Elhawary, Dalia;
Hargreaves, Eleanore;
(2023)
The social and emotional aspects of learning to speak English as an L2 in the Egyptian primary classroom.
Nissem Global Briefs
, 4
pp. 244-271.
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Abstract
Drawing on the framework of Self Determination Theory (SDT), this study investigates the social and emotional aspects of children’s experiences of anxiety and agency/autonomy during speaking pairwork activities in the English as a Foreign Language (EFL) primary classroom. Nine English language teachers were introduced to the framework of SDT and trained in using it to plan and implement speaking pairwork activities in their classrooms. Using pairwork and focusing on speaking were quite innovative practices in these classrooms where more traditional teacher- centered and grammar–translation approaches to teaching and learning prevailed, which meant that there was limited focus on collaborative learning and development of spoken language skills. Using a mix of qualitative and quantitative data collection tools with a sample of primary-school children (n=281), this study investigated the interplay between anxiety and autonomy during pairwork speaking activities. Findings indicated that there was a negative correlation between anxiety experienced and a sense of agency/autonomy: children who were most anxious felt reduced agency/autonomy, which made learning to speak English more difficult. However, children felt least anxious and most autonomous when doing pairwork. The study identified factors that could maximize support for children’s sense of agency/autonomy and alleviate their feelings of anxiety in the English-speaking classroom. The study concluded by providing some recommendations for teachers and curriculum development.
| Type: | Article |
|---|---|
| Title: | The social and emotional aspects of learning to speak English as an L2 in the Egyptian primary classroom |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://nissem.org/ |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10169002 |
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