AN ACTION RESEARCH FOR IMPLEMENTING
AFFECTIVE TEACHING STRATEGIES FOR REDUCING
ANXIETY AND INCREASING MOTIVATION IN EFL
BEGINNER LEARNERS AT CAMPUS LIBERIA OF
UNIVERSIDAD NACIONAL (UNA) IN GUANACASTE,
COSTA RICA
INVESTIGACIÓN ACCIÓN PARA IMPLEMENTAR ESTRATEGIAS DE
ENSEÑANZA AFECTIVA PARA REDUCIR LA ANSIEDAD Y AUMENTAR LA
MOTIVACIÓN EN ESTUDIANTES PRINCIPIANTES DE INGLÉS COMO
LENGUA EXTRANJERA EN EL CAMPUS LIBERIA DE LA UNIVERSIDAD
NACIONAL (UNA) EN GUANACASTE, COSTA RICA
Carlos Gerardo Ruiz Sequeira
Universidad Nacional de Costa Rica, Costa Rica
Tobias Montero Cortes
Universidad Nacional de Costa Rica, Costa Rica
María Fernanda Moya Bello
Universidad Nacional de Costa Rica, Costa Rica
Jorge Antonio Brenes Zuniga
Universidad Nacional de Costa Rica, Costa Rica
pág. 14027
DOI: https://doi.org/10.37811/cl_rcm.v8i6.14953
An Action Research for Implementing Affective Teaching Strategies for
Reducing Anxiety and Increasing Motivation in EFL Beginner Learners at
Campus Liberia of Universidad Nacional (UNA) in Guanacaste, Costa Rica
Carlos Gerardo Ruiz Sequeira1
carlos.ruiz.sequeira@una.cr
https://orcid.org/0009-0007-1228-3529
Universidad Nacional de Costa Rica
Liberia –Costa Rica
Tobias Montero Cortes
tobias.montero.cortes@una.cr
https://orcid.org/0009-0004-8348-879X
Universidad Nacional de Costa Rica
Liberia –Costa Rica
María Fernanda Moya Bello
maria.moya.bello@una.cr
https://orcid.org/0009-0004-0333-7546
Universidad Nacional de Costa Rica
Liberia –Costa Rica
Jorge Antonio Brenes Zuniga
jorge.brenes.brenes@una.cr
https://orcid.org/0009-0005-1579-9892
Universidad Nacional de Costa Rica
Liberia –Costa Rica
ABSTRACT
This study explores the impact of teacher feedback and behavior on student motivation and performance
in English as a Foreign Language (EFL) classrooms. It highlights the negative effects of harsh feedback
and emotional abuse, contrasted with the positive outcomes of supportive teacher-student interactions.
Using a mixed-methods approach involving surveys and classroom observations of 64 beginner EFL
students, the research identifies various self-motivation techniques students use, such as positive self-
statements and relaxation methods. The study also evaluates the effectiveness of a pedagogic proposal
incorporating five affective teaching strategies, which significantly enhance student engagement and
learning. The findings underscore the importance of a positive and empathetic classroom environment,
recommending that teachers and educational institutions adopt supportive and innovative teaching
methods to improve EFL education outcomes.
Keywords: motivation, pygmalion, relaxation technique, feedback, teaching strategy
1 Autor principal
Correspondencia: carlos.ruiz.sequeira@una.cr
DOI: https://doi.org/10.37811/cl_rcm.v8i6.14953
An Action Research for Implementing Affective Teaching Strategies for
Reducing Anxiety and Increasing Motivation in EFL Beginner Learners at
Campus Liberia of Universidad Nacional (UNA) in Guanacaste, Costa Rica
Carlos Gerardo Ruiz Sequeira1
carlos.ruiz.sequeira@una.cr
https://orcid.org/0009-0007-1228-3529
Universidad Nacional de Costa Rica
Liberia –Costa Rica
Tobias Montero Cortes
tobias.montero.cortes@una.cr
https://orcid.org/0009-0004-8348-879X
Universidad Nacional de Costa Rica
Liberia –Costa Rica
María Fernanda Moya Bello
maria.moya.bello@una.cr
https://orcid.org/0009-0004-0333-7546
Universidad Nacional de Costa Rica
Liberia –Costa Rica
Jorge Antonio Brenes Zuniga
jorge.brenes.brenes@una.cr
https://orcid.org/0009-0005-1579-9892
Universidad Nacional de Costa Rica
Liberia –Costa Rica
ABSTRACT
This study explores the impact of teacher feedback and behavior on student motivation and performance
in English as a Foreign Language (EFL) classrooms. It highlights the negative effects of harsh feedback
and emotional abuse, contrasted with the positive outcomes of supportive teacher-student interactions.
Using a mixed-methods approach involving surveys and classroom observations of 64 beginner EFL
students, the research identifies various self-motivation techniques students use, such as positive self-
statements and relaxation methods. The study also evaluates the effectiveness of a pedagogic proposal
incorporating five affective teaching strategies, which significantly enhance student engagement and
learning. The findings underscore the importance of a positive and empathetic classroom environment,
recommending that teachers and educational institutions adopt supportive and innovative teaching
methods to improve EFL education outcomes.
Keywords: motivation, pygmalion, relaxation technique, feedback, teaching strategy
1 Autor principal
Correspondencia: carlos.ruiz.sequeira@una.cr
pág. 14028
Investigación Acción para Implementar Estrategias de Enseñanza Afectiva
para Reducir la Ansiedad y Aumentar la Motivación en Estudiantes
Principiantes de inglés como Lengua Extranjera en el Campus Liberia de la
Universidad Nacional (UNA) en Guanacaste, Costa Rica
RESUMEN
Este estudio explora el impacto de la retroalimentación y el comportamiento del profesor en la
motivación y el rendimiento de los estudiantes en aulas de inglés como lengua extranjera (EFL). Destaca
los efectos negativos de la retroalimentación severa y el abuso emocional, en contraste con los
resultados positivos de las interacciones de apoyo entre profesores y estudiantes. Utilizando un enfoque
de métodos mixtos que involucra encuestas y observaciones en el aula de 64 estudiantes principiantes
de EFL, la investigación identifica varias técnicas de automotivación que usan los estudiantes, como
afirmaciones positivas y métodos de relajación. El estudio también evalúa la efectividad de una
propuesta pedagógica que incorpora cinco estrategias de enseñanza afectiva, las cuales mejoran
significativamente el compromiso y el aprendizaje de los estudiantes. Los hallazgos subrayan la
importancia de un ambiente de clase positivo y empático, recomendando que los profesores y las
instituciones educativas adopten métodos de enseñanza de apoyo e innovadores para mejorar los
resultados de la educación EFL.
Palabras clave: motivacion, effecto pigmaleon,tecnica de relacion, retroalimnetacion,estrategia de
enseñanza
Artículo recibido 25 octubre 2024
Aceptado para publicación: 12 noviembre 2024
Investigación Acción para Implementar Estrategias de Enseñanza Afectiva
para Reducir la Ansiedad y Aumentar la Motivación en Estudiantes
Principiantes de inglés como Lengua Extranjera en el Campus Liberia de la
Universidad Nacional (UNA) en Guanacaste, Costa Rica
RESUMEN
Este estudio explora el impacto de la retroalimentación y el comportamiento del profesor en la
motivación y el rendimiento de los estudiantes en aulas de inglés como lengua extranjera (EFL). Destaca
los efectos negativos de la retroalimentación severa y el abuso emocional, en contraste con los
resultados positivos de las interacciones de apoyo entre profesores y estudiantes. Utilizando un enfoque
de métodos mixtos que involucra encuestas y observaciones en el aula de 64 estudiantes principiantes
de EFL, la investigación identifica varias técnicas de automotivación que usan los estudiantes, como
afirmaciones positivas y métodos de relajación. El estudio también evalúa la efectividad de una
propuesta pedagógica que incorpora cinco estrategias de enseñanza afectiva, las cuales mejoran
significativamente el compromiso y el aprendizaje de los estudiantes. Los hallazgos subrayan la
importancia de un ambiente de clase positivo y empático, recomendando que los profesores y las
instituciones educativas adopten métodos de enseñanza de apoyo e innovadores para mejorar los
resultados de la educación EFL.
Palabras clave: motivacion, effecto pigmaleon,tecnica de relacion, retroalimnetacion,estrategia de
enseñanza
Artículo recibido 25 octubre 2024
Aceptado para publicación: 12 noviembre 2024
pág. 14029
INTRODUCTION
This final project proposes action research to implement affective teaching strategies aimed at reducing
anxiety and increasing motivation in EFL beginner learners at Campus Liberia of Universidad Nacional
(UNA) in Guanacaste, Costa Rica. The objective is to identify factors that provoke anxiety, particularly
focusing on the teacher's personality, and to determine teaching strategies that could enhance motivation
among these learners. The ultimate goal is to create a pedagogic proposal that incorporates these
strategies, offering valuable benefits to the academy and the field of EFL.
Research has shown that teachers' personalities significantly impact students' performance, often
leading to negative feelings such as anxiety, stress, and dissatisfaction. Recognizing that schools are not
factories and students are not mere “learning/producing machines” is crucial. Affective factors play an
essential role in academic contexts. Students often experience fears and other negative feelings in class
due to various factors, including the introduction to a second language and negative attitudes from
professors. Participation and motivation can be greatly influenced by the teacher's personality.
Beginners face significant challenges in language learning, needing considerable effort to construct
even simple sentences. This cognitive process, described by Chomsky's generativist view as principles
and parameters or universal grammar, occurs unconsciously. However, many teachers tend to overlook
this, negatively impacting student performance and motivation.
Costa Rica, where Spanish is the official language, has incorporated English into its school curriculum,
with many children learning it from an early age. In 2018, President Carlos Alvarado Quesada launched
the Alliance for Bilingualism (ABi) to expand English teaching coverage. This national strategy aims
to create universal access to English learning, recognizing its importance in a globalized world.
Guanacaste, a major tourist destination, sees a significant number of English-speaking visitors,
emphasizing the need for English proficiency among locals. In 2018, Costa Rica welcomed over 3
million visitors, with more than half from North America, highlighting the necessity of English language
skills for Costa Ricans.
Higher education institutions have also recognized the importance of English, incorporating it into
various curricula. Motivating students to appreciate and pursue English learning is crucial for their
personal and professional development.
