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Valenzuela, Ana María


With the growing popularity of learning English as a foreign language in Colombia, here appears to be a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there also appears to be indications that many Colombian EFL learners do not seem to be aware of or familiar with the impact or influence that their beliefs, attitudes, anxieties, motivations and use language learning strategies have on their language learning process. This action research examines this phenomenon by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. Language learning strategies have often been taught to EFL students to help them become more effective learners. However, explicit affective strategy instruction has not been addressed by EFL language teachers properly because as Johnson (1994) argued "the field of second language education lags behind mainstream education research in that it has neglected to focus adequate attention to the affective dimension of second language learning" (pp. 439-452). Horwitz (2001) gave further support and stated that to discuss foreign language learning without considering the emotional reactions of the learner to language learning was and remains a serious oversight. The overall purpose of this action research was to explicitly teach socioaffective language learning strategies to positively impact the beliefs, attitudes, anxieties and motivations of a group of EFL beginner students. Seventeen beginner EFL students participated in this action research study. An initial semi-structured questionnaire and a rating scale gave first data on factors and strategies that needed to be addressed. Observation and teaching logs provided information about how affective-based instruction was conducted and how students responded to it. A post-questionnaire was used to determine the impact of this type of affect-based instruction on students’ learning. The results of the study suggest that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process, which can improve the frequency and the quality of students’ participation and interaction in class. Results also indicate that affective factors such as beliefs, attitudes, anxieties, motivations, are important considerations that both teachers and students need to ponder on in order to gain a deeper understanding of the nature of language learning, to develop autonomy and, ultimately, to get to know themselves better

Palabras clave

Affective factors, Language learning strategies, Socioaffective language learning strategies, Strategy instruction, Action research, Beginner students, Lenguaje y lenguas, Inglés, Métodos de enseñanza, Aprendizaje, Language and languages, English language, Teaching methods, Learning

Licencia Creative Commons

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Fecha de elaboración


Programa académico

Maestría en Docencia


Facultad de Ciencias de la Educación