Session
Education and Development
Description
Understanding students’ feelings in the classroom is a complex phenomenon. There are cases when students come to school or university: sick, feeling sad, afraid, ignored or neglected from their friends or their family members. All these are possible factors which can have an impact on the emotional states of the students in the classroom. As a result, their negative emotions can be a serious threat to their academic achievements. If teachers ignore the influence of affective variables on students’ behaviour, the students are more likely to fail. Therefore, this study aims to investigate how high school teachers and university professors; teaching first year students, manage difficult circumstances which cause stress, fear or anxiety in a foreign language classroom. It particularly examines and compares how teachers deal with affective variables in private high school and university settings. The participants in this study were six university professors teaching English as a foreign language at South East European University and six high school English teachers at Maarif International School in Tetovo. It can be concluded that in private academic institutions teachers are concerned to some extend about students’ emotional states and feelings. More specifically, high school teachers proved to have a more responsive attitude towards students’ feelings and emotions. Based on the classroom observations, it remains questionable the degree to which university professors show empathy towards their students.
Keywords:
emotions, symptoms, foreign language, speaking, writing
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-50-5
Location
UBT Kampus, Lipjan
Start Date
29-10-2022 12:00 AM
End Date
30-10-2022 12:00 AM
DOI
10.33107/ubt-ic.2022.309
Recommended Citation
Zeqiri, Luiza, "The Importance of Affective Variables in Private Academic Settings: A Review of High School Teachers and University Professors’ Approach" (2022). UBT International Conference. 318.
https://knowledgecenter.ubt-uni.net/conference/2022/all-events/318
Included in
The Importance of Affective Variables in Private Academic Settings: A Review of High School Teachers and University Professors’ Approach
UBT Kampus, Lipjan
Understanding students’ feelings in the classroom is a complex phenomenon. There are cases when students come to school or university: sick, feeling sad, afraid, ignored or neglected from their friends or their family members. All these are possible factors which can have an impact on the emotional states of the students in the classroom. As a result, their negative emotions can be a serious threat to their academic achievements. If teachers ignore the influence of affective variables on students’ behaviour, the students are more likely to fail. Therefore, this study aims to investigate how high school teachers and university professors; teaching first year students, manage difficult circumstances which cause stress, fear or anxiety in a foreign language classroom. It particularly examines and compares how teachers deal with affective variables in private high school and university settings. The participants in this study were six university professors teaching English as a foreign language at South East European University and six high school English teachers at Maarif International School in Tetovo. It can be concluded that in private academic institutions teachers are concerned to some extend about students’ emotional states and feelings. More specifically, high school teachers proved to have a more responsive attitude towards students’ feelings and emotions. Based on the classroom observations, it remains questionable the degree to which university professors show empathy towards their students.