AFFECTIVE LEARNING

SOCIO- AFFECTIVE COMPETENCES TO ENABLE FOREIGN LANGUAGES LEARNING

Abstract

This article describes an action research carried out by analyzing the affective learning and how it influences the learning process of English foreign language in a group of tenth grade students at a public school in Bogotá, while helping them to improve their oral production in English. The research study follows Cohen and Manion model (2011) which contains the identification of the problemn a real context, planning, action, observation, and reflection in a continuous and cyclical process that allows the transformation of the reality as well as the context where the research took place.

The research focused on the role that socio-affective competences play when learning a foreign language: feelings, emotions, and attitudes were observed in detailed. According to different authors: Brown (2000), Yashima (2004), among others, the way we deal emotionally with different situations shows our self-confidence, which is considered one of the most influential variables that positively affect foreign language learning, and is especially related to the lack (or not) of fluency, freedom, and willingness to participate in oral activities in students of EFL. In this study, the legitimacy of these statements was proven to be right since an increase in the oral production of the participants was observed after the research was applied.