Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania

Adamson, Laela

doi:10.1080/01434632.2022.2093357

Cited by 15 publications

(5 citation statements)

References 65 publications

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“…For the children in this study, the socioemotional, psychological and physical impact of learning in an unfamiliar language is evident. Following Adamson (2022), we would suggest that this evidence supports the need to increase attention paid to the experiences of learning in an unfamiliar language, alongside the more common focus on learning outcomes.…”

Section: Discussionmentioning

confidence: 72%

Learners’ everyday experiences of violence in English medium secondary education in Uganda

Milligan,

Isingoma,

Aciro

et al. 2024

Global Social Challenges Journal

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This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated fear, are part of many learners’ everyday schooling experiences. We demonstrate this through presentation of findings from thematic analysis of individual and focus group interviews with 64 learners at two public and two private secondary schools in the Amuru and Kitgum districts of Northern Uganda. Our conclusions advocate for greater attention to be paid to the ways that changes to enforced English-only policies could support more positive well-being and educational outcomes.

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Section: Discussionmentioning

confidence: 72%

Learners’ everyday experiences of violence in English medium secondary education in Uganda

Milligan,

Isingoma,

Aciro

et al. 2024

Global Social Challenges Journal

View full text Add to dashboard Cite

show abstract

“…Specifically, when students encounter nonresponsive interactions in response to teacher questions, they tend to experience fear emotions. From a psychological standpoint, when students confront challenges or difficult situations, they may resort to avoidance behavior and consequently experience feelings of fear or unease [63]. Importantly, it should be noted that fear-based emotions in students are not inherently negative.…”

Section: Emotion Patterns Of Students' Abnormal Interactionsmentioning

confidence: 99%

Investigating the Emotion Patterns of Students’ Abnormal Interactions in Primary Class Teaching Contexts

Han,

Yusupbag,

Yao

et al. 2023

Sustainability

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Students’ abnormal interactions pertain to the types of interactive behaviors that deviate from the prescribed learning contents and contravene the established learning objectives during classroom teaching. According to the emotion motivation theory, emotions experienced by students, which serve as a critical indicator of these abnormal interactions, assume a pivotal role in shaping the dynamics of learning activities. In primary school classrooms where frequent abnormal interactions occur, emotional exhaustion is highly prone to emergence and can further exacerbate students’ abnormal interactions, thereby significantly affecting the overall quality of classroom teaching. However, the relationship between emotions and students’ abnormal interactions remains limited and lacks a comprehensive understanding along with practical solutions. Hence, this study aims to investigate the emotion patterns of students’ abnormal interactions in primary class teaching contexts. By collecting video data from a sixth-grade classroom, we employ a combination of modified Flanders Interaction Analysis and intelligent technologies to explore students’ abnormal interactions and recognize emotion patterns of abnormal interactions. The findings of our study reveal that the classroom learning process engenders multiple types of students’ abnormal interactions, and different categories of students’ abnormal interactions were significantly different from their experienced emotions. In general, the sequence of chatting without permission followed by expressions of happiness and surprise emotions, and no response to the teacher’s questions followed by neutral and fearful expressions was remarkable during the classroom learning process. Building upon these findings, our study puts forth targeted recommendations for classroom teaching and management, with the ultimate goal of enhancing the quality of teaching and fostering the individual sustainable development of students.

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“…Students with this issue may experience more anxiety while learning a second or foreign language. It is also backed by Adamson (2022), who claims that students also mentioned a lack of confidence, anxiety about being viewed as stupid, and friction in interactions with their peers when discussing fear and humiliation. Teachers' and classmates' laughter was among the most discussed and feared reactions.…”

Section: Anxiety Inducing Factorsmentioning

confidence: 99%

EFL Students' Speaking Anxiety in Indonesian Senior High School

Marlia,

Akbal,

Nur

et al. 2023

Lingua Didaktika

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One of the essential abilities in learning English is speaking. However, most students believe that speaking English is challenging because they lack vocabulary and are reluctant to express their opinions. Anxiety is a mood that includes fear, hesitation, and worry about events both in the present and the future. This research aimed to find out the factors causing students’ speaking anxiety, the effects of students’ speaking anxiety, and the students’ strategies to reduce their speaking anxiety. The researchers applied a qualitative research design and used observations and interviews. The population of this study was 90 students in the first grade at SMAN 13 Pangkep Regency, and nine students interviewed by the researchers. The results show that two elements contributed to students’ speaking anxiety: linguistic issues (poor pronunciation, vocabulary, and ideas) and non-linguistic issues (lack of self- confidence, lack of preparation, shyness to their peers, and afraid of being laughed at). Speaking anxiety has two different effects on students’ speaking abilities: a facilitating influence that encourages them to talk and a debilitating effect that causes them to stutter, blank out, become afraid, or stumble. The students' use of preparation, avoidance of eye contact, and peer assistance helps them to reduce their speaking anxiety.

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Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania

Cited by 15 publications

References 65 publications

Learners’ everyday experiences of violence in English medium secondary education in Uganda

Learners’ everyday experiences of violence in English medium secondary education in Uganda

Investigating the Emotion Patterns of Students’ Abnormal Interactions in Primary Class Teaching Contexts

EFL Students' Speaking Anxiety in Indonesian Senior High School

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