Affective Factors Involved in Learning a Foreign Language

Henter, Ramona

doi:10.1016/j.sbspro.2014.03.274

Cited by 54 publications

(55 citation statements)

References 12 publications

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“…For Wei (2007) and Henter (2014), motivation appears to be both a predictor and a determinant of performance in learning EFL. Brown (2000) defines motivation as "the extent to which someone makes choices about goals to pursue and the effort, he/she will devote to that pursuit" (p. 72).…”

Section: Motivationmentioning

confidence: 99%

“…That is, learning English opens the possibility for interacting with more people and getting to know other cultures (Lasagabaster & Doiz, 2015;Uysal & Güven, 2018). Therefore, it is mandatory to consider the place of English in the world today as the starting point to increase students' efficiency in learning it (Henter, 2014). Unfortunately, EFL learners do not have the opportunity to practice it outside the classroom.…”

Section: Introductionmentioning

confidence: 99%

“…Affective factors refer to learners' feelings and emotional reactions (e.g., attitudes, anxiety, motivation, inhibition, self-esteem, self-efficacy … etc.) that are involved in the process of learning a language (Henter, 2014;Khaleghi, 2016). Brown (2005) believes that "purely cognitive theories of learning will be rejected unless a role is assigned to affectivity" (as quoted by Rashidi, Yamini, & Shafiei, 2011, p. 146).…”

Section: Introductionmentioning

confidence: 99%

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The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

Zayed¹,

Alghamdi²

2019

ELT

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Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.

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Section: Motivationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

Zayed¹,

Alghamdi²

2019

ELT

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“…Students are being attached with the strategy in the classroom while also create their own thought about the activities they should participate in. Students will respond to the learning positively if they believe on the process of learning itself (Henter, 2014), otherwise it causes some disadvantages on the learning process.…”

Section: Introductionmentioning

confidence: 99%

Project-based Learning Activities and EFL Students’ Productive Skills in English

Astawa

Artini

Nitiasih

2017

JLTR

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Abstract-This article presents the results of a study on the effect of Project-Based Learning on students' English Productive Skills and how the activities influence teaching and learning process in a public junior high school in Bali-Indonesia. This research applied an embedded mixed-method design in which the quantitative data were collected using speaking and writing tests, and the qualitative data were collected using interview guide, observation checklist, open-ended questionnaire, and field note. Paired-sample t-test was used to analyze whether or not there is a significant difference in students' English productive skills before and after being taught using PBL; while the qualitative data were analyzed descriptively. The results of the analysis showed a significant effect of PBL on students' English productive skills. From the part of the students, PBL was found to improve enthusiasm, confidence, creativity, self-directed learning and collaborative learning skills. On the part of the teacher, PBL promotes teaching motivation and satisfaction. This study recommends the implementation of PBL in EFL context, especially in an attempt to improve students' ability to speak and write in English as a foreign language.Index Terms-project-based learning activities, English as a foreign language, English productive skills, teaching and learning process

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“…If teacher wants their students participate and create their own thought, he/she must implement attractive strategy in learning process. Students will respond to the learning positively if they believe on the process of learning itself [5], otherwise it causes some disadvantages on the learning process. Most of public schools in Indonesia still implement teachercentered learning in their practices.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception Toward the Implementation of Project Based Learning for EFL Vocational High School.

Susanti¹,

Retnaningdyah²,

Trisusana³

2020

Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019)

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This study focused on the students' perceptions toward the implementation of Project Based Learning in learning English as a Foreign Language that was conducted in one public of vocational high school in Surabaya Indonesia. The research was mixed method that used quantitative and qualitative data. The instruments were questionnaire, observation sheet and interview to examine the students' and teacher's perception. The participants included one teacher and 45 students aged between 15 and 16 years old. This research was conducted for 3 months in which the teacher implemented 3 projects in one classroom. The result showed that the teacher had a positive experience implementing Project Based Learning in teaching English as foreign language. Moreover, the teacher also found that Project Based Learning was an effective way to teach English since the teacher can motivate the students to learn English. Furthermore, the students also supported that they were happy and enjoy when they learned English. They felt that Project Based Learning was an effective way to learn English. In sum up, Project Based Learning was the solution to make the process of learning English more effective and meaningful for vocational high school students.

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Affective Factors Involved in Learning a Foreign Language

Cited by 54 publications

References 12 publications

The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

Project-based Learning Activities and EFL Students’ Productive Skills in English

Students’ Perception Toward the Implementation of Project Based Learning for EFL Vocational High School.

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