INTRODUCTION
This final project proposes action research to implement affective teaching strategies aimed at reducing
anxiety and increasing motivation in EFL beginner learners at Campus Liberia of Universidad Nacional
(UNA) in Guanacaste, Costa Rica. The objective is to identify factors that provoke anxiety, particularly
focusing on the teacher's personality, and to determine teaching strategies that could enhance motivation
among these learners. The ultimate goal is to create a pedagogic proposal that incorporates these
strategies, offering valuable benefits to the academy and the field of EFL.
Research has shown that teachers' personalities significantly impact students' performance, often
leading to negative feelings such as anxiety, stress, and dissatisfaction. Recognizing that schools are not
factories and students are not mere “learning/producing machines” is crucial. Affective factors play an
essential role in academic contexts. Students often experience fears and other negative feelings in class
due to various factors, including the introduction to a second language and negative attitudes from
professors. Participation and motivation can be greatly influenced by the teacher's personality.
Beginners face significant challenges in language learning, needing considerable effort to construct
even simple sentences. This cognitive process, described by Chomsky's generativist view as principles
and parameters or universal grammar, occurs unconsciously. However, many teachers tend to overlook
this, negatively impacting student performance and motivation.
Costa Rica, where Spanish is the official language, has incorporated English into its school curriculum,
with many children learning it from an early age. In 2018, President Carlos Alvarado Quesada launched
the Alliance for Bilingualism (ABi) to expand English teaching coverage. This national strategy aims
to create universal access to English learning, recognizing its importance in a globalized world.
Guanacaste, a major tourist destination, sees a significant number of English-speaking visitors,
emphasizing the need for English proficiency among locals. In 2018, Costa Rica welcomed over 3
million visitors, with more than half from North America, highlighting the necessity of English language
skills for Costa Ricans.
Higher education institutions have also recognized the importance of English, incorporating it into
various curricula. Motivating students to appreciate and pursue English learning is crucial for their
personal and professional development.
pág. 14030
Implementing affective teaching strategies at Campus Liberia of UNA can provide significant benefits
to EFL beginners. Addressing emotional and cognitive challenges can create a supportive learning
environment, enhancing motivation and reducing anxiety, ultimately leading to better educational
outcomes.
Research Purpose and Justification
The purpose of this research is to explore the role of affective teaching strategies in reducing anxiety
and enhancing motivation among beginner EFL learners at Campus Liberia of Universidad Nacional
(UNA). By identifying the specific factors, such as teacher personality, that contribute to learner anxiety
and decreased motivation, this study aims to develop a pedagogical framework that fosters a more
supportive and productive learning environment. The relevance of this research lies in its potential to
fill a gap in existing literature regarding the emotional impact of teaching strategies on beginner EFL
learners. Additionally, the study responds to the growing demand for English proficiency in Costa Rica,
particularly in Guanacaste, a region heavily reliant on tourism. Implementing effective strategies to
reduce anxiety and boost motivation can directly contribute to better academic outcomes, ultimately
equipping students with the necessary skills to succeed in both local and global contexts.
Background Antecedents
Effective teaching necessitates good behavior, a fundamental yet often overlooked aspect of education.
Baloglu (2009) emphasizes that children’s behavior in school is significantly influenced by factors
within the school, such as the behavior and attitude of professors. Despite its importance, the impact of
teacher behavior on student performance and motivation has not received adequate attention from
scholars, researchers, and educational institutions. Globally, researchers have recognized the influence
of students' attitudes and behaviors, along with other personal situations, on their academic success.
Instructors and institutions must actively identify these influencing factors through action research and
other pedagogical tools. Teachers play a multifaceted role: they act as guides, helpers, friends, and
motivators, contributing to the development of well-rounded individuals who can positively impact
their families and society. Teachers’ daily experiences in the classroom demonstrate that in education,
there are no universal truths; every action taken by a teacher is a conscious decision.
Implementing affective teaching strategies at Campus Liberia of UNA can provide significant benefits
to EFL beginners. Addressing emotional and cognitive challenges can create a supportive learning
environment, enhancing motivation and reducing anxiety, ultimately leading to better educational
outcomes.
Research Purpose and Justification
The purpose of this research is to explore the role of affective teaching strategies in reducing anxiety
and enhancing motivation among beginner EFL learners at Campus Liberia of Universidad Nacional
(UNA). By identifying the specific factors, such as teacher personality, that contribute to learner anxiety
and decreased motivation, this study aims to develop a pedagogical framework that fosters a more
supportive and productive learning environment. The relevance of this research lies in its potential to
fill a gap in existing literature regarding the emotional impact of teaching strategies on beginner EFL
learners. Additionally, the study responds to the growing demand for English proficiency in Costa Rica,
particularly in Guanacaste, a region heavily reliant on tourism. Implementing effective strategies to
reduce anxiety and boost motivation can directly contribute to better academic outcomes, ultimately
equipping students with the necessary skills to succeed in both local and global contexts.
Background Antecedents
Effective teaching necessitates good behavior, a fundamental yet often overlooked aspect of education.
Baloglu (2009) emphasizes that children’s behavior in school is significantly influenced by factors
within the school, such as the behavior and attitude of professors. Despite its importance, the impact of
teacher behavior on student performance and motivation has not received adequate attention from
scholars, researchers, and educational institutions. Globally, researchers have recognized the influence
of students' attitudes and behaviors, along with other personal situations, on their academic success.
Instructors and institutions must actively identify these influencing factors through action research and
other pedagogical tools. Teachers play a multifaceted role: they act as guides, helpers, friends, and
motivators, contributing to the development of well-rounded individuals who can positively impact
their families and society. Teachers’ daily experiences in the classroom demonstrate that in education,
there are no universal truths; every action taken by a teacher is a conscious decision.
pág. 14031
It is crucial to explore classroom environments to understand and justify the pedagogical decisions and
actions taken, especially in contexts where the teacher's personality is not continuously observed and
evaluated.
Teaching is inherently personal, influenced by the teacher’s personality and values. Teachers
unconsciously transmit their beliefs and convictions. Rodrigo (2016) highlights the lack of research on
the impact of teachers' emotions on their students' emotional competence, although studies like Morris
et al. (2013) indicate that teachers' emotions significantly affect children's emotional understanding.
Excessive negative emotions from teachers, particularly anger, can hinder children's ability to process
emotional information, underscoring the need for teachers to maintain self-control.
Universities, as centers of learning and development, are ideal environments for generating ideas
through action research that can lead to positive changes in education. These institutions host numerous
students annually who are at the final stage of their academic formation, ready to overcome obstacles
and achieve their future goals. Superior educational institutions must provide a collaborative and
friendly environment to motivate students and prepare them for the future.
Universidad Nacional (UNA), a public institution founded in 1973, comprises eight campuses across
Costa Rica. Its origins trace back to the Normal Schools of Costa Rica, established in 1914 to train
educators. UNA now offers 79 bachelor’s degree programs, 58 postgraduate programs, 30 accredited
majors, and serves around 20,000 students annually (EEUNA, 2020). UNA has significantly contributed
to the social and economic development of Costa Rican society.
Campus Liberia, one of UNA’s campuses in the Chorotega region, is ideal for this action research
project due to its modern infrastructure, significant student and professor population, and its programs
and methodologies. Students at this campus must take English courses to graduate, aligning with UNA’s
goal of providing a qualified English-speaking labor force to a region where tourism is a major industry.
Guanacaste, a top tourist destination, attracts over 50% of the country’s annual visitors (Fernandez &
Sanabria, 2019). In 2017, the Chorotega region was visited by 40% of international arrivals to Costa
Rica, representing 885,975 visitors who stayed at least one night in the province (Fernandez & Sanabria,
2019). The tourism industry in this region is a significant economic driver, generating jobs and attracting
substantial investment.
It is crucial to explore classroom environments to understand and justify the pedagogical decisions and
actions taken, especially in contexts where the teacher's personality is not continuously observed and
evaluated.
Teaching is inherently personal, influenced by the teacher’s personality and values. Teachers
unconsciously transmit their beliefs and convictions. Rodrigo (2016) highlights the lack of research on
the impact of teachers' emotions on their students' emotional competence, although studies like Morris
et al. (2013) indicate that teachers' emotions significantly affect children's emotional understanding.
Excessive negative emotions from teachers, particularly anger, can hinder children's ability to process
emotional information, underscoring the need for teachers to maintain self-control.
Universities, as centers of learning and development, are ideal environments for generating ideas
through action research that can lead to positive changes in education. These institutions host numerous
students annually who are at the final stage of their academic formation, ready to overcome obstacles
and achieve their future goals. Superior educational institutions must provide a collaborative and
friendly environment to motivate students and prepare them for the future.
Universidad Nacional (UNA), a public institution founded in 1973, comprises eight campuses across
Costa Rica. Its origins trace back to the Normal Schools of Costa Rica, established in 1914 to train
educators. UNA now offers 79 bachelor’s degree programs, 58 postgraduate programs, 30 accredited
majors, and serves around 20,000 students annually (EEUNA, 2020). UNA has significantly contributed
to the social and economic development of Costa Rican society.
Campus Liberia, one of UNA’s campuses in the Chorotega region, is ideal for this action research
project due to its modern infrastructure, significant student and professor population, and its programs
and methodologies. Students at this campus must take English courses to graduate, aligning with UNA’s
goal of providing a qualified English-speaking labor force to a region where tourism is a major industry.
Guanacaste, a top tourist destination, attracts over 50% of the country’s annual visitors (Fernandez &
Sanabria, 2019). In 2017, the Chorotega region was visited by 40% of international arrivals to Costa
Rica, representing 885,975 visitors who stayed at least one night in the province (Fernandez & Sanabria,
2019). The tourism industry in this region is a significant economic driver, generating jobs and attracting
substantial investment.
pág. 14032
Observations from academic assistants and professors have indicated that students' performance and
motivation are impacted by teachers’ personalities. Many students avoid enrolling in courses with
professors who have rude personalities, preferring to wait until another professor is available. This
suggests that a teacher’s personality and attitude, particularly in the first year of language study, are
crucial for students to achieve their academic goals. A negative teacher’s attitude can demotivate and
frustrate students, even leading to course abandonment.
This project aims to improve student-teacher relationships by proposing affective teaching strategies
that reduce anxiety and increase motivation in EFL beginner learners. It seeks to demonstrate with real
data that students prefer friendly and empathetic teachers who can create a healthy and confident
classroom atmosphere. Baloglu (2009) emphasizes the importance of maintaining a positive, productive
classroom environment conducive to learning.
