The importance of training EFL teachers for affect teaching strategies

Abstract

The purpose of this study is to identify whether there is a relationship between the use of affect teaching strategies and consequently an increase in the language learning motivation/proficiency. Raising teachers’ awareness to the relevance of affective issues is a priority, which will be reflected in the creation of a supportive classroom atmosphere in which learners can be encouraged to do better, to work harder in an effort to reach their full learning potential. However, prior to understanding teachers’, learners’ perceptions needed to be analyzed to be able to confront both. A screening model was used in this qualitative research study. Additional tools like questionnaires were also applied in order to: (a) establish a relation between teaching strategies which promote affect and students’ reactions to them; (b) study EFL teachers’ concrete perceptions on the concept of teaching strategies which promote affect; (c) understand if and how EFL teachers are applying affect teaching strategies while specifying which ones; (d) establish the importance of integrating affect in EFL teachers’ training. Since Russia initiated a full-size military invasion into Ukraine on February 24, 2022, millions of Ukrainians were forced to flee to neighboring countries (mostly women and children). The hosting countries, including Portugal allowed for Ukrainian learners immediate integration in their national schooling systems, thus changing educators’ teaching realities. This has led me to reflect on the relevance of affect in a situation of war/refugee crisis. It became therefore relevant to understand to what extent ELT teachers felt prepared to embrace this new multicultural and sensitive educational context and to question if EFL educators specific training on refugee affect teaching strategies is not a current necessity.