Emotions, motivation, language, and culture in an ESL process
This Master´s research aims at describing how positive emotions, motivation, and culture are altogether to improve learning–teaching processes in some students at Institución Educativa Juan XXIII in Cali, Colombia. It is important to remark that some students have emotional issues that do not allow...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Colombia |
| Institución: | Universidad ICESI |
| Repositorio: | Repositorio ICESI |
| Idioma: | español |
| OAI Identifier: | oai:repository.icesi.edu.co:10906/95210 |
| Acceso en línea: | http://repository.icesi.edu.co/biblioteca_digital/handle/10906/95210 http://biblioteca2.icesi.edu.co/cgi-olib?oid=329394 |
| Access Level: | acceso abierto |
| Palabra clave: | Idiomas extranjeros Aprendizaje del inglés Enseñanza del inglés Cultura Emociones Motivación Tésis Departamento de Idiomas Educación |
| Sumario: | This Master´s research aims at describing how positive emotions, motivation, and culture are altogether to improve learning–teaching processes in some students at Institución Educativa Juan XXIII in Cali, Colombia. It is important to remark that some students have emotional issues that do not allow them to see new horizons in their lives. Those aspects are seen under the scope of how the brain changes when it has those positive aspects in function. This research was carried out by collecting and analyzing the data from a survey at the beginning and the end of the study. Students were interviewed and wrote their impressions in a diary to support how their emotions worked during the whole process. In any case, the developed activities were the starting point to get the conclusions and know if those positive emotions helped increase their motivation and improve their language learning process with the influence of culture in a certain way. However, it is essential to say that the role of the teacher with their own positive emotions and motivation changed the way students perceived the language and the class itself. Her observations helped to analyze the student’s impressions of the class. One aspect was to analyze and make important advances in proving how students could change their attitudes and the idea they have about English. |
|---|