An exploration on teachers' and students' perceptions on the factors that trigger foreign language speaking anxiety in undergraduate chilean students
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
En años recientes, ha habido un incremento en el interés en desarrollar las habilidades
comunicacionales en el aprendizaje de una lengua extranjera; por lo tanto, el hablar inglés ha
tomado un rol importante en las salas de clases debido a que es considerado como una herramienta
inmediata de comunicar ideas además es usado en diferentes campos de estudio. Sin embargo,
investigadores han determinado que la habilidad oral es desafiante para profesores y alumnos a
causa de los distintos factores que pueden amenazar un buen desarrollo de esta habilidad en los
estudiantes; uno de estos factores importantes es la ansiedad en la lengua extranjera. Es por esto
que este estudio explora las percepciones de profesores y estudiantes sobre los factores que causan
ansiedad al momento de hablar inglés en la sala de clases para indagar y comparar las experiencias
de los participantes en el tema e investigar las estrategias que pueden ayudar a los estudiantes a
superar la ansiedad en la lengua extranjera. Para este propósito, una muestra de siete profesores y
ocho estudiantes participaron en esta investigación cualitativa respondiendo preguntas de un
cuestionario e interviniendo en una entrevista mediante Google forms y Zoom, respectivamente.
Para analizar los datos, se usó un análisis temático cualitativo. Los resultados demostraron que
profesores y alumnos perciben factores relacionados a profesores y estudiantes en forma separada.
Dentro de los factores relacionados a los profesores, se encontró que la cercanía con los alumnos,
entregar retroalimentación y el ambiente de clases son los factores más nombrados. Con respecto
a los factores relacionados a los estudiantes, la personalidad y los conocimientos previos de ellos
son considerados determinantes ya que afectan la ansiedad. En cuanto a las estrategias, los
participantes distinguieron estrategias de los profesores y alumnos que podrían ayudar a los
estudiantes superar el fenómeno de la ansiedad en la lengua extranjera.
In recent years, there has been an increasing interest in developing communicational skills in foreign language learning; therefore, English speaking has taken an important role in the undergraduate classroom since it is considered an immediate means of communicating ideas and it is used in different fields of studies. However, researchers have determined that speaking is challenging for teachers and students due to many factors that can jeopardize the good development of this skill; one of these factors is foreign language anxiety (FLA). Therefore, this study explored teachers’ and students’ perceptions of the factors that trigger students’ speaking anxiety when using English in class to learn and compare participants’ experiences in the topic and learn about strategies to help learners overcome FLA. For this purpose, a sample of seven teachers and eight students participated in this qualitative research by answering a questionnaire and taking part in an interview via Google forms and Zoom, respectively. To analyze data, a qualitative thematic analysis was used. The findings demonstrated that teachers and students perceive factors related to teachers and students separately. Within the factors related to the teachers, closeness to the students, providing feedback, and the class atmosphere provided by the teacher were mostly emphasized. Regarding the factors related to the students, learners’ personalities and background knowledge were perceived as determinant factors affecting FLA. Concerning strategies, the participants distinguished teachers’ and students’ strategies to help learners overcome FLA. These findings provide insights that could help teachers and students to understand the FLA phenomenon.
In recent years, there has been an increasing interest in developing communicational skills in foreign language learning; therefore, English speaking has taken an important role in the undergraduate classroom since it is considered an immediate means of communicating ideas and it is used in different fields of studies. However, researchers have determined that speaking is challenging for teachers and students due to many factors that can jeopardize the good development of this skill; one of these factors is foreign language anxiety (FLA). Therefore, this study explored teachers’ and students’ perceptions of the factors that trigger students’ speaking anxiety when using English in class to learn and compare participants’ experiences in the topic and learn about strategies to help learners overcome FLA. For this purpose, a sample of seven teachers and eight students participated in this qualitative research by answering a questionnaire and taking part in an interview via Google forms and Zoom, respectively. To analyze data, a qualitative thematic analysis was used. The findings demonstrated that teachers and students perceive factors related to teachers and students separately. Within the factors related to the teachers, closeness to the students, providing feedback, and the class atmosphere provided by the teacher were mostly emphasized. Regarding the factors related to the students, learners’ personalities and background knowledge were perceived as determinant factors affecting FLA. Concerning strategies, the participants distinguished teachers’ and students’ strategies to help learners overcome FLA. These findings provide insights that could help teachers and students to understand the FLA phenomenon.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera, Master of Arts in TESOL)
Palabras clave
Ansiedad, Inglés Hablado, Enseñanza, Investigaciones