Fostering student participation through Dialogic Pedagogical Gatherings to face anxiety toward English (L2) learning

  1. Nerea Gutiérrez-Fernández 1
  2. Lourdes Villardón-Gallego 1
  3. Aitana Fernández-Villardón 1
  4. Maite Santiago-Garabieta 1
  1. 1 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

Revue:
Ansiedad y estrés

ISSN: 1134-7937

Année de publication: 2023

Titre de la publication: (September - December 2023)

Volumen: 29

Número: 3

Pages: 130-136

Type: Article

DOI: 10.5093/ANYES2023A16 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Ansiedad y estrés

Résumé

Anxiety is an affective variable that negatively affects learning in general, and specifically second language learning. Several studies have demonstrated that the active participation of students helps to reduce learning anxiety. The Dialogic Pedagogical Gatherings (DPG) are an educational action that promotes participation through dialogue. However, the effect of this pedagogic strategy to overcome anxiety towards learning English (L2) in pre-service teachers has not been studied in depth. To this end, a quasi-experimental study with a mixed design was carried out with the participation of 48 preservice teachers. The results show that the anxiety level of the participants decreases considerably after the DGP intervention. These results have implications for second language teaching.

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