LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 23:2 February 2023
ISSN 1930-2940

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         B. Mallikarjun, Ph.D.
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         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

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Classroom Dynamics in EFLL Context:
Does It Minimize Learner Anxiety and Develop Learner Autonomy in a Collaborative Learning Environment?

M. Shajedul Arifeen

Abstract

This study tries to investigate the implementation of classroom dynamics and its impact on learner anxiety and on the development of the learners’ autonomy in a collaborative EFL learning environment. To this aim, classroom dynamics and learning anxiety inventories were completed on 240 EFL learners. The results of Pearson correlation analysis revealed that classroom dynamics developed a sense of collaboration among the learners implying learner autonomy to EFL learning. The results also indicated that classroom dynamics was highly applied in learners’ collaborative EFL learning and accelerated learners’ performance in the EFL classroom. The findings also revealed that classroom dynamics is remarkably associated with learner autonomy and to the minimization of the factors associated with learners’ anxiety.

Keywords: English as Foreign Language (EFL), Classroom dynamics, Learner anxiety, Collaborative learning, Learner autonomy

Introduction

Language teaching and learning have been faced with fundamental shifts due to dissatisfaction with the existing methods and approaches and led the teachers and language trainers develop their individual techniques known as Classroom dynamics. It is quite impossible for a teacher to follow a specific approach; rather s/he develops a new approach based on their intuitive ability and avoids teaching techniques that change according to the current fad. Thus, classroom dynamics is a term to indicate quality of learning environment, which includes everything from the premises where a class is taught to the whole range of interactions between class participants. In other words, it tends to instill in learners a sense of belonging and empathy much needed to establish supportive and sustainable group rapport. According to Stevick (1980), “what goes inside and between the learners in the classroom” is classroom dynamics. It is especially important for adult second/ foreign language (L2) learners, as they are fully aware of their purpose of acquiring desired skills in a foreign language, although victimized by a number of negative traits like anxiety, nervousness and insecurity.

To Ohata (2005), anxiety is divided into three types: state, trait, and language. The first type of anxiety, state anxiety, occurs under the specific situations and conditions that a learner experiences. The second type of anxiety, trait anxiety or General one (Ozuturk & Hursen, 2013), occurs when the learner faces difficult situations that bring him tension and anxiousness. The third type of anxiety, so called language anxiety, is the one that is connected to second language learning exposures, which can be the results of various resources (Otaha, 2005; Skehan, 1989; Young, 1991).

Regarding the direct relation of Foreign Language Classroom Anxiety (FLCA) to academic achievement, many studies have scrutinized the direct connection between academic achievement and language anxiety (Botes et al., 2020). Horwitz (2001) and MacIntyre (1995a, 1995b) defended the FLCA, saying that FLCA is an independent construct, distinct from aptitude, that can affect the language learning performance of the learners. In contrast, some studies (Sparks & Ganchow, 1995, 2007; Sparks et al., 2009) questioned the FLCA as an independent construct in language learning and claimed anxiety is just a natural result of learning difficulties or deficits. Trang et al. (2013) stated that students’ anxiety in EFL classes arises from four different sources: student-related factors, instructor-related factors, external ones, and finally, the English language complications.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

M. Shajedul Arifeen
Department of Languages
Bangladesh Agricultural University
Mymensingh 2202
Bangladesh
ms.arifeenbau@gmail.com
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