The potential readers of this project include teachers in general, future teachers, and language teachers.
Good manners in class are essential for creating an atmosphere of peace and understanding. Language
classes require special considerations, as using a second language (L2) to communicate is inherently
different from using one's mother tongue (L1). If students fear being shamed in class, their participation
will decrease. Conversely, if teachers can make students feel "at home" in class, they will participate
more confidently, and the class will flow naturally. The concept of classroom security is a pedagogical
consideration that future teachers must internalize in their teaching practice.
This proposal is innovative for Campus Liberia and the English Department, as it focuses on how
teachers’ personalities affect students, sometimes producing negative feelings like anxiety, stress, and
demotivation. The results of this research can significantly benefit the English Department at
Universidad Nacional, helping students become successful and good language learners (GLLs).
Theoretical Framework
This section provides the theoretical foundation supporting the action research project "Implementing
Affective Teaching Strategies for Reducing Anxiety and Increasing Motivation in EFL Beginner
Learners at Campus Liberia of Universidad Nacional (UNA) in Guanacaste, Costa Rica." It discusses
key concepts and theories relevant to the project, including emotional experiences in learning
environments, motivation factors, the Pygmalion Effect, and meaningful learning in TEFL.
Observations from academic assistants and professors have indicated that students' performance and
motivation are impacted by teachers’ personalities. Many students avoid enrolling in courses with
professors who have rude personalities, preferring to wait until another professor is available. This
suggests that a teacher’s personality and attitude, particularly in the first year of language study, are
crucial for students to achieve their academic goals. A negative teacher’s attitude can demotivate and
frustrate students, even leading to course abandonment.
This project aims to improve student-teacher relationships by proposing affective teaching strategies
that reduce anxiety and increase motivation in EFL beginner learners. It seeks to demonstrate with real
data that students prefer friendly and empathetic teachers who can create a healthy and confident
classroom atmosphere. Baloglu (2009) emphasizes the importance of maintaining a positive, productive
classroom environment conducive to learning.
The potential readers of this project include teachers in general, future teachers, and language teachers.
Good manners in class are essential for creating an atmosphere of peace and understanding. Language
classes require special considerations, as using a second language (L2) to communicate is inherently
different from using one's mother tongue (L1). If students fear being shamed in class, their participation
will decrease. Conversely, if teachers can make students feel "at home" in class, they will participate
more confidently, and the class will flow naturally. The concept of classroom security is a pedagogical
consideration that future teachers must internalize in their teaching practice.
This proposal is innovative for Campus Liberia and the English Department, as it focuses on how
teachers’ personalities affect students, sometimes producing negative feelings like anxiety, stress, and
demotivation. The results of this research can significantly benefit the English Department at
Universidad Nacional, helping students become successful and good language learners (GLLs).
Theoretical Framework
This section provides the theoretical foundation supporting the action research project "Implementing
Affective Teaching Strategies for Reducing Anxiety and Increasing Motivation in EFL Beginner
Learners at Campus Liberia of Universidad Nacional (UNA) in Guanacaste, Costa Rica." It discusses
key concepts and theories relevant to the project, including emotional experiences in learning
environments, motivation factors, the Pygmalion Effect, and meaningful learning in TEFL.
pág. 14033
Emotional Experiences: Learning in Chaotic vs. Sane Environments
In the classroom, teaching and learning are interactive processes. Creating a positive learning
environment is crucial for effective teaching. Phillips (George Lucas Educational Foundation, 2014)
stresses the importance of striking a balance between emotional openness and maintaining authority as
a teacher. Teachers should foster a sense of security and confidence among students, promoting a
harmonious and respectful classroom atmosphere. Baloglu (2009) emphasizes the challenge of learning
in chaotic environments and underscores the need for a positive and productive classroom atmosphere
conducive to learning.
Motivation: The Pygmalion Effect in the Classroom
Motivation plays a pivotal role in learning. The Pygmalion Effect, discovered by Robert Rosenthal,
suggests that higher expectations lead to higher performance. Positive reinforcement and supportive
language can significantly impact students' motivation and performance. Boyce (2020) recommends
strategies such as creating challenges, using positive language, and providing feedback to foster
motivation in the classroom.
Motivation and Meaningful Learning in TEFL
Motivation and meaningful learning are essential in Teaching English as a Foreign Language (TEFL).
Teachers and students alike have intrinsic and extrinsic motivations that must be nurtured. Rodrigo
(2016) highlights the positive effects of teacher caring and enthusiasm on student motivation. A well-
planned motivation program can reinforce institutional values and empower each member of the
educational community.
Second Language Acquisition
Second Language Acquisition (SLA) is the process of learning a language other than one's mother
tongue. The debate between generativism and behaviorism continues, with theories emphasizing both
internal cognitive processes and external environmental factors in language acquisition. Ellis (1985)
outlines characteristics of an optimal learning environment, including high-quality input, perceived
need for communication, and opportunities for practice.
In summary, these theories and concepts provide a comprehensive framework for understanding the
dynamics of teaching and learning in EFL classrooms.
Emotional Experiences: Learning in Chaotic vs. Sane Environments
In the classroom, teaching and learning are interactive processes. Creating a positive learning
environment is crucial for effective teaching. Phillips (George Lucas Educational Foundation, 2014)
stresses the importance of striking a balance between emotional openness and maintaining authority as
a teacher. Teachers should foster a sense of security and confidence among students, promoting a
harmonious and respectful classroom atmosphere. Baloglu (2009) emphasizes the challenge of learning
in chaotic environments and underscores the need for a positive and productive classroom atmosphere
conducive to learning.
Motivation: The Pygmalion Effect in the Classroom
Motivation plays a pivotal role in learning. The Pygmalion Effect, discovered by Robert Rosenthal,
suggests that higher expectations lead to higher performance. Positive reinforcement and supportive
language can significantly impact students' motivation and performance. Boyce (2020) recommends
strategies such as creating challenges, using positive language, and providing feedback to foster
motivation in the classroom.
Motivation and Meaningful Learning in TEFL
Motivation and meaningful learning are essential in Teaching English as a Foreign Language (TEFL).
Teachers and students alike have intrinsic and extrinsic motivations that must be nurtured. Rodrigo
(2016) highlights the positive effects of teacher caring and enthusiasm on student motivation. A well-
planned motivation program can reinforce institutional values and empower each member of the
educational community.
Second Language Acquisition
Second Language Acquisition (SLA) is the process of learning a language other than one's mother
tongue. The debate between generativism and behaviorism continues, with theories emphasizing both
internal cognitive processes and external environmental factors in language acquisition. Ellis (1985)
outlines characteristics of an optimal learning environment, including high-quality input, perceived
need for communication, and opportunities for practice.
In summary, these theories and concepts provide a comprehensive framework for understanding the
dynamics of teaching and learning in EFL classrooms.
pág. 14034
Teachers can draw from this knowledge to create effective and engaging learning environments that
promote student success.
METHODOLOGY
The methodology is a crucial part of research, outlining the procedures and tools used for planning and
executing the study. This section details the research approach, type, and instruments for data collection
in this action research.
Description of the Research Approach
Both qualitative and quantitative approaches are important for collecting and analyzing data.
Quantitative research involves numerical data and supports data analysis with numbers and graphs,
confirming theories and assumptions. Qualitative research, on the other hand, involves non-numerical
data, such as prose descriptions and diaries, which provide deeper insights through reflection and
interpretation (Funiber, 2019c, p. 12). This action research employs a mixed-method approach,
combining quantitative and qualitative data from group observations, surveys, and focus groups, as
detailed in the next subsection.
Description of the Research Type
This action research integrates mixed methodology, utilizing data from both qualitative and quantitative
paradigms to enhance understanding. Creswell (2014) emphasizes that mixing data provides a stronger
comprehension of research problems than using either method alone (p. 264). Mixed methods have
gained prominence in social sciences, yielding holistic outcomes (Creswell, 2014, p. 265). Educational
research often seeks to explore beyond known solutions, thus this project follows action research
standards and methods, integrating them with a mixed-methods approach. Tomal (2010) highlights that
action research systematically addresses educational problems, using appropriate interventions to
collect and analyze data and implement actions (p. 14).
Description of the Research Instruments
The data collection instruments for this action research are organized to align with the mixed-method
approach, as recommended by academic standards.
Teachers can draw from this knowledge to create effective and engaging learning environments that
promote student success.
METHODOLOGY
The methodology is a crucial part of research, outlining the procedures and tools used for planning and
executing the study. This section details the research approach, type, and instruments for data collection
in this action research.
Description of the Research Approach
Both qualitative and quantitative approaches are important for collecting and analyzing data.
Quantitative research involves numerical data and supports data analysis with numbers and graphs,
confirming theories and assumptions. Qualitative research, on the other hand, involves non-numerical
data, such as prose descriptions and diaries, which provide deeper insights through reflection and
interpretation (Funiber, 2019c, p. 12). This action research employs a mixed-method approach,
combining quantitative and qualitative data from group observations, surveys, and focus groups, as
detailed in the next subsection.
Description of the Research Type
This action research integrates mixed methodology, utilizing data from both qualitative and quantitative
paradigms to enhance understanding. Creswell (2014) emphasizes that mixing data provides a stronger
comprehension of research problems than using either method alone (p. 264). Mixed methods have
gained prominence in social sciences, yielding holistic outcomes (Creswell, 2014, p. 265). Educational
research often seeks to explore beyond known solutions, thus this project follows action research
standards and methods, integrating them with a mixed-methods approach. Tomal (2010) highlights that
action research systematically addresses educational problems, using appropriate interventions to
collect and analyze data and implement actions (p. 14).
Description of the Research Instruments
The data collection instruments for this action research are organized to align with the mixed-method
approach, as recommended by academic standards.
pág. 14035
Survey
Surveys are effective for collecting both quantitative and qualitative data. Parker, cited in Griffe (1992),
notes that surveys reflect the attitudes, preferences, and opinions of respondents, making them valuable
in democratic contexts (Funiber, 2019b, p. 35). This research uses two descriptive surveys based on the
Likert Scale, addressing classroom motivation and affectivity. These surveys include both open and
closed questions, providing essential quantitative and qualitative data.
Group Observation
Group observation is a qualitative method that provides valuable insights through direct observation.
