Enhancing EFL learning in Enhancing EFL learning in students with negative students with negative attitudes towards the attitudes towards the

English class.English class.

Viviana Arcila Viviana Arcila Lenny CampuzanoLenny Campuzano

““Attitude is a little thing Attitude is a little thing that makes a big that makes a big

difference”difference”

Winston ChurchillWinston Churchill

What is an attitude?What is an attitude?

•A "readiness of the psyche to act or react in a certain way“. (Jung)•A mental or neural state of readiness organized through experience”. Allport (1935)•A "psychological construction towards a target” Crystal (1992)

•Attitudes are judgments. They represent an individual's degree of like or dislike towards a subject matter.

The genesis of attitudesThe genesis of attitudes

Some of the main influences on attitude formation are:

teacher (it depends on the teacher) friends/peer group parents (my mother likes it) teaching method (it is fun) the language itself (I like how it sounds)

Common learners’ attitudes in Common learners’ attitudes in the classroomthe classroom

How have we tackled learners’ How have we tackled learners’ attitudes?attitudes?

How does a positive attitude How does a positive attitude influences English learning?influences English learning?

How does a negative attitude How does a negative attitude influences English learning?influences English learning?

NEGATIVE NEGATIVE ATTITUDES ATTITUDES

TOWARDS THE TOWARDS THE ENGLISH CLASSENGLISH CLASS

Internal factors

External factors

Teacher’s role

learninglearning rythmrythm

motivationmotivation

pressureTeaching method

family

friends

LearningLearningstylesstyles

LearningLearning preferencespreferences

English Learning is hindered

STATEMENT OF THE

PROBLEM

Research objectivesResearch objectives

To discover new strategies to To discover new strategies to deal with learners’ negative deal with learners’ negative attitudes and generate a attitudes and generate a positive engagement with the positive engagement with the English class.English class.

PopulationPopulation

35 EFL teenage learners 35 EFL teenage learners Elementary-early intermediate Elementary-early intermediate

English competence English competence 13-15 years old13-15 years old From Pereira, Colombia.From Pereira, Colombia.

Research instrument: A students’ survey Research instrument: A students’ survey about their attitudes in the English classabout their attitudes in the English class

Encuesta: El rol de algunas situaciones afectivas en el aprendizaje del inglés.Encuesta: El rol de algunas situaciones afectivas en el aprendizaje del inglés.Proyecto de Investigación. Team teaching group. Teens 3A, 3B Y 3CProyecto de Investigación. Team teaching group. Teens 3A, 3B Y 3C

Por favor contesta sinceramente y de manera individual la siguiente encuesta relacionada con Por favor contesta sinceramente y de manera individual la siguiente encuesta relacionada con algunas situaciones emocionales en el aprendizaje del inglés en el Colombo. Califica con una X algunas situaciones emocionales en el aprendizaje del inglés en el Colombo. Califica con una X el nivel de tu respuesta de la siguiente forma:el nivel de tu respuesta de la siguiente forma:

1=No 2=Un poco 3=Mas o menos 4=Mucho 5=Demasiado1=No 2=Un poco 3=Mas o menos 4=Mucho 5=Demasiado

1.1. Mi rendimiento en inglés depende de la actitud del profesor hacia miMi rendimiento en inglés depende de la actitud del profesor hacia mi2.2. 2.Tengo confianza en mi mismo (a) a la hora de realizar un trabajo oral o escrito en inglés2.Tengo confianza en mi mismo (a) a la hora de realizar un trabajo oral o escrito en inglés3.3. 3.Estoy calmado (a) y tranquilo(a) a la hora de realizar ejercicios durante la clase3.Estoy calmado (a) y tranquilo(a) a la hora de realizar ejercicios durante la clase4.4. 4.El que tenga un problema con alguien de mi familia o amigos hace que me desconcentre 4.El que tenga un problema con alguien de mi familia o amigos hace que me desconcentre

durante la clase de inglesdurante la clase de ingles5.5. 5. Me intimida hablar en público5. Me intimida hablar en público6.6. 6. Si alguna vez tengo un conflicto con un profesor, creo que soy capaz de seguir en clase como 6. Si alguna vez tengo un conflicto con un profesor, creo que soy capaz de seguir en clase como

si nada hubiera pasadosi nada hubiera pasado7.7. 7. la forma en cómo me siento afecta mi desempeño en la clase7. la forma en cómo me siento afecta mi desempeño en la clase

8. ¿Te gusta la clase de ingles? ¿Por qué?8. ¿Te gusta la clase de ingles? ¿Por qué? 9. Describe cómo sería el ambiente de clase ideal para que aprendas inglés.9. Describe cómo sería el ambiente de clase ideal para que aprendas inglés. 10. Describe cómo sería el profesor ideal para que aprendas inglés.10. Describe cómo sería el profesor ideal para que aprendas inglés.11. ¿Cómo te sientes emocionalmente durante la mayoría de las clases de inglés? 11. ¿Cómo te sientes emocionalmente durante la mayoría de las clases de inglés? bien ______regular______ mal _____¿Por qué crees que esto sucede?bien ______regular______ mal _____¿Por qué crees que esto sucede?

