: A tool for development planning research studies, Habitat International, Volume 29, Issue 4, 2005, Pages 615-626, ISSN 0197-3975, https://doi.org/10.1016/j.habitatint.2005.06.001. Chunguang Tian January 22, 2019. Anxiety in classroom English Presentations: A Case Study in Korean School of Foreign Languages, Binzhou University, China. Department of English Education, School of Education, Chonbuk National University, South Korea. doi:10.5539/ hes.v9n1p132 Ehrman, M. (1996). Second language learning difficulties: Looking beneath the surface. Thousand Oaks, CA: Sage. Gardner, R.C., Lalonde, R.N. (1984) Investigating a Causal Model of Second Language Acquisition: Where Does Personality Fit? Canadian Journal of Behavioral Sciences, 16 (3), 224-234. Gardner, R. C. (2006) The socio-educational model of second language acquisition: a research paradigm. EUROSLA Yearbook, 6, 237-260. doi: 10.1075/eurosla.6.14gar Henter, R. (2014). Affective factors involved in learning a foreign language. Procedia-social and behavioral sciences, 127, 373-378. https://doi.org/10.1016/j.sbspro.2014.03.274 Hernández Carrera, R. M. (2014). La investigación cualitativa a través de entrevistas: su análisis mediante la teoría fundamentada. Cuestiones Pedagógicas, 23, 187-210. http://hdl.handle.net/11441/36261 Hinds, D. (2002). Research instruments. In The researcher's toolkit (pp. 57-58). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203185124-14/research-instruments-dianne-hinds Hornberger, B. and Rangu, S. (2020). Designing Inclusion and Exclusion Criteria. https://repository.upenn.edu/crp/1 - https://bit.ly/3OA3Dd5 Institución Educativa Infantas, noviembre 2021. Página Oficial https://bit.ly/3qEGH3g Khaleghi, A. (2016). Identification of affective factors influencing students’ low participation in university EFL oral classes: An Iranian case study. International Journal of Humanities and Social Science, 6(7), 185-189. Microsoft Word - 20.docx (ijhssnet.com) Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39. second_languge_acquisition_and_learning-with-cover-page-v2.pdf (d1wqtxts1xzle7.cloudfront.net) Kormos, J., Kiddle, T., & Csizér, K. (2011). System of goals, attitudes and self-related beliefs in second language learning motivation. Applied Linguistics, 32, 495– 516. doi:10.1093/applin/amr019 Le, X., & Le, T.T. (2022). Factors Affecting Students’ Attitudes towards Learning English as a Foreign Language in a Tertiary Institution of Vietnam. International Journal of TESOL & Education. https://bit.ly/3RN82dy Lisa A. Clarke, Ross C. Genat & Jacqueline F. I. Anderson (2012) Long-term cognitive complaint and post-concussive symptoms following mild traumatic brain injury: The role of cognitive and affective factors, Brain Injury, 26:3, 298-307, DOI: 10.3109/02699052.2012.654588 Lightbown and Spada. (1993). Factors affecting second language learning: How languages are learned. Oxford University Press. [Google Scholar] Marín L., Angie, & Hernández R. , Elybe, & Flores Q. , Jesús (2016). Metodología para el análisis de datos cualitativos en investigaciones orientadas al aprovechamiento de fuentes renovables de energía. Revista Arbitrada Interdisciplinaria Koinonía, 1 (1), .[fecha de Consulta 11 de Octubre de 2022]. ISSN: . Disponible en: https://www.redalyc.org/articulo.oa?id=576866905006 Malysa Hutchinson (2019). Developing Self-Confidence in students learning English Listening & Speaking Skills II. Higher Education Studies; Vol. 9, No. 1; 2019 Nassaji, H. (2020). Language Teaching Research. Good Qualitative Research. Sage Journals. https://journals.sagepub.com/doi/full/10.1177/1362168820941288 Oroujlou, Nasser & Vahedi, Majid. (2011). Motivation, attitude, and language learning. Procedia - Social and Behavioral Sciences. 29. 994-1000. 