Creswell (2009) explains various types and roles of observation, noting its advantages and
disadvantages. In this study, group observation was used to monitor classroom dynamics, including
student motivation and reactions. For example, students were observed while watching a video of a rude
professor, and their feedback was recorded. This method, commonly used by ethnographers and
educators, enhances understanding of classroom phenomena.
Focus Group
Focus groups are another qualitative tool where participants share their opinions while being observed
by a researcher. Denzin & Lincoln (2005) highlight the use of focus groups in pedagogy, politics, and
qualitative research (p. 888). They provide deep insights into real-world issues (Bourdieu & Wacquant,
cited by Denzin & Lincoln, 2005, p. 887).
In this research, focus groups allowed students to freely express their emotions and opinions in a secure
environment. This setting reduced anxiety and stress, encouraging open participation and providing a
broad range of responses to support the analysis. The next section will describe the components related
to the field of study, the students, and the institution involved in this action research.
Participants
The participants in this research are 29 Business Administration and 35 Hydrologic Engineering
students, aged 18 to 40, enrolled in their second year at a top public university in Costa Rica. These
students, mostly from low-income families, are highly motivated to improve their socioeconomic status
through education despite the country's economic challenges. Gender representation is nearly equal
with 34 girls and 30 boys. The detailed breakdown is as follows:
Survey
Surveys are effective for collecting both quantitative and qualitative data. Parker, cited in Griffe (1992),
notes that surveys reflect the attitudes, preferences, and opinions of respondents, making them valuable
in democratic contexts (Funiber, 2019b, p. 35). This research uses two descriptive surveys based on the
Likert Scale, addressing classroom motivation and affectivity. These surveys include both open and
closed questions, providing essential quantitative and qualitative data.
Group Observation
Group observation is a qualitative method that provides valuable insights through direct observation.
Creswell (2009) explains various types and roles of observation, noting its advantages and
disadvantages. In this study, group observation was used to monitor classroom dynamics, including
student motivation and reactions. For example, students were observed while watching a video of a rude
professor, and their feedback was recorded. This method, commonly used by ethnographers and
educators, enhances understanding of classroom phenomena.
Focus Group
Focus groups are another qualitative tool where participants share their opinions while being observed
by a researcher. Denzin & Lincoln (2005) highlight the use of focus groups in pedagogy, politics, and
qualitative research (p. 888). They provide deep insights into real-world issues (Bourdieu & Wacquant,
cited by Denzin & Lincoln, 2005, p. 887).
In this research, focus groups allowed students to freely express their emotions and opinions in a secure
environment. This setting reduced anxiety and stress, encouraging open participation and providing a
broad range of responses to support the analysis. The next section will describe the components related
to the field of study, the students, and the institution involved in this action research.
Participants
The participants in this research are 29 Business Administration and 35 Hydrologic Engineering
students, aged 18 to 40, enrolled in their second year at a top public university in Costa Rica. These
students, mostly from low-income families, are highly motivated to improve their socioeconomic status
through education despite the country's economic challenges. Gender representation is nearly equal
with 34 girls and 30 boys. The detailed breakdown is as follows:
pág. 14036
Table 1 Participants groups
Group Number of Participants
Business Administration Students 29
Hydrologic Engineering Students 35
Group gender Number of participants
Males 30
Females 34
Note: the total of participants in this sample is 64 between the two majors and their gender.
The university campus has 9 major but only two were considered to the study.
The course name in their programs for other major is called integrated English for other majors I or II ( code; LIX ) according
to the faculty of Philosophy and Letters in the university.
The participants have an average English proficiency level of low intermediate, as estimated by the
educational system for secondary school graduates in reading and writing. The students' context is
positive, supported by the quality infrastructure provided by the university, which includes access to
essential resources such as the internet, a library, and competitive academic and administrative services.
For the quantitative data analysis, the descriptive method was employed using pivot tables and charts.
Meanwhile, for qualitative data analysis, the phenomenological analysis strategy was utilized to explore
the essence and structure of the participants' lived experiences in the context of teaching and learning
academic writing with the use of artificial intelligence. Content analysis was also applied to code
responses and identify emerging patterns and categories.
Tasks and Procedures
In this action research study, tasks and procedures were carefully designed to integrate both qualitative
and quantitative methodologies, enhancing the depth and breadth of data collection and analysis.
Survey Administration
Two descriptive surveys were administered to collect both quantitative and qualitative data regarding
classroom motivation and affectivity. The surveys utilized the Likert Scale and contained both open
and closed questions. This dual approach provided numerical data for statistical analysis and textual
data for thematic analysis.
Table 1 Participants groups
Group Number of Participants
Business Administration Students 29
Hydrologic Engineering Students 35
Group gender Number of participants
Males 30
Females 34
Note: the total of participants in this sample is 64 between the two majors and their gender.
The university campus has 9 major but only two were considered to the study.
The course name in their programs for other major is called integrated English for other majors I or II ( code; LIX ) according
to the faculty of Philosophy and Letters in the university.
The participants have an average English proficiency level of low intermediate, as estimated by the
educational system for secondary school graduates in reading and writing. The students' context is
positive, supported by the quality infrastructure provided by the university, which includes access to
essential resources such as the internet, a library, and competitive academic and administrative services.
For the quantitative data analysis, the descriptive method was employed using pivot tables and charts.
Meanwhile, for qualitative data analysis, the phenomenological analysis strategy was utilized to explore
the essence and structure of the participants' lived experiences in the context of teaching and learning
academic writing with the use of artificial intelligence. Content analysis was also applied to code
responses and identify emerging patterns and categories.
Tasks and Procedures
In this action research study, tasks and procedures were carefully designed to integrate both qualitative
and quantitative methodologies, enhancing the depth and breadth of data collection and analysis.
Survey Administration
Two descriptive surveys were administered to collect both quantitative and qualitative data regarding
classroom motivation and affectivity. The surveys utilized the Likert Scale and contained both open
and closed questions. This dual approach provided numerical data for statistical analysis and textual
data for thematic analysis.
pág. 14037
Table 2 Procedure of survey administration
Task Description
Development Surveys were developed based on literature and validated through pilot testing.
Distribution Surveys were distributed to students at the beginning of the study.
Collection Responses were collected electronically and manually.
Analysis Quantitative data from the closed questions were analyzed statistically, while
qualitative data from the open questions were subjected to thematic analysis.
Note: This table outlines the steps taken in the survey implementation process, including development, distribution, collection,
and analysis of survey data
Group Observations
Group observations were conducted to gain qualitative insights into classroom dynamics. This involved
observing students' behaviors, interactions, and reactions to specific stimuli, such as a video of a rude
professor.
Table 3 Procedure of group observation
Task Descriptionn
Preparation
Observation checklists were prepared based on key aspects of classroom
interaction and student behavior.
Observation Sessions
Several classroom sessions were observed, focusing on students’ responses
and engagement.
Recording
Detailed notes were taken during each session, capturing both verbal and non-
verbal cues.
Analysis
Observational data were coded and analyzed to identify patterns and themes
related to student motivation and affectivity.
Note: This table outlines the steps in the classroom observation process, including preparation, observation sessions,
recording, and analysis.
Focus Groups
Focus groups provided a platform for students to express their thoughts and feelings in a supportive
environment. This method facilitated in-depth discussions and uncovered deeper insights into students'
experiences.
Table 2 Procedure of survey administration
Task Description
Development Surveys were developed based on literature and validated through pilot testing.
Distribution Surveys were distributed to students at the beginning of the study.
Collection Responses were collected electronically and manually.
Analysis Quantitative data from the closed questions were analyzed statistically, while
qualitative data from the open questions were subjected to thematic analysis.
Note: This table outlines the steps taken in the survey implementation process, including development, distribution, collection,
and analysis of survey data
Group Observations
Group observations were conducted to gain qualitative insights into classroom dynamics. This involved
observing students' behaviors, interactions, and reactions to specific stimuli, such as a video of a rude
professor.
Table 3 Procedure of group observation
Task Descriptionn
Preparation
Observation checklists were prepared based on key aspects of classroom
interaction and student behavior.
Observation Sessions
Several classroom sessions were observed, focusing on students’ responses
and engagement.
Recording
Detailed notes were taken during each session, capturing both verbal and non-
verbal cues.
Analysis
Observational data were coded and analyzed to identify patterns and themes
related to student motivation and affectivity.
Note: This table outlines the steps in the classroom observation process, including preparation, observation sessions,
recording, and analysis.
Focus Groups
Focus groups provided a platform for students to express their thoughts and feelings in a supportive
environment. This method facilitated in-depth discussions and uncovered deeper insights into students'
experiences.
pág. 14038
Table 4 Procedure of focus groups
Task Description
Formation
Focus groups were formed, each consisting of 6-8 students to ensure
active participation.
Sessions
Multiple focus group sessions were held, each lasting approximately
60 minutes.
Moderation
A trained moderator guided the discussions, ensuring all participants
had the opportunity to share their views.
Recording and Transcription Sessions were audio-recorded and transcribed for analysis.
Analysis
Transcriptions were analyzed using qualitative methods to extract key
themes and insights.
Note: This table details the process followed for conducting focus groups, from formation and session planning to moderation,
recording, transcription, and analysis.
Statistical or Qualitative Analysis
This study employed a combination of statistical and qualitative analysis techniques to provide a
comprehensive understanding of the research problem. Creswell (2014) highlights that integrating both
methods offers a more robust comprehension of research issues than using either approach alone (p.
264).
Quantitative Analysis
Quantitative data from the surveys were analyzed using statistical methods to identify trends,
correlations, and differences in student motivation and affectivity.
Table 5 Data Analysis Process
Steps Description
Data Cleaning Survey responses were reviewed for completeness and accuracy.
Descriptive
Statistics
Measures such as mean, median, and standard deviation were calculated to
summarize the data.
Inferential Statistics
Techniques such as t-tests and ANOVA were used to determine the
significance of observed differences.
Visualization Data were presented using graphs and charts for easier interpretation.
Note: This table outlines the steps involved in analyzing the survey data to ensure accuracy, summarize key measures, test for
statistical significance, and visually represent the findings
Qualitative Analysis
Qualitative data from open-ended survey responses, group observations, and focus group discussions
were analyzed to uncover deeper meanings and patterns.
Table 4 Procedure of focus groups
Task Description
Formation
Focus groups were formed, each consisting of 6-8 students to ensure
active participation.