RESULTSRESULTSLearners’ attitudes in the English classLearners’ attitudes in the English class

PreguntasPreguntas

11. Mi rendimiento en inglés depende de la actitud del profesor hacia mi. Mi rendimiento en inglés depende de la actitud del profesor hacia mi2.Tengo confianza en mi mismo (a) a la hora de realizar un trabajo oral o escrito en inglés2.Tengo confianza en mi mismo (a) a la hora de realizar un trabajo oral o escrito en inglés3.Estoy calmado(a) y tranquilo(a) a la hora de realizar ejercicios durante la clase3.Estoy calmado(a) y tranquilo(a) a la hora de realizar ejercicios durante la clase4.El que tenga un problema con alguien de mi familia o amigos hace que me desconcentre 4.El que tenga un problema con alguien de mi familia o amigos hace que me desconcentre durante la clase de inglesdurante la clase de ingles5. Me intimida hablar en público5. Me intimida hablar en público6. Si alguna vez tengo un conflicto con un profesor, creo que soy capaz de seguir en clase6. Si alguna vez tengo un conflicto con un profesor, creo que soy capaz de seguir en clase como si nada hubiera pasadocomo si nada hubiera pasado7. la forma en cómo me siento afecta mi desempeño en la clase7. la forma en cómo me siento afecta mi desempeño en la clase

Ideal English teacherIdeal English teacher

Ideal learning environmentIdeal learning environment

Steps to effectively Steps to effectively handle learners’ handle learners’ negative attitudesnegative attitudes

Display a cheerful, optimistic and enthusiastic attitude towards the class, Display a cheerful, optimistic and enthusiastic attitude towards the class, the students and the lesson activities as teachers attitudes are replicated the students and the lesson activities as teachers attitudes are replicated by learners.by learners.

Identify the specific student’s emotional situation.Identify the specific student’s emotional situation. Approach the student without previous judgments. Approach the student without previous judgments. Wait for the student’s response (whether Wait for the student’s response (whether he/shehe/she wants to talk about his wants to talk about his

situation or reserve it.situation or reserve it. Listen and orient the student but avoiding only becoming into his Listen and orient the student but avoiding only becoming into his

therapist.therapist. Try to get the student involved in the class by telling him/her that being in Try to get the student involved in the class by telling him/her that being in

the class can help him/her to forget about any complex emotional the class can help him/her to forget about any complex emotional situation.situation.

If the situation is critical, invite the student to write or draw on a piece of If the situation is critical, invite the student to write or draw on a piece of paper all the negative things he/she is feeling and thinking of. Then, the paper all the negative things he/she is feeling and thinking of. Then, the student burns the paper as a symbol of destroying all the negative factors student burns the paper as a symbol of destroying all the negative factors that are affecting him negatively. This exercise leads learners to reflect that are affecting him negatively. This exercise leads learners to reflect upon themselves.upon themselves.

Try to get parents and children closer maybe through a talk.Try to get parents and children closer maybe through a talk.

What things you need to do to change negative attitudes to more positive attitudes?

Sequence the steps you should follow to make your attitudes more positive:

(1) recognize the bad attitudes and say the feelings you have with them (categorize the feeling),

(2) ask yourself "What can I do about it?" (3) identify the situations that are associated with the

attitude or feeling (4) decide what you were saying to yourself when you

had the negative feeling in the situation, (5) decide more useful, functional things that you could

say about the situation.

Strategies to effectively handle Strategies to effectively handle learners’ negative attitudeslearners’ negative attitudes

BEHAVIOR:BEHAVIOR: Shyness, silence and lack Shyness, silence and lack of participation. of participation.

Strategies:Strategies: • Change teaching strategies from group discussion to Change teaching strategies from group discussion to

individual written exercises or a videotape- individual written exercises or a videotape- • Give strong positive reinforcement for any contribution. Give strong positive reinforcement for any contribution. • Involve by directly asking him/her a question. Involve by directly asking him/her a question. • Make eye contact. Make eye contact. • Appoint to be small group leader.Appoint to be small group leader.

BEHAVIOR:BEHAVIOR: Talkativeness -- knowing everything, Talkativeness -- knowing everything, manipulation, chronic whining.manipulation, chronic whining.

