Can teachers influence in their students’ motivational and anxiety levels through the use of certain teacher strategies, so that students are able to produce more oral communication in EFL classes?
Leiva Matus, Alejandra
Tesis para optar al grado de Licenciada en EducaciónThis article presents an investigation on the implementation of a set of actions based on, or part of, motivational and anxiety-reducing strategies inside an English as a foreign language Chilean 10th grade classroom. Motivational and anti-anxiety interventions were deployed in the context of project-based learning unit about Literary Analysis and with the aim of aiding students to produce more oral communications in English. The study attempts to answer the question is it possible for teachers to influence in their students’ motivational and anxiety levels through the use of certain teacher strategies, so that students who are not used to speak in the foreign language are able to produce a greater amount of FL communication in classes? Through the implementation of the unit and the strategies carefully selected for this group of students and the analysis of data collected, the findings support the notion that teachers are able to influence their students by nurturing a stress-free and collaborative environment, in which learners are provided an important number of learning experiences and where effort is more valued than accuracy, L1 and error are learning tools and building student’s confidence is essential