Affective Teaching as a Remedial Practice to Cope with Students' Psychological Obstacles in EFL Conversation Classes

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Hichem Ahmed Ghembaza

Abstract

It seems to be an axiomatic fact that the activity of foreign language learning is a bit complicated if not challenging. This is due to the relevant influence of a cluster of affective factors on students’ learning achievement. Teaching, then, the oral skills for instance; may be doomed to failure if students’ very psychological traits are neglected. This paper explores the practice of reflection, students’ autonomy enhancement and facilitation as affective teaching strategies to counter English as a foreign language (EFL) students’ psychological discomfort in the classroom. It attempts to know the extent to which such strategies could be efficient in fostering optimum learning achievement. A questionnaire is then used to collect data from 13 teachers of English at the department of foreign languages – University of Sidi Bel Abbès - Algeria. The main results of the research point to a positive correlation between the introduction of affective teaching strategies mainly reflection, facilitation, effective praise and students’ involvement and achievement in learning the oral skills.

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How to Cite
Ghembaza, H. (2018). Affective Teaching as a Remedial Practice to Cope with Students’ Psychological Obstacles in EFL Conversation Classes. Pedagogical Advances in Technology-Mediated Education, 1(1), 17-39. Retrieved from http://patme-iatels.com/index.php/patme/article/view/11
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