Contenido principal del artículo

Elçin Ölmezer Öztürk
Anadolu University, Faculty of Education, Department of Foreign Language Education
Turquía
Biografía
Gökhan Öztürk
Anadolu University, Faculty of Education, Department of Foreign Language Education
Turquía
Biografía
Núm. 36 (2021): June, Artículos, Páginas 249-261
DOI: https://doi.org/10.30827/portalin.v0i36.18018
Recibido: ene 15, 2021 Aceptado: abr 13, 2021 Publicado: jun 21, 2021
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Resumen

Este estudio describe el impacto de un proceso, enriquecido con mini-discursos, presentaciones y retroalimentación escalonada, sobre la ansiedad de hablar un idioma extranjero de los estudiantes de inglés como lengua extranjera. Los participantes incluyeron 52 estudiantes de primer año en contexto universitario y los datos fueron recogidos dentro del alcance de un curso de comunicación oral en un período de 14 semanas. La escala de ansiedad al hablar en lenguas extranjeras (FLSAS) se administró como pruebas previas y posteriores para los datos cuantitativos y los datos cualitativos incluyeron informes de reflexión y una entrevista de grupo focal al final del semestre. Los hallazgos demostraron el impacto significativo de las actividades antes mencionadas en la reducción de la ansiedad de hablar EFL de los participantes en un treinta por ciento. Destacando la efectividad de las sesiones de retroalimentación, los participantes también expresaron que a) ganar confianza en sí mismos, b) brindar más oportunidades y c) aprender de sus propios errores fueron los principales logros de este proceso que los ayudaron a convertirse en aprendices menos ansiosos.

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