The impact of the COVID-19 pandemic on the affective filter of EFL learners in an online classroom
Barra lateral del artículo
Contenido principal del artículo
Resumen
Introduction: the integration of technology in language teaching, especially in the context of the COVID-19 pandemic caused the search for different pedagogical strategies. Due to this drastic change in education along with the rapid access to online resources have placed technology as the most important tool in teaching. Therefore, when planning a class, the teacher must consider digital tools and dynamic methodologies to streamline and motivate students to reduce their affective filter. Objective: the current research aims to determine the effectiveness of Kahoot in the reduction of the impact of the EFL students’ affective filter. Methods: this study developed applied research with a mixed method approach and descriptive scope, with a quasi-experimental design. 42 students actively participated. For the data gathering, two main tools of data collection were used, namely a survey to look for information about the impact of students’ affective filter during the virtual classes and a pre and post-test based on reading comprehension to check the students’ English performance. Conclusions: the students are facing negative experiences in their learning of English because their affective filter is high. Besides, after the intervention phase with the use of Kahoot, the students improved their English performance in the reading comprehension skill. Therefore, it is suggested to continue sampling innovative technological resources to enhance students’ performance.
Descargas
Detalles del artículo
Citas
Alvaréz de Zayas, C. (2000). La escuela en la vida: didáctica. La Habana: Academia.
Asmali, M. (2017). Young Learners’ Attitudes and Motivation to Learn English. Novitas-ROYAL (Research on Youth and Language) 11 (1), 53-68.
Banasik Jozeph, B. (2017). Apophatic Gaming: The perpetual Journey to ‘catch me’ all’. The Journal of the Canadian Game Studies Association, 77-92.
Beltran, M. (2017). El aprendizaje del idioma inglés como Lengua Extranjera. Dialnet, 91-98.
Cofer, C., & Appley, M. (1964). Motivation: Theory and Research. New York: Wiley.
Cronbach, L. (1943). On estimates of test reliability. journal of Educational Psychology, 34(8), 485–494.
Dulay, H., & Burt, M. (1977). Remarks on creativity in language acquisition. In M. Burt, H. Dulay & M. Finnochiaro (Eds.) Viewpoints on English as a Second Language. New York: Regents.
Education First. (2021). Índice del EF English Proficiency. Retrieved from https://www.ef.com.ec/epi/regions/latin-america/ecuador/
Figueroa, J. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review - Number 27, 32-54.
Gardner, R. (2004). Attitude/Motivation Test Battery. Retrieved from The University of Western Ontario, Canada: https://publish.uwo.ca/~gardner/docs/englishamtb.pdf
Harmer, J. (2007). The Practice of Language Teaching. United Kingdom: Longman Publishers.
Hartshorn, J., & McMurry, B. (2020). The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States. International Journal of TESOL Studies (2020) Vol. 2 (2), 140-156.
Kahoot. (2021). Kahoot. Retrieved from Kahoot: https://kahoot.com
Kaur, P., & Naderajan, R. (2019). KAHOOT! In the English Language Classroom. Southeast Asia Journal of Contemporary Business, Economics and Law, Vol. 20, Issue 6 (Dec) ISSN 2289-1560, 49-54.
Kiruthiga, E., & Arokiaraj, M. (2020). Augmenting English Language Acquisition Through Gamification. Journal of Critical Reviews ISSN- 2394-5125 VOL 7, ISSUE 13, 2020, 4255-4258.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Oxford University press.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Ministerio de Educación del Ecuador. (2020). Quito: Ministerio de Educación del Ecuador. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2020/04/MINEDUC-MINEDUC-2020-00020-A.pdf
Morales Valenzuela, B. (2020, July 14). Decreasing the impact of negative affective factors of the pandemic that would potentially affect students’ motivation towards English learning by using gamification. Pontificia Universidad Católica de Valparaíso: http://opac.pucv.cl/pucv_txt/txt-0000/UCB0446_01.pdf
Moreno Rodríguez, K. (2017). Factores emocionales que influyen en filtro afectivo de los estudiantes de inglés como idioma extranjero, una revisión sistemática. Espirales No.4. Revista Multidisciplinaria de investigación ISSN 2550-6862, 1-13.
Munni, B., & Hasan, S. (2020). Teaching English during COVID-19 Pandemic Using Facebook Group as an LMS: A Study on Undergraduate Students of a University in Bangladesh. Language in India. ISSN 1930-2940 Vol. 20, 76-94.
Northrup, D. (2013). How English became a Global Language. New York: Routledge Press.
Nunnally, J. (1978). Psychometric Theory. ISBN 00-7047-4656. New York: McGraw-Hill.
Orgilés, M., Morales, A., Delveccio, E., Mazzesci, M., & Espada, J. (2020, September 20). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Retrieved from https://psyarxiv.com/5bpfz/
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Rodríguez, F., & Santiago, R. (2015). Gamificación: Cómo motivar a tu alumnado y mejorar el clima en el aula. Madrid: Grupo Océano.
Tuapanta, J., Duque, M., & Mena, A. (2017). Alfa de Cronbach para Validar un Cuestionario de Uso de TIC en Docentes Universitarios. Revista mktDescubre - ESPOCH FADE No 10 diciembre, 37 - 48.
Uquillas, N., & Córdova, K. (2020). Influencia del filtro afectivo en el desarrollo de la producción Oral del aprendizaje del Idioma Inglés. Revista UISRAEL. https://revista.uisrael.edu.ec/index.php/rcui/article/view/411/356, 1-15.
Yule, D. (2010). The Study of Language. New York: Cambridge University Press.