The neurolinguistic approach, tasked-based perspectives and achievement emotions of 6th grade learners of English
L'approche neurolinguistique, la perspective actionnelle, et les émotions d'accomplissement ressenties par des élèves de 6ème en cours d'anglais
Résumé
This quantitative study examines 174 11-year-old middle schoolers’ re-sponses to the Achievement Emotions Questionnaire- English (AEQ-E, Starkey-Perret et al., 2017). We first compare their answers depending on whether the teachers use the neurolinguistic approach (NLA) (n= 94) or a generally task-based perspective (n=80). This enabled us to determine which approach has a more positive impact on the students’ achievement emotions, which in turn has an impact on student engagement in their Eng-lish class activities. We then study the results of each of the 6 teachers’ groups in order to measure teacher effect. The results show a significantly positive impact of using the NLA to reduce anxiety throughout the school year. They also show significantly higher levels of enjoyment and pride and lower levels of anger and boredom from the start of the school year for the groups in which the teachers use the NLA. However, a teacher ef-fect was detected, especially in the evolution of the emotions from the be-ginning of the school year to the end. Triangulating quantitative and quali-tative studies could give us a more robust understanding of the dynamic nature of students' achievement emotions.
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