Strategies:Strategies: Acknowledge comments made. Acknowledge comments made. Give limited time to express viewpoint or feelings, Give limited time to express viewpoint or feelings,

and then move on. and then move on. Make eye contact with another participant and Make eye contact with another participant and

move toward that person. move toward that person. Give the person individual attention during breaks. Give the person individual attention during breaks. Say: "That's an interesting point. Now let's see Say: "That's an interesting point. Now let's see

what other other people think." what other other people think."

BEHAVIOR:BEHAVIOR: Heckling/Arguing -- disagreeing Heckling/Arguing -- disagreeing with everything you say; making personal with everything you say; making personal

attacks. attacks.

Strategies:Strategies: Redirect question to group or supportive Redirect question to group or supportive

individuals. individuals. Recognize participant's feelings and move Recognize participant's feelings and move

one. one. Acknowledge positive points. Acknowledge positive points. Say: "I appreciate your comments, but I'd like Say: "I appreciate your comments, but I'd like

to hear from others," or "It looks like we to hear from others," or "It looks like we disagree."disagree."

BEHAVIOR:BEHAVIOR: Hostility/ Resistance, angry, Hostility/ Resistance, angry, belligerent, combative behavior. belligerent, combative behavior.

Strategies:Strategies: Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it. Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it. Respond to fear, not hostility. Respond to fear, not hostility. Remain calm and polite. Keep your temper in check. Remain calm and polite. Keep your temper in check. Don't disagree, but build on or around what has been said. Don't disagree, but build on or around what has been said. Move closer to the hostile person, maintain eye contact. Move closer to the hostile person, maintain eye contact. Always allow him or her a way to gracefully retreat from the confrontation. Always allow him or her a way to gracefully retreat from the confrontation. Say: "You seem really angry. Does anyone else feel this way?" Solicit peer Say: "You seem really angry. Does anyone else feel this way?" Solicit peer

pressure. pressure. Do not accept the premise or underlying assumption, if it is false or prejudicial, Do not accept the premise or underlying assumption, if it is false or prejudicial,

e.g., "If by "queer" you mean homosexual..." e.g., "If by "queer" you mean homosexual..." Allow individual to solve the problem being addressed. He or she may not be able Allow individual to solve the problem being addressed. He or she may not be able

to offer solutions and will sometimes undermine his or her own position. to offer solutions and will sometimes undermine his or her own position. Ignore behavior. Ignore behavior. Talk to him or her privately during a break. Talk to him or her privately during a break. As a last resort, privately ask the individual to leave class for the good of the As a last resort, privately ask the individual to leave class for the good of the

group. group.

BEHAVIOR:BEHAVIOR: Griping -- maybe legitimate Griping -- maybe legitimate complaining. complaining.

Strategies:Strategies: Point out that we can't change policy here. Point out that we can't change policy here. Validate his/her point. Validate his/her point. Indicate you'll discuss the problem with Indicate you'll discuss the problem with

the participant privately. the participant privately. Indicate time pressure. Indicate time pressure.

BEHAVIOR:BEHAVIOR: Side Conversations -- may be related to Side Conversations -- may be related to subject or personal. Distracts group members and subject or personal. Distracts group members and

you.you.

Strategies:Strategies:

Don't embarrass talkers. Don't embarrass talkers. Ask their opinion on topic being discussed. Ask their opinion on topic being discussed. Ask talkers if they would like to share their ideas. Ask talkers if they would like to share their ideas. Casually move toward those talking. Casually move toward those talking. Make eye contact with them. Make eye contact with them. Comment on the group (but don't look at them Comment on the group (but don't look at them

"one-at-a-time"). "one-at-a-time"). Standing near the talkers, ask a near-by Standing near the talkers, ask a near-by

participant a question so that the new discussion participant a question so that the new discussion is near the talkers. is near the talkers.

As a last resort, stop and wait. As a last resort, stop and wait.

BibliographyBibliography

1. Jung’s definition of attitude.1. Jung’s definition of attitude.

http://en.wikipedia.org/wiki/Attitude_(psychology). http://en.wikipedia.org/wiki/Attitude_(psychology).

2. Children’s attitudes to learning English.2. Children’s attitudes to learning English.

http://www.the-bus-stop.net/Training/ChildAtti.pdfhttp://www.the-bus-stop.net/Training/ChildAtti.pdf

3. 3. Psychology of Exceptional Learning. Learning Attitudes. John Munro.

http://www.edfac.unimelb.edu.au/eldi/selage/documents/http://www.edfac.unimelb.edu.au/eldi/selage/documents/PELAttitudelearning.pdfPELAttitudelearning.pdf

4.4.