Students’ Emotional Experiences, and English as a Foreign Language Learning: EFL Teachers’ Perspectives

Authors

E. S. Bosaad, Language Literacy and Sociocultural Studies, TESOL, College of Education, University of New Mexico, Albuquerque, USAFollow

Abstract

The primary goal of this study is to examine how Saudi English as a Foreign Language (EFL) instructors view the factors that impact the educational journey of EFL students, particularly female college students in Saudi Arabia. The study is mainly interested in exploring these factors in depth, focusing on their influence on the EFL learning process. To frame this investigation, the study draws upon the concept of perezhivanie," which Vygotsky (1932) defines as the emotional experience in learning. Despite an extensive literature review, there is a noticeable gap in research that applies Vygotskys concept of emotional experience to EFL instruction in Saudi Arabia. The chosen research methodology is a qualitative single case study, with data collected through interviews, teaching materials, and teacher journals. Thematic analysis was used to scrutinize the gathered information. The outcomes of the study indicate that Saudi EFL female teachers perceive students emotional experiences, cognitive abilities, and socio-cultural contexts as crucial factors that influence EFL learning at the college level in Saudi Arabia.

Recommended Citation

S. Bosaad, E. (2023) "Students’ Emotional Experiences, and English as a Foreign Language Learning: EFL Teachers’ Perspectives," Information Sciences Letters: Vol. 12 : Iss. 9 , PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss9/23