10.1016/j.sbspro.2011.11.333. Ranjbar, N.A., & Narafshan, M.H. (2016). A Study of Students' Attitude toward Teachers' Affective Factors in EFL Classrooms. Advances in Language and Literary Studies, 7, 142-146. Rashidi, N., Yamini, M., & Shafiei, E. (2011). Oral communication apprehension and affective factors: Self-esteem and introversion/extroversion. https://www.sid.ir/paper/160442/en Richards, J. (2009). Materials development and research – making the connection. RELC Journal 37.1, 5–26.CrossRefGoogle Scholar Robinson, P. (2005) Aptitude and Second Language Acquisition Annual Review of Applied Linguistics, 25, 46-73. Russell H. Fazio (2009) Attitudes as Object-Evaluation Associations of Varying Strength.May 6. Published in final edited form as: Soc Cogn. 2007 Oct 1; 25(5): 603–637. doi: 10.1521/soco.2007.25.5.603 Shameem Ahmed (2015).Attitudes towards English Language Learning among EFL Learners at UMSKAL Lecturer (English), PPIB, Level-6, Universiti Malaysia Sabah, (Paper) ISSN 2222-288X (Online) Vol.6, No.18, 2015 Schwars and Lee (2018) Embodied Cognition and the Construction of Attitudes. 2nd Edition. Routledge Soiferman, K. (2010). Compare and Contrast Inductive and Deductive Research Approaches. https://bit.ly/2FaG7Ca Stanescu, Georgiana (2016) The Evolution of E Learning Based on WEB 3.0 and semantic technologies. Scientific Conference eLearning and Software for Education; Bucharest, Vol. 3, (2016). DOI:10.12753/2066-026X-16-221 Stanescu, Georgiana (2016) The Evolution of E Learning Based on WEB 3.0 and semantic technologies. Scientific Conference eLearning and Software for Education; Bucharest, Vol. 3, (2016). DOI:10.12753/2066-026X-16-221 Torres, J. (2019) Positive Impact of Utilizing More Formative Assessment over Summative Assessment in the EFL/ESL Classroom. Open Journal of Modern Linguistics, 9, 1-11. doi: 10.4236/ojml.2019.91001. Trujillo, L. M. (2020). Inquiring EFL teacher educators’ beliefs regarding interculturality in two undergraduate English language teaching programs in Colombia.. Recuperado de: http://hdl.handle.net/20.500.12209/12382. UNICEF for every child (2022 ) Inclusive Education, Every child has the right to quality education and learning https://www.unicef.org/education/inclusive-education William E. Wilkins, Herbert H. Krauss.Anxiety and actualization: Further research. First published: October 1978 https://doi.org/10.1002/1097-4679(197810)34:4<958::AID-JCLP2270340428>3.0.CO;2-U Woodrow, L. (2006). Anxiety and speaking English as a second language, RELC Journal, 37(3), 308-328. https://doi.org/10.1177/0033688206071315 Yin, R. K. (2018). Case Study Research and Applications, Design and Methods. https://bit.ly/3u3lpgL Zayed, J., & Al-Ghamdi, H. (2019). The Relationships among Affective Factors in Learning EFL: A Study of the Saudi Setting. English Language Teaching, 12(9), 105-121. ERIC - EJ1227015 - The Relationships among Affective Factors in Learning EFL: A Study of the Saudi Setting, English Language Teaching, 2019 (ed.gov) https://doi.org/10.5539/elt.v12n9p105 |
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Trujillo Díaz, Laura ManuelaCita Rodríguez, Carlos JulioAriza Sequeda, Sandra Lilianahttps://orcid.org/0000-0002-3343-3473https://scholar.google.com/citations?hl=es&user=nEl34BkAAAAJUniversidad Santo Tomas2023-01-20T19:06:58Z2023-01-20T19:06:58Z2022-12-19Cita Rodríguez, C. J. & Ariza Sequeda, S. L. (2022). Exploring the Impact of Affective Factors on Foreign Language Learning in a Group of 5th Graders in Barrancabermeja, Colombia. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucionalhttp://hdl.handle.net/11634/48763reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl proceso de aprendizaje de una lengua extranjera puede verse afectado por factores cognitivos y metacognitivos, factores demográficos y socioculturales; sin embargo, los factores afectivos como las actitudes, la motivación y la ansiedad (Henter, 2014) surgieron en la pospandemia del 2022 como un ítem bastante destacable a considerar respecto a las circunstancias y condiciones durante la pandemia que enfrentó la mayoría de las familias durante el 2020 y 2021. La emergencia mundial por el Coronavirus 19 afectó las características educativas, las familias de los educandos y el entorno comunitario de los estudiantes de 5to grado de la Institución Educativa Infantas de Barrancabermeja. En consecuencia, luego de la pandemia, los estudiantes regresaron a sus aulas cara a cara con un notorio bajo rendimiento y padeciendo afecciones afectivas y/o emocionales que incidieron