Explicit Teaching of Socio-Affective Language Learning Strategies to Beginner EFL Students
Fandiño, Y. (2010). Explicit Teaching of Socio-Affective Language Learning Strategies to Beginner EFL Students. Íkala, revista de lenguaje y cultura, 15(24), 145-169, ISSN: 0123-3432
27 Pages Posted: 20 Jul 2013
Date Written: January 6, 2010
Objective: To explicitly teach socio-affective language learning strategies (SLLS) to positively impact the beliefs, attitudes, anxieties, and motivations of a group of beginner EFL students at the Centro Colombo Americano in Bogota, Colombia. Method: An action research study was carried out with 17 students who were taking a Basic English course. They answered two open-ended questionnaires, one at the beginning and the other at the end of the study; they also answered questions using a rating scale about affective factors and participated in a set of socio-affective activities designed and implemented by the researcher. Results: The results of the study suggest that explicit strategy instruction in SLLS is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. Conclusions: Affective factors are important considerations that both teachers and students need to reflect on to gain a deeper understanding of the nature of language learning and, ultimately, to gain insight about themselves.
Keywords: socio-affective language learning strategies, affective factors, beginner EFL students, action research, strategy instruction
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