Br. Moisés Aarón Bautista Tun

Supervisor: Dr. Mariza Guadalupe Méndez López.

QUALITATIVE RESEARCH

EXPLORATORY STUDY

Speaking skill, as an active, dynamic language skill, may be strongly affected by demotivating factors. That is, a series of factors including teachers, peers, materials, etc. should be considered as causes of demotivation in students. The point needs to be reiterated, here is that the above-mentioned factors may have both positive and negative influences on students' oral ability. Therefore, the way they are treated is of considerable importance in bearing positive or negative impact (Heidari and Riahipour, s. f.). Therefore, it is important to study the factors that can influence motivation of students to participate in speaking activities considering their emotional intelligence coefficient.

Nowadays, most of people are full of negative feelings as stress, depression, fear, anxiety, and so on that influence their attitude and motivation in their life in general. It seems that the reason of this is the environment where they develop, their society. Dealing with people is unavoidable, and in the case of educational context, it is essential.  I identifying factors above can make students learn how to face and control them, in other words, they will be able to increase their coefficient of emotional intelligence which would be very important and useful during their performance in speaking activities. 

rationale

This research will be conducted with the purpose of finding out the factors that motivate and demotivate students who reflect a low emotional intelligence coefficient (determined by answering the items of the Trait Meta-Mood Scale 24). The results will benefit not only low E.I coefficient students but students in general, since having identifying those factors, students will be capable of facing them, and as a result, they may improve their confidence and participation during oral activities. Teacher will use suitable and motivating activities if he takes into account the emotional intelligence coefficient of his students and will monitor in a better way, every step of the activities so that all of them fill comfortable when participating. On the other hand, students will feel motivated to participate during the speaking activities when they realize that teacher ensures anyone else will disturb them while participating and that teacher seeks the respect among classmates. Furthermore, educative authorities could consider this information as a reference to carried out more research related to the factors that motivate students to participate in speaking activities and students’ emotional intelligence coefficient.

Knowing that there is no research related to the factors that motivated and demotivated low emotional intelligence coefficient students of the ELT program at UQROO to participate in speaking activities, a study will be developed. This study will offer significant and helpful results for teachers, students, and educative authorities.

Statement of the problem

TITLE

FACTORS THAT MOTIVATE AND DEMOTIVATE LOW E.I. COEFFICIENT STUDENTS OF THE ELT PROGRAM AT UQROO TO PARTICIPATE IN SPEAKING ACTIVITIES.

objectivesThe objectives of this study are to find out the factors that motivate low Emotional Intelligence coefficient students’ participation in speaking activities in ELT classrooms, what factors refrain low Emotional Intelligence students to participate in oral activities in classes, if the same demotivating factors have a relationship with gender difference, what demotivating factors influence students of the first semesters, intermediate semesters, and advanced semesters of the ELT program.

Literature reviewThe sources that were analyzed are classified according to the main components of this study: Emotional Intelligence, Motivation, and Speaking skill

Emotional Intelligence Motivation Speaking SkillEmotional Intelligence (Daniel Goleman) A Study of Motivation in the EFL

Classroom (Mary O' Sullivan)The Importance of Speaking Skills (Carrie Perrien Smith)

La Inteligencia Emocional: Métodos de Evaluación en el Aula (Natalio Extremera Pacheco y Pablo Fernández Berrocal)

A Study on the Intrinsic Motivation Factors in Second Language Learning Among Selected Freshman Students (Rochelle Irene Lucas)

SPEAKING STYLES IN SPEECH RESEARCH