Sessions
Multiple focus group sessions were held, each lasting approximately
60 minutes.
Moderation
A trained moderator guided the discussions, ensuring all participants
had the opportunity to share their views.
Recording and Transcription Sessions were audio-recorded and transcribed for analysis.
Analysis
Transcriptions were analyzed using qualitative methods to extract key
themes and insights.
Note: This table details the process followed for conducting focus groups, from formation and session planning to moderation,
recording, transcription, and analysis.
Statistical or Qualitative Analysis
This study employed a combination of statistical and qualitative analysis techniques to provide a
comprehensive understanding of the research problem. Creswell (2014) highlights that integrating both
methods offers a more robust comprehension of research issues than using either approach alone (p.
264).
Quantitative Analysis
Quantitative data from the surveys were analyzed using statistical methods to identify trends,
correlations, and differences in student motivation and affectivity.
Table 5 Data Analysis Process
Steps Description
Data Cleaning Survey responses were reviewed for completeness and accuracy.
Descriptive
Statistics
Measures such as mean, median, and standard deviation were calculated to
summarize the data.
Inferential Statistics
Techniques such as t-tests and ANOVA were used to determine the
significance of observed differences.
Visualization Data were presented using graphs and charts for easier interpretation.
Note: This table outlines the steps involved in analyzing the survey data to ensure accuracy, summarize key measures, test for
statistical significance, and visually represent the findings
Qualitative Analysis
Qualitative data from open-ended survey responses, group observations, and focus group discussions
were analyzed to uncover deeper meanings and patterns.
pág. 14039
Table 6 Qualitative Data Analysis Steps
Steps: Description
Transcription All qualitative data were transcribed verbatim.
Coding Data were coded using open, axial, and selective coding techniques.
Thematic Analysis
Coded data were grouped into themes and sub-themes to identify
significant patterns.
Triangulation
Data from different sources were cross-verified to ensure reliability and
validity.
Narrative Presentation
Findings were presented in a narrative format, providing a rich, contextual
understanding of the research problem
Note: This table summarizes the steps involved in qualitative data analysis, including transcription, coding, thematic analysis,
triangulation, and narrative presentation.
RESULTS AND DISCUSSION
In the context of English as a Foreign Language (EFL) instruction, the emotional and motivational
dynamics between teachers and students play a pivotal role in the learning process. This document
explores the multifaceted impacts of teacher feedback and behavior on student motivation and
performance, highlights various self-motivation techniques employed by students, and presents a
pedagogic proposal aimed at beginner EFL learners. By examining the effects of positive and negative
teacher interactions, student self-encouragement strategies, and innovative teaching methods, this
analysis offers insights into creating a supportive and effective learning environment. The findings are
drawn from an action-research process involving detailed observation and student feedback,
emphasizing the importance of a positive, empathetic, and engaging classroom atmosphere for language
acquisition
Impact of Teacher Feedback and Behavior on Student Motivation and Performance
Negative Feedback and Emotional Abuse
Impact of Negative Feedback: 91.5% of students (43 out of 48) reported feeling frustrated and
demotivated if a teacher gave them negative feedback or suggested they were not suited for language
learning.
Emotional Abuse by Teachers: 21.3% of students (10 out of 48) reported being victims of emotional
abuse by teachers. Conversely, 70.2% (33 students) had never experienced such abuse, while 8.5% (4
students) were uncertain.
Table 6 Qualitative Data Analysis Steps
Steps: Description
Transcription All qualitative data were transcribed verbatim.
Coding Data were coded using open, axial, and selective coding techniques.
Thematic Analysis
Coded data were grouped into themes and sub-themes to identify
significant patterns.
Triangulation
Data from different sources were cross-verified to ensure reliability and
validity.
Narrative Presentation
Findings were presented in a narrative format, providing a rich, contextual
understanding of the research problem
Note: This table summarizes the steps involved in qualitative data analysis, including transcription, coding, thematic analysis,
triangulation, and narrative presentation.
RESULTS AND DISCUSSION
In the context of English as a Foreign Language (EFL) instruction, the emotional and motivational
dynamics between teachers and students play a pivotal role in the learning process. This document
explores the multifaceted impacts of teacher feedback and behavior on student motivation and
performance, highlights various self-motivation techniques employed by students, and presents a
pedagogic proposal aimed at beginner EFL learners. By examining the effects of positive and negative
teacher interactions, student self-encouragement strategies, and innovative teaching methods, this
analysis offers insights into creating a supportive and effective learning environment. The findings are
drawn from an action-research process involving detailed observation and student feedback,
emphasizing the importance of a positive, empathetic, and engaging classroom atmosphere for language
acquisition
Impact of Teacher Feedback and Behavior on Student Motivation and Performance
Negative Feedback and Emotional Abuse
Impact of Negative Feedback: 91.5% of students (43 out of 48) reported feeling frustrated and
demotivated if a teacher gave them negative feedback or suggested they were not suited for language
learning.
Emotional Abuse by Teachers: 21.3% of students (10 out of 48) reported being victims of emotional
abuse by teachers. Conversely, 70.2% (33 students) had never experienced such abuse, while 8.5% (4
students) were uncertain.
pág. 14040
Teacher Behavior and Body Language
Effect of Body Language: Negative body language from teachers, such as disapproving facial
expressions during oral exams, increased student anxiety and fear.
Preference for Positive Attitudes: Students consistently preferred friendly and positive teachers,
correlating these traits with higher motivation and better learning outcomes.
Teacher Behavior and Classroom Environment
Avoiding Negative Teacher Behavior: A significant number of students (28 out of 30) would drop a
course and retake it later if the professor created a negative classroom environment.
Institutional Intervention: 51 out of 53 students believed that universities should intervene when
teachers create chaotic and negative classroom environments.
Student Self-Motivation Techniques and Preferences
Student Self-Motivation Techniques
This section presents various self-motivation techniques employed by students before tests or classes.
The table below summarizes the frequency with which students engaged in actions such as encouraging
and motivating themselves, making positive self-statements, concentrating on their learning, using
relaxation techniques, discussing their feelings, maintaining a positive attitude and supporting peers,
imagining class scenarios, and reflecting on their attitudes weekly. The data highlights the students'
proactive efforts to enhance their learning experience and manage classroom stress.
Table 7 Student Self-Motivation Techniques
Technique Always (%) Sometimes (%) Never (%)
Encouraging and Motivating Themselves 55.3% (26) 42.6% (20) 4.3% (2)
Positive Self-Statements 55.3% (26) 40.4% (19) 6.4% (3)
Concentration on Learning 66% (31) 36.2% (17) 0% (0)
Relaxation Techniques 59.6% (28) 34% (16) 6.4% (3)
Discussing Feelings 27.7% (13) 40.4% (19) 34% (16)
Positive Attitude and Peer Support 61.7% (29) 38.3% (18) 0% (0)
Imagining Class Scenarios 29.8% (14) 44.7% (21) 25.5% (12)
Weekly Reflection on Attitude 53.2% (25) 42.6% (20) 6.4% (3)
Note: Percentages are based on a total of 48 students surveyed.
Teacher Behavior and Body Language
Effect of Body Language: Negative body language from teachers, such as disapproving facial
expressions during oral exams, increased student anxiety and fear.
Preference for Positive Attitudes: Students consistently preferred friendly and positive teachers,
correlating these traits with higher motivation and better learning outcomes.
Teacher Behavior and Classroom Environment
Avoiding Negative Teacher Behavior: A significant number of students (28 out of 30) would drop a
course and retake it later if the professor created a negative classroom environment.
Institutional Intervention: 51 out of 53 students believed that universities should intervene when
teachers create chaotic and negative classroom environments.
Student Self-Motivation Techniques and Preferences
Student Self-Motivation Techniques
This section presents various self-motivation techniques employed by students before tests or classes.
The table below summarizes the frequency with which students engaged in actions such as encouraging
and motivating themselves, making positive self-statements, concentrating on their learning, using
relaxation techniques, discussing their feelings, maintaining a positive attitude and supporting peers,
imagining class scenarios, and reflecting on their attitudes weekly. The data highlights the students'
proactive efforts to enhance their learning experience and manage classroom stress.
Table 7 Student Self-Motivation Techniques
Technique Always (%) Sometimes (%) Never (%)
Encouraging and Motivating Themselves 55.3% (26) 42.6% (20) 4.3% (2)
Positive Self-Statements 55.3% (26) 40.4% (19) 6.4% (3)
Concentration on Learning 66% (31) 36.2% (17) 0% (0)
Relaxation Techniques 59.6% (28) 34% (16) 6.4% (3)
Discussing Feelings 27.7% (13) 40.4% (19) 34% (16)
Positive Attitude and Peer Support 61.7% (29) 38.3% (18) 0% (0)
Imagining Class Scenarios 29.8% (14) 44.7% (21) 25.5% (12)
Weekly Reflection on Attitude 53.2% (25) 42.6% (20) 6.4% (3)
Note: Percentages are based on a total of 48 students surveyed.
pág. 14041
Affective Teaching Strategies
Use of Music, Poetry, and Comics: 97.9% (46 students) agreed that these techniques help in
understanding difficult topics, while 8.6% (4 students) disagreed, and 4.3% (2 students) were
undecided.
Relaxation Techniques During Stressful Situations: Students believed that techniques like deep
breathing, listening to music, and meditation could help them:
a) Feel relaxed and achieve better grades.
b) Lower anxiety levels.
c) Feel supported by the professor.
d) Gain self-confidence.
e) Reduce classroom pressure and nervousness.
Teacher-Student Relationship
Teacher as a Guide and Support: Students valued a supportive teacher-student relationship, indicating
that teacher support during stressful situations would boost their confidence, motivation, satisfaction,
and overall positivity.
Experiment Results: During an in-class experiment, students observed changes in the teacher's
attitude, which affected their class participation and willingness to ask questions, highlighting the
impact of teacher behavior on student engagement.
Pedagogic Proposal for EFL Beginner Students
Affective Teaching Strategies
The affective teaching strategies for EFL beginners emphasize creating a supportive and engaging
classroom environment. Teachers should be kind and smile, greeting students warmly and maintaining
positive body language while avoiding personal conflicts in class. Positive feedback should be given
regularly to boost student confidence, using both verbal praise and written messages. Relaxation
techniques, such as deep breathing and interactive activities, can help reduce student anxiety.
