SOCIOAFFECTIVE LANGUAGE LEARNING STRATEGIES

A particular action research study examined critical reflection, teacher autonomy and learner autonomy by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The overall purpose of this action research was to explicitly teach affective factors and socioaffective language learning strategies in order to make them more accessible and usable for beginner EFL students (See appendix B). Seventeen beginner EFL students participated in this action research study. An initial semi-structured questionnaire and a rating scale gave first data on factors and strategies that needed to be addressed. Observation and teaching logs provided information about how affective-based instruction was conducted and how students responded to it. A post-questionnaire was used to determine the effectiveness and usefulness of this type of instruction.

This action research aimed at contributing theoretical findings and pedagogical suggestions to the investigation of socioaffective matters in the ESL/EFL field. It did it by first identifying and describing the beliefs, attitudes, anxieties and motivations of a group of beginner students in a three-month course. Afterwards, it analyzed what affective factors seemed to play a greater role in the language learning process of this group of beginner students. Subsequently, it implemented strategy-based instruction on socioaffective language learning strategies through affect-related activities. Then, it assessed the usefulness of affect-based instruction. On the whole, this study sought to promote a critical consciousness, which exhibited itself in new educational as well as practical actions for beginner foreign language teachers, students and classrooms.

This study adopted Anne Burns" (1999, p. 35) model of action research because it allows for practical, but critical classroom enquiry and self-reflection which provide a sound source for pedagogical planning and action (See appendix C). It also enables EFL teachers to easily frame the local decisions of the classroom within broader educational, institutional, and theoretical considerations. This study also followed and adopted Whitehead"s (1993) set of reflective questions to help the teacher-researcher to be as critical and reflective as possible because, as McNiff (2002) claimed, these questions also entail a methodology of action research in which one wants to assess and reflect about what one is doing (See appendix D). In doing this type of reflective research, one is not only giving an account of oneself, but also one is showing that one can justify what one is doing with good reason.

The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. This increased awareness about the socioaffective dimension of foreign language learning seemed to ultimately improve the frequency and the quality of students" participation and interaction in class. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.

I believe that action research studies on language learning strategies and affective factors make it possible for EFL students to become agents in their own learning process. Such studies can lead them to see that language learning is mainly the result of their own self-initiated interaction with their teachers, their classmates, their materials and their own personal, social, affective and cultural attributes. On the other hand, this type of studies can allow EFL teachers to critically and systematically analyze their students, identify potential problems, modify their teaching practices, and evaluate the results. EFL teachers can even face and transform their daily practices in ways which let them respond adequately to their students" needs and sociocultural agendas. In the end, action research studies on language learning strategies can help EFL teachers and students realize that they can and should be active, reflective and autonomous agents of their language teaching and learning processes.