negativamente en su desarrollo académico en las clases de inglés. Provocó malas reacciones hacia las asignaturas de inglés y ciencias, principalmente de sus docentes y del sistema institucional: currículo, PEI y proceso de evaluación. Luego de realizar la investigación, en base al objetivo de este proyecto de determinar la relación entre los factores afectivos y el proceso de aprendizaje de una lengua extranjera, se concluyó que la mayoría de los participantes perciben el aprendizaje de una lengua extranjera como una herramienta imprescindible en nuestro mundo globalizado; sin embargo, las bases débiles en su pre conocimiento del inglés y la ausencia de habilidades lingüísticas generan un ambiente de presión, ansiedad y tensión para los educandos, sus familias, e incluso para los docentes y la escuela considerando la diversidad sociocultural, funcional y emocional. de participantes Por lo tanto, la evaluación sumativa hace que los estudiantes se sientan presionados por las bajas calificaciones, las reacciones de los padres y los comentarios de los maestros y compañeros, generando ansiedad y tensión entre ellos. Sin embargo, los incentivos y estímulos del docente a través de diferentes tareas motivan y logran que los estudiantes participen más activamente en su proceso de aprendizaje. Adicionalmente, la motivación se genera a partir de las expectativas de los educandos en base a la gama de oportunidades que ofrece el aprendizaje de una lengua extranjera, como viajar al extranjero y compartir con personas de diferentes culturas con diferentes costumbres y estilos de vida. Finalmente, cabe destacar que los docentes como facilitadores del proceso de aprendizaje necesitan del apoyo constante de los padres de familia como actores directamente involucrados en la formación integral de sus hijos a través del estímulo, acompañamiento y seguimiento de su proceso.The process of learning a foreign language can be affected by cognitive and metacognitive factors, demographic, and sociocultural factors; however, affective factors such as attitudes, motivation, and anxiety (Henter, 2014) emerged in the post-pandemic in 2022 as a pretty remarkable item to be considered regarding the while-pandemic circumstances and conditions faced by most of the families during 2020 and 2021. The Coronavirus 19 worldwide emergency affected education characteristics, learners’ families, and the community environment of 5th graders at Institución Educativa Infantas in Barrancabermeja. Consequently, after the pandemic, students returned to their classrooms face to face with a notorious low performance and suffering affective and/or emotional affections that negatively influenced their academic development in English classes. It provoked bad reactions towards English and science subjects, mainly their teachers and the institutional system: curriculum, PEI, and assessment process. After doing the research, based on the objective of this project of determining the relationship between affective factors and the foreign language learning process, it was concluded that most of the participants perceive the learning of a foreign language as an essential tool in our globalized world; nevertheless, the weak bases in their pre-knowledge of English and the absence of linguistic skills generate an environment of pressure, anxiety and tension for the learners, their families, and even for the teachers and the school considering the sociocultural, functional and emotional diversity of participants. Hence, summative assessment makes learners feel under pressure caused by low marks, parents’ reactions, and teachers and peers’ comments, generating anxiety and tension among them. However, the teacher’s incentives and stimuli through different tasks motivate and get students engaged to participate more actively in their learning process. Additionally, motivation is generated from learners' expectations based on the range of opportunities that are learning a foreign languages offers, such as traveling abroad and sharing with people from different cultures with different customs and lifestyles. 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