Additionally, teaching methods should incorporate stories and drawings related to real-life situations to
make grammar lessons more engaging. These strategies foster a positive classroom atmosphere,
improve student motivation, and enhance overall learning outcomes.
Affective Teaching Strategies
Use of Music, Poetry, and Comics: 97.9% (46 students) agreed that these techniques help in
understanding difficult topics, while 8.6% (4 students) disagreed, and 4.3% (2 students) were
undecided.
Relaxation Techniques During Stressful Situations: Students believed that techniques like deep
breathing, listening to music, and meditation could help them:
a) Feel relaxed and achieve better grades.
b) Lower anxiety levels.
c) Feel supported by the professor.
d) Gain self-confidence.
e) Reduce classroom pressure and nervousness.
Teacher-Student Relationship
Teacher as a Guide and Support: Students valued a supportive teacher-student relationship, indicating
that teacher support during stressful situations would boost their confidence, motivation, satisfaction,
and overall positivity.
Experiment Results: During an in-class experiment, students observed changes in the teacher's
attitude, which affected their class participation and willingness to ask questions, highlighting the
impact of teacher behavior on student engagement.
Pedagogic Proposal for EFL Beginner Students
Affective Teaching Strategies
The affective teaching strategies for EFL beginners emphasize creating a supportive and engaging
classroom environment. Teachers should be kind and smile, greeting students warmly and maintaining
positive body language while avoiding personal conflicts in class. Positive feedback should be given
regularly to boost student confidence, using both verbal praise and written messages. Relaxation
techniques, such as deep breathing and interactive activities, can help reduce student anxiety.
Additionally, teaching methods should incorporate stories and drawings related to real-life situations to
make grammar lessons more engaging. These strategies foster a positive classroom atmosphere,
improve student motivation, and enhance overall learning outcomes.
pág. 14042
Table 8 Teaching Strategies
Strategy Definition
Being Kind and
Smiling
Create a welcoming classroom atmosphere by greeting students, showing
interest, and maintaining positive body language. Avoid personal conflicts
and handle issues through conversation and negotiation.
Using Positive
Feedback
Provide regular positive feedback to motivate students and boost confidence,
using verbal praise, written feedback, and peer comments.
Using Relaxation
Techniques
Implement techniques like deep breathing, clapping, interactive games,
singing, motivational talks, and appropriate jokes to reduce student stress
and anxiety.
Using Stories and
Drawing to Teach
Topics
Enhance grammar lessons by incorporating stories and drawings, relating
them to real-life situations to aid comprehension.
Creating a Nice
Environment in the
Classroom
Foster a positive classroom environment by being kind, avoiding ridicule,
and addressing individual student needs privately.
Note: This table summarizes the strategies aimed at improving classroom dynamics, increasing student motivation, and
enhancing the overall learning experience for EFL beginners
CONCLUSIONS
This EFL research project has pretended to find answers and solve and the following research question:
How can affective teaching strategies be implemented for reducing anxiety, and increasing motivation
in an in EFL beginner class at Universidad Nacional (UNA) of Costa Rica? From the point of view of
this research question, what has been proposed in this final project is gathering essential information
related to the topic in order to understand and have a clear and certified perception of the context where
the research problem is located. For this case, the researcher focused all his attention on the classroom
based on elements such as motivation and affectivity of students in academic contexts as essential tools
for a better performance of students, harmony and positivism in the classroom and incorporating the
use of affective teaching strategies and relaxation techniques for reducing anxiety and increase
motivation of learners.
This project is a contribution to the English teaching field as a foreign language because it has explored
and analysed how teachers’ behavior affect students’ performance in class activities, as one of the main
reasons why most Language students feel overwhelmed and shy in class with no active participation at
Table 8 Teaching Strategies
Strategy Definition
Being Kind and
Smiling
Create a welcoming classroom atmosphere by greeting students, showing
interest, and maintaining positive body language. Avoid personal conflicts
and handle issues through conversation and negotiation.
Using Positive
Feedback
Provide regular positive feedback to motivate students and boost confidence,
using verbal praise, written feedback, and peer comments.
Using Relaxation
Techniques
Implement techniques like deep breathing, clapping, interactive games,
singing, motivational talks, and appropriate jokes to reduce student stress
and anxiety.
Using Stories and
Drawing to Teach
Topics
Enhance grammar lessons by incorporating stories and drawings, relating
them to real-life situations to aid comprehension.
Creating a Nice
Environment in the
Classroom
Foster a positive classroom environment by being kind, avoiding ridicule,
and addressing individual student needs privately.
Note: This table summarizes the strategies aimed at improving classroom dynamics, increasing student motivation, and
enhancing the overall learning experience for EFL beginners
CONCLUSIONS
This EFL research project has pretended to find answers and solve and the following research question:
How can affective teaching strategies be implemented for reducing anxiety, and increasing motivation
in an in EFL beginner class at Universidad Nacional (UNA) of Costa Rica? From the point of view of
this research question, what has been proposed in this final project is gathering essential information
related to the topic in order to understand and have a clear and certified perception of the context where
the research problem is located. For this case, the researcher focused all his attention on the classroom
based on elements such as motivation and affectivity of students in academic contexts as essential tools
for a better performance of students, harmony and positivism in the classroom and incorporating the
use of affective teaching strategies and relaxation techniques for reducing anxiety and increase
motivation of learners.
This project is a contribution to the English teaching field as a foreign language because it has explored
and analysed how teachers’ behavior affect students’ performance in class activities, as one of the main
reasons why most Language students feel overwhelmed and shy in class with no active participation at
pág. 14043
all or in a reduced percentage. It is important to note this is not only a matter of attitude of students, but
also of language, which is a human barrier in terms of communication.
The application of this research project has contributed to the clarification of the various issues related
to the teaching of language classes where motivation and the use affective teaching strategies have been
categorized as some of the most important elements for teaching and have students interested in classes
and curricular activities promoted by educational institutions and scholars.
This project will be useful to inspire teachers in the innovation, design, and implementation of affective
teaching strategies as a way to motivate students to take classes, participate and perceive the classroom
as a friendly environment where learning can be an extraordinary experience with no student’s desertion
of specific classes or the educational system, which is a very important fact that has interested us a lot
from the very beginning of this research. Moreover, it has been of our interest to give teachers important
alternative and tools to face and have more interactional classes, motivate students, and make teachers
raise awareness about a change of rude and negative attitudes and behaviors in class, such as those
related to oral communication and body or facial gestures, which can affect language students more
than in the rest of subjects due to that natural barrier that we have called language. The idea recalls on
transforming the classroom in a “friendly and secure zone” where students can feel free interact with
teachers with no fears of any kind until they can have a good command of language and not frustrate
them in their attempt to reach it.
For future research in the education field, this project can be taken as a model to go deeper in the field
of “teachers’ behavior and attitudes in class” that provoke demotivation, shyness, low participation,
anxiety, among other negative feelings in language students. It is very mandatory to say that a sane
classroom environment must have its levels of responsibility, where every member can be able to
recognize and compromise to work on that and make the corresponding part with a clear objective of
learning and teaching well and enrich education.
In reason to the arguments presented previously, these are some of the scopes that have been brought
as the solution to the research question and specific objectives planned for this action research:
Motivation and affective feedback are essential elements which can produce and generate some better
students’ performance in class and during their language acquisition process.
all or in a reduced percentage. It is important to note this is not only a matter of attitude of students, but
also of language, which is a human barrier in terms of communication.
The application of this research project has contributed to the clarification of the various issues related
to the teaching of language classes where motivation and the use affective teaching strategies have been
categorized as some of the most important elements for teaching and have students interested in classes
and curricular activities promoted by educational institutions and scholars.
This project will be useful to inspire teachers in the innovation, design, and implementation of affective
teaching strategies as a way to motivate students to take classes, participate and perceive the classroom
as a friendly environment where learning can be an extraordinary experience with no student’s desertion
of specific classes or the educational system, which is a very important fact that has interested us a lot
from the very beginning of this research. Moreover, it has been of our interest to give teachers important
alternative and tools to face and have more interactional classes, motivate students, and make teachers
raise awareness about a change of rude and negative attitudes and behaviors in class, such as those
related to oral communication and body or facial gestures, which can affect language students more
than in the rest of subjects due to that natural barrier that we have called language. The idea recalls on
transforming the classroom in a “friendly and secure zone” where students can feel free interact with
teachers with no fears of any kind until they can have a good command of language and not frustrate
them in their attempt to reach it.
For future research in the education field, this project can be taken as a model to go deeper in the field
of “teachers’ behavior and attitudes in class” that provoke demotivation, shyness, low participation,
anxiety, among other negative feelings in language students. It is very mandatory to say that a sane
classroom environment must have its levels of responsibility, where every member can be able to
recognize and compromise to work on that and make the corresponding part with a clear objective of
learning and teaching well and enrich education.
In reason to the arguments presented previously, these are some of the scopes that have been brought
as the solution to the research question and specific objectives planned for this action research:
Motivation and affective feedback are essential elements which can produce and generate some better
students’ performance in class and during their language acquisition process.
pág. 14044
Hence, teachers are in many of the situations the responsible for strengthening and increasing
motivation of students in the classroom by producing and then reproducing those “Pygmalion effects
cycles” into the classroom.
Motivation is the key for success for all the processes that students need to develop during their learning
process. A very important fact that is worth mentioning is related to all the difficulties people in general
can have working and studying out and separated from motivation.
Affectivity is very important in academic contexts such as the classroom; students affirmed they prefer
more a sane environment of classroom than a chaotic one. Hence, the way teachers behave in class will
be always personally assessed by students deciding their participation or not in class when they feel
emotionally affected by the professor. Students in most of the cases prefer having a friendly and
empathetic teacher.
Friendly and empathetic teachers can produce positive feelings on students such as: motivation, self-
confidence, interest, security, enthusiasm for subject learned, positivism and good inspiration to do
things well. The importance of being friendly to students is goes beyond the subjects studied in class
that students have affirmed they prefer deserting from courses because a rude professors and bad
behavior in class produce high levels of demotivation, stress, anxiety, fears, dissatisfaction, and no
concentration.
This action research affirms that when the professor is friendly and empathetic in class, students feel
free to participate more even though their answers and arguments can be incorrect or wrong. More
research can be done in this field considering teachers’ behavior and attitudes.
