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An online course as a way to work on socio affective learning strategies in the EFL classroom

Year: 2024
Type: article
Abstract: This article is part of a research final results held in a Master’s Program in Colombia. The aim was to describe the impact that the implementation of a socio-affective strategies (SAS) online course has on the language teachers’ practices in the classroom. It was a qualitative action research and data were collected by teachers’ artifacts, voice recordings a survey and an online course. Data were analyzed under the Thematic Analysis Method principles. Findings are presented in three big categories and five subcategories. The first category is related to the necessity for accepting students as they are and not as the professor wants. In the same way, this category is explained in terms of how success in SAS affects positively teachers and students, how the teacher has to deal with motivation and frustration and how educational policies interfere in teacher’s wishes and what she or he has to do. The second category refers to the relevance of having symmetric relationships into the classroom and perceive it as a place where teachers and learners can learn together. Finally, the third category unveil why a teacher must be a warmhearted being. It was possible to conclude that language teachers’ practices were influenced by a socio affective learning strategies online course strengthening different classroom areas, like teacher student relationships, the dichotomy of what teachers consider to do and what policies really expect, the analysis, reflection and impact about previous learning experience when teachers were students, and the acknowledgement of a variety of approaches for implementing these strategies constantly and in the classroom.
DOI: 10.18041/2382-3240/saber.2024v19n2.12013
Language: English
Open Access status: diamond
OpenAlex ID: W4401725263
FWCI: 1.65
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Cited by: 1
Related to: 10