2020 | 11 | 1 | 163-173
Article title


Title variants
Languages of publication
Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.
Physical description
  • Department of Education Sciences University of Oviedo Oviedo 33005, Spain
  • Department of Education Sciences University of Oviedo Oviedo 33005, Spain
  • Arnold, J. (2000). La dimensiónafectivaen el aprendizaje de idiomas. Cambridge: Cambridge University Press.
  • Arnold, J. (2009). Affect in L2 learning and teaching, Ella, Estudios de lingüísticainglesaaplicada), 9, 145-151.
  • Brown, H.D. (1994). Principles of language learning and teaching.Englewood Cliffs, NJ: Prentice Hall.
  • Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Recovered from:
  • Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.
  • Dörnyei, Z. (2001a).Motivational strategies in the language classroom.Cambridge: Cambridge University Press.
  • Dörnyei, Z. &Kubanyiova, M. (2014).Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
  • Dörnyei, Z. &Ushioda, E. (2011).Teaching and researching motivation (2ª Ed.). Harlow: Longman.
  • Gardner, R.C. & Lambert, W.E. (1972).Attitudes and motivation in second language learning. Rowley, M.A: Newbury House.
  • Gardner, R.C., Masgoret, A.M., Tenant, J. & MIHIC, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language learning.54, 1-34.
  • Goh, C. & Burns, A. (2012).Teaching Speaking. Cambridge: Cambridge University Press.
  • Horwitz, E.K., Horwitz, M.B. & Cope, J. (1986).Foreign language classroom anxiety.The Modern Language Journal, 70 (2), 125-132.
  • Ibarrola, B. (2013). Aprendizajeemocionante.Neurociencia para el aula.Madrid: SM.
  • Lasagabaster, D., Doiz, A. & Sierra, J.M. (Eds.). (2014). Motivation and Foreign Language Learning: From Theory to Practice. Amsterdam: John Benjamins Publishing Company.
  • MacIntyre, P.D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). Amsterdam: John Benjamins.
  • MacIntyre, P.D. & GARDNER, R.C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature, Language Learning, 41 (1), 85-117.
  • Philips, E. M. (1992). The effects of language anxiety on students´ oral test performance and attitudes.The Modern Language Journal, 76, (1), 14-26.
  • Scovel, T. (2000).Learning New Languages: A Guide to Second Language Acquisition.Boston, Ma: Heinle&Heinle.
  • Schumann, J. (1994). Where is cognition? Emotion and cognition in second language learning, Studies in second language learning acquisition, 16, 231-242.
  • Schumann, J. (2000). Perspectiva neurobiológica sobre la afectividad y la metodología en el aprendizaje de segundas lenguas. In J. Arnold (Ed.), La dimensión afectiva en el aprendizaje de lenguas (pp. 49-62). Madrid: Cambridge UniversityPress.
  • Ushioda, E. (2003). Motivation as a social mediated process. In D. Little, J. Ridley & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 90-102). Dublin: Authentic.
  • Ushioda, M. (2012).Motivation. In A. Burns & J.C. Richards (Eds.), Pedagogy and practice in Second Language Learning. (pp. 77-85). Cambridge: Cambridge University Press.
  • Vez, J. M.; MartínezPiñeiro, E.; Lorenzo Rodríguez, A. (2013).Determining factors of the academic performance on "listening" of spanish students of EFL. Results from the ESLC.Porta Linguarum, 20, 57-76.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.