Analyzing the research instruments of this study, it has clearly been certified that students prefer not to
participate in classes where professors are rude to students because they do not feel free to be active
and participate giving their arguments in class, the main reason is that they feel fear to be ashamed in
front of the class. A negative feeling such as fear can in the same way affect students’ self-esteem and
their motivation to continue in the course. As we know important research has been done studying
students’ behaviour and attitudes but rarely the opposite (the causes).
In cases such as verbal misbehavior (aggression and bullying) students indicated that educational
institutions must intervene immediately in order to stop all about these kinds of negative behavior.
Hence, teachers are in many of the situations the responsible for strengthening and increasing
motivation of students in the classroom by producing and then reproducing those “Pygmalion effects
cycles” into the classroom.
Motivation is the key for success for all the processes that students need to develop during their learning
process. A very important fact that is worth mentioning is related to all the difficulties people in general
can have working and studying out and separated from motivation.
Affectivity is very important in academic contexts such as the classroom; students affirmed they prefer
more a sane environment of classroom than a chaotic one. Hence, the way teachers behave in class will
be always personally assessed by students deciding their participation or not in class when they feel
emotionally affected by the professor. Students in most of the cases prefer having a friendly and
empathetic teacher.
Friendly and empathetic teachers can produce positive feelings on students such as: motivation, self-
confidence, interest, security, enthusiasm for subject learned, positivism and good inspiration to do
things well. The importance of being friendly to students is goes beyond the subjects studied in class
that students have affirmed they prefer deserting from courses because a rude professors and bad
behavior in class produce high levels of demotivation, stress, anxiety, fears, dissatisfaction, and no
concentration.
This action research affirms that when the professor is friendly and empathetic in class, students feel
free to participate more even though their answers and arguments can be incorrect or wrong. More
research can be done in this field considering teachers’ behavior and attitudes.
Analyzing the research instruments of this study, it has clearly been certified that students prefer not to
participate in classes where professors are rude to students because they do not feel free to be active
and participate giving their arguments in class, the main reason is that they feel fear to be ashamed in
front of the class. A negative feeling such as fear can in the same way affect students’ self-esteem and
their motivation to continue in the course. As we know important research has been done studying
students’ behaviour and attitudes but rarely the opposite (the causes).
In cases such as verbal misbehavior (aggression and bullying) students indicated that educational
institutions must intervene immediately in order to stop all about these kinds of negative behavior.
pág. 14045
Students also indicated the necessity to include a section for evaluating “Teachers Behavior” not only
academically but also affectively in the rubric of teacher’s evaluation performance with the objective
of evaluating and assessing professors every semester.
The implementation strategies such as music, poetry, stories, etc., are of great help for students to learn
any subject even in superior education. All about these types of teaching and learning strategies are not
only related to schools and kids because students of superior levels such as universities think they are
very necessary for a better understanding and development of subjects studied in class.
The implementation of affective teaching strategies such as listening to music, singing, clapping, deep
breathing and other relaxation techniques are helpful before applying a test or doing expositions because
they offer students more confidence and can low down the levels stress and anxiety.
Self-assess your pedagogical practice every week; it will help you improve and grow personally and
professionally.
As it has been mentioned in the previous paragraphs, this project constitutes a contribution to the field
of TEFL in superior education, empowering and inspiring teachers and future teachers to be better
professionals able to contribute, experiment and research in the field of EFL. Additionally, there are
potential contributions of action research for teachers and future teachers of English as a Foreign
Language because this project provides important support, supplementation and recommendations for
motivating students and the teaching practice according to the needs and expectations of students, such
as anxiety. Anxiety has been proven to be one of the main negative factors affecting students in their
language learning process.
Learners’ anxiety during their second language learning might be a cause of dropout in the educational
system. Hence, this paper explores and seeks certain strategies to avoid dropout in higher education due
to motivational and anxiety issues. Foremost, this paper converges in like manner with other second
language research such as positive input or feedback related with neurolinguistics’ programing in the
fact that motivation is key to engage learning with the process of second language acquisition as
portrays Al-Ghamdi (2017):
Feedback is the most significant tool in the educational system as Marzano, Waters, and McNulty
(2005) identified the need to create a system that serves feedback as its essence for observing and
Students also indicated the necessity to include a section for evaluating “Teachers Behavior” not only
academically but also affectively in the rubric of teacher’s evaluation performance with the objective
of evaluating and assessing professors every semester.
The implementation strategies such as music, poetry, stories, etc., are of great help for students to learn
any subject even in superior education. All about these types of teaching and learning strategies are not
only related to schools and kids because students of superior levels such as universities think they are
very necessary for a better understanding and development of subjects studied in class.
The implementation of affective teaching strategies such as listening to music, singing, clapping, deep
breathing and other relaxation techniques are helpful before applying a test or doing expositions because
they offer students more confidence and can low down the levels stress and anxiety.
Self-assess your pedagogical practice every week; it will help you improve and grow personally and
professionally.
As it has been mentioned in the previous paragraphs, this project constitutes a contribution to the field
of TEFL in superior education, empowering and inspiring teachers and future teachers to be better
professionals able to contribute, experiment and research in the field of EFL. Additionally, there are
potential contributions of action research for teachers and future teachers of English as a Foreign
Language because this project provides important support, supplementation and recommendations for
motivating students and the teaching practice according to the needs and expectations of students, such
as anxiety. Anxiety has been proven to be one of the main negative factors affecting students in their
language learning process.
Learners’ anxiety during their second language learning might be a cause of dropout in the educational
system. Hence, this paper explores and seeks certain strategies to avoid dropout in higher education due
to motivational and anxiety issues. Foremost, this paper converges in like manner with other second
language research such as positive input or feedback related with neurolinguistics’ programing in the
fact that motivation is key to engage learning with the process of second language acquisition as
portrays Al-Ghamdi (2017):
Feedback is the most significant tool in the educational system as Marzano, Waters, and McNulty
(2005) identified the need to create a system that serves feedback as its essence for observing and
pág. 14046
evaluating students. Also, Hattie (2009) found that feedback is among the most important factors that
influence students’ learning process. He drew this conclusion after integrating over 800 meta-analyses
and a huge number of studies (p. 83).
Therefore, the inquiry done in this field is relevant to contribute with the efforts to succeed in the SL
process. For this purpose, every action to foster motivation and reducing anxiety might improve the
teaching –learning process. Teachers as mediator can apply several methods to engage students and
promote meaningful learning in their class setting. First and foremost, working on emotional
intelligence and interpersonal and intrapersonal aspects in the persona can be a way of programing
agency and inner motivation in learning. Another, strategy which has brought innovation in the actual
teaching approach is fostering formative online Forum’s feedback, Dialogue and disciplinarily. During
the application of proposal lots of social media tools helped the process of positive feedback and
encourage students to express, argue and dialogue with the teacher spontaneously promoting strong
bonds and relation within the teacher mediator and the learners Hyland & Hyland (2006) stated:
From these case studies we argue that such online forums have the potential to help
students develop disciplinary understandings and try out the literacy practices of their
discipline within a supportive environment. Whether this potential is realized is influenced
by the role the tutor adopts and the tasks that are set. It is these aspects that we examine in
detail through an analysis of forum interaction as formative feedback (p. 185).
Social media can connect students with the mediator or facilitator to enhance formative and cooperative
feedback giving a holistic peer support in the classroom.
On the other hand, the teacher as facilitator shall develop a meta observation of the students behave and
personality to work on cognition and emotional intelligence on them. Ledesma Ayora (2013)
commented the following.
The teacher must be a constant observer of the personality of the students, with the
intention of capturing the states of mind that they present in terms of the activities they
carry out, if they do not present motivation, teach them to reframing until the meaning is
changed of the assignment and see it in a way more effective (p. 46).
evaluating students. Also, Hattie (2009) found that feedback is among the most important factors that
influence students’ learning process. He drew this conclusion after integrating over 800 meta-analyses
and a huge number of studies (p. 83).
Therefore, the inquiry done in this field is relevant to contribute with the efforts to succeed in the SL
process. For this purpose, every action to foster motivation and reducing anxiety might improve the
teaching –learning process. Teachers as mediator can apply several methods to engage students and
promote meaningful learning in their class setting. First and foremost, working on emotional
intelligence and interpersonal and intrapersonal aspects in the persona can be a way of programing
agency and inner motivation in learning. Another, strategy which has brought innovation in the actual
teaching approach is fostering formative online Forum’s feedback, Dialogue and disciplinarily. During
the application of proposal lots of social media tools helped the process of positive feedback and
encourage students to express, argue and dialogue with the teacher spontaneously promoting strong
bonds and relation within the teacher mediator and the learners Hyland & Hyland (2006) stated:
From these case studies we argue that such online forums have the potential to help
students develop disciplinary understandings and try out the literacy practices of their
discipline within a supportive environment. Whether this potential is realized is influenced
by the role the tutor adopts and the tasks that are set. It is these aspects that we examine in
detail through an analysis of forum interaction as formative feedback (p. 185).
Social media can connect students with the mediator or facilitator to enhance formative and cooperative
feedback giving a holistic peer support in the classroom.
On the other hand, the teacher as facilitator shall develop a meta observation of the students behave and
personality to work on cognition and emotional intelligence on them. Ledesma Ayora (2013)
commented the following.
The teacher must be a constant observer of the personality of the students, with the
intention of capturing the states of mind that they present in terms of the activities they
carry out, if they do not present motivation, teach them to reframing until the meaning is
changed of the assignment and see it in a way more effective (p. 46).
pág. 14047
Therefore, working on motivation and the issues that this brings if students feel anxiety, plays an
important role in the maintenance of effective teaching strategies. This paper is exploring the application
of a strategies proposal to reinforce students’ engagement and motivation which is increasingly
important in education.
BIBLIOGRAPHIC REFERENCES
Al-Ghamdi, A. (2021). Building a Positive Environment in Classrooms through Feedback and Praise.
Retrieved from
https://www.researchgate.net/publication/317203486_Building_a_Positive_Environment_in_
Classrooms_through_Feedback_and_Praise
Alvarado, L. (2018). Costa Rican Government Makes Teaching of English as a Second Language a
Priority in Education - Costa Rica Star News. Retrieved from https://news.co.cr/costa-rican-
government-makes-teaching-of-english-as-a-second-language-a-priority-in-education/75185/
Arzamendi, J.; Ball, P. & Palacios, I. (2019). Second Language Acquisition. Barcelona: Fundación
Universitaria Iberoamericana: Barcelona, p.p. 1-82.
Baloglu, N. (2009). Negative Behavior of Teachers With Regard to High School Students in Classroom
Settings. Retrieved from
https://www.researchgate.net/publication/274567625_Negative_Behavior_of_Teachers_With_
Regard_to_High_School_Students_in_Classroom_Settings
Binnie Smith, D. (1996). Teacher decision making in the adult ESL classroom. In Freeman D. &
Richards J. (Eds.), Teacher Learning in Language Teaching (pp. 197-216). New York:
Cambridge University Press.
Boyce, P. (2020, September 25). Pygmalion Effect Definition. Retrieved from
https://boycewire.com/pygmalion-effect-definition/
CEIC. (2020). Costa Rica CR: Literacy Rate: Adult: % of People Aged 15 and Above. Economic
Indicators. Retrieved from https://www.ceicdata.com/en/costa-rica/education-statistics/cr-
literacy-rate-adult--of-people-aged-15-and-above
Chomsky, N. (1959). Review of Verbal Behaviour by B.F. Skinner. Language, 35, 26-58.
Therefore, working on motivation and the issues that this brings if students feel anxiety, plays an
important role in the maintenance of effective teaching strategies. This paper is exploring the application
of a strategies proposal to reinforce students’ engagement and motivation which is increasingly
important in education.
BIBLIOGRAPHIC REFERENCES
Al-Ghamdi, A. (2021). Building a Positive Environment in Classrooms through Feedback and Praise.
Retrieved from
https://www.researchgate.net/publication/317203486_Building_a_Positive_Environment_in_
Classrooms_through_Feedback_and_Praise
Alvarado, L. (2018). Costa Rican Government Makes Teaching of English as a Second Language a
Priority in Education - Costa Rica Star News. Retrieved from https://news.co.cr/costa-rican-
government-makes-teaching-of-english-as-a-second-language-a-priority-in-education/75185/
Arzamendi, J.; Ball, P. & Palacios, I. (2019). Second Language Acquisition. Barcelona: Fundación
Universitaria Iberoamericana: Barcelona, p.p. 1-82.
Baloglu, N. (2009). Negative Behavior of Teachers With Regard to High School Students in Classroom
Settings. Retrieved from
https://www.researchgate.net/publication/274567625_Negative_Behavior_of_Teachers_With_
Regard_to_High_School_Students_in_Classroom_Settings
Binnie Smith, D. (1996). Teacher decision making in the adult ESL classroom. In Freeman D. &
Richards J. (Eds.), Teacher Learning in Language Teaching (pp. 197-216). New York:
Cambridge University Press.
Boyce, P. (2020, September 25). Pygmalion Effect Definition. Retrieved from
https://boycewire.com/pygmalion-effect-definition/
CEIC. (2020). Costa Rica CR: Literacy Rate: Adult: % of People Aged 15 and Above. Economic
Indicators. Retrieved from https://www.ceicdata.com/en/costa-rica/education-statistics/cr-
literacy-rate-adult--of-people-aged-15-and-above
Chomsky, N. (1959). Review of Verbal Behaviour by B.F. Skinner. Language, 35, 26-58.
pág. 14048
Cohen, E. G. (1994). Designing Groupwork. Strategies for the Heterogeneous Classroom (2nd edition).
New York: Teachers College Press.
Council of Europe. (2020). Global scale - Table 1 (CEFR 3.3): Common Reference levels. Retrieved
from https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-
cefr-3.3-common-reference-levels-global-scale
ELT, O. (2021). Task Based Learning: A Dynamo for 21st Century Learning. Oxford University Press.
Retrieved from https://oupeltglobalblog.com/2020/01/06/task-based-learning/
Fehling, S. (n. d.). Cooperative Learning in the EFL Classroom, Universität Kassel, Bundesrepublik
Deutschland.
Fernández, E. & Sanabria, S. (2019, May 4th). Guanacaste, ¡Un destino por explorar! Retrieved from
https://www.periodicomensaje.com/turismo-negocios/3624-guanacaste-un-multidestino-por-
explorar.
Funiber. (2019a). Approaches to Language in the Classroom Context. Barcelona: Funiber.
George Lucas Educational Foundation. (2014, June 25th). Creating an Emotionally Healthy Classroom
Environment. Retrieved from https://www.edutopia.org/blog/creating-emotionally-healthy-
classroom-environment-mark-phillips
Hyland, K. & Hyland, F. (2006). Feedback in Second language writing (1st ed.). New York: Cambridge
University Press.
Ledesma Ayora, M. (2013). Investigando el potencial con Programación Neuro Lingüística . Quito:
Editorial Jurídica del Ecuador.
Madrid, D. (2019. Action Research in Observation and Research in the Language Classroom.
Barcelona: Fundación Universitaria Iberoamericana.
Roboh, P. A. & Tedjaatmadja, H. (n. d.). Affective Strategies Used By High Proficiency Learners At
Hand Fortuna Center. East Java. Retrieved from
https://www.google.com/search?source=hp&ei=1H4oYLaYCJKSwbkPpZq2yAo&iflsig=AIN
FCbYAAAAAYCiM5IFH9VXhNEMY5yL0FtgXACh_y_6K&q=examples+of+affective+stra
tegies+in+teaching+&oq=examples+of+affective+strategies+in+teaching+&gs_lcp=Cgdnd3
Mtd2l6EAMyCAghEBYQHRAeOgUIABCxAzoICAAQsQMQgwE6AggAOggIABDHARC
Cohen, E. G. (1994). Designing Groupwork. Strategies for the Heterogeneous Classroom (2nd edition).
New York: Teachers College Press.
Council of Europe. (2020). Global scale - Table 1 (CEFR 3.3): Common Reference levels. Retrieved
from https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-
cefr-3.3-common-reference-levels-global-scale
ELT, O. (2021). Task Based Learning: A Dynamo for 21st Century Learning. Oxford University Press.
Retrieved from https://oupeltglobalblog.com/2020/01/06/task-based-learning/
Fehling, S. (n. d.). Cooperative Learning in the EFL Classroom, Universität Kassel, Bundesrepublik
Deutschland.
Fernández, E. & Sanabria, S. (2019, May 4th). Guanacaste, ¡Un destino por explorar! Retrieved from
https://www.periodicomensaje.com/turismo-negocios/3624-guanacaste-un-multidestino-por-
explorar.
Funiber. (2019a). Approaches to Language in the Classroom Context. Barcelona: Funiber.
George Lucas Educational Foundation. (2014, June 25th). Creating an Emotionally Healthy Classroom
Environment. Retrieved from https://www.edutopia.org/blog/creating-emotionally-healthy-
classroom-environment-mark-phillips
Hyland, K. & Hyland, F. (2006). Feedback in Second language writing (1st ed.). New York: Cambridge
University Press.
Ledesma Ayora, M. (2013). Investigando el potencial con Programación Neuro Lingüística . Quito:
Editorial Jurídica del Ecuador.
Madrid, D. (2019. Action Research in Observation and Research in the Language Classroom.
Barcelona: Fundación Universitaria Iberoamericana.
Roboh, P. A. & Tedjaatmadja, H. (n. d.). Affective Strategies Used By High Proficiency Learners At
Hand Fortuna Center. East Java. Retrieved from
https://www.google.com/search?source=hp&ei=1H4oYLaYCJKSwbkPpZq2yAo&iflsig=AIN
FCbYAAAAAYCiM5IFH9VXhNEMY5yL0FtgXACh_y_6K&q=examples+of+affective+stra
tegies+in+teaching+&oq=examples+of+affective+strategies+in+teaching+&gs_lcp=Cgdnd3
Mtd2l6EAMyCAghEBYQHRAeOgUIABCxAzoICAAQsQMQgwE6AggAOggIABDHARC
pág. 14049
vAToGCAAQFhAeOgQIABATOggIABAWEB4QE1DUFFjWigFgj5IBaAJwAHgBgAGkBIg
B-kWSAQwwLjM1LjYuMi4xLjKYAQCgAQGqAQdnd3Mtd2l6sAEA&sclient=gws-
wiz&ved=0ahUKEwi20oHKnujuAhUSSTABHSWNDakQ4dUDCAY&uact=5
Rodrigo, D. (2016). Effect of Teachers’ Emotions on Their Students: Some Evidence. Retrieved from
https://www.researchgate.net/publication/311949229_Effect_of_Teachers%27_Emotions_on_
Their_Students_Some_Evidence
Skinner, E. A. & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher
Behavior and Student Engagement Across the School Year. Journal of Educational Psychology,
85(4), 571-581.
Smith, C. B. (2010). Harmony in the Classroom. The Journal of Business Education. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/08832323.1956.10115876?journalCode=vjeb1
9 https://www.revistas.una.ac.cr/index.php/letras/article/view/6303
Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A Review of the Literature
and Directions for Future Research. Educational Psychology Review, 15(4), 327-358.
Zeng, Y. (2008). Anxiety and Second/Foreign Language Learning Revisited. Literature Review/Revue
de la documentation, 1(1).
vAToGCAAQFhAeOgQIABATOggIABAWEB4QE1DUFFjWigFgj5IBaAJwAHgBgAGkBIg
B-kWSAQwwLjM1LjYuMi4xLjKYAQCgAQGqAQdnd3Mtd2l6sAEA&sclient=gws-
wiz&ved=0ahUKEwi20oHKnujuAhUSSTABHSWNDakQ4dUDCAY&uact=5
Rodrigo, D. (2016). Effect of Teachers’ Emotions on Their Students: Some Evidence. Retrieved from
https://www.researchgate.net/publication/311949229_Effect_of_Teachers%27_Emotions_on_
Their_Students_Some_Evidence
Skinner, E. A. & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher
Behavior and Student Engagement Across the School Year. Journal of Educational Psychology,
85(4), 571-581.
Smith, C. B. (2010). Harmony in the Classroom. The Journal of Business Education. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/08832323.1956.10115876?journalCode=vjeb1
9 https://www.revistas.una.ac.cr/index.php/letras/article/view/6303
Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A Review of the Literature
and Directions for Future Research. Educational Psychology Review, 15(4), 327-358.
Zeng, Y. (2008). Anxiety and Second/Foreign Language Learning Revisited. Literature Review/Revue
de la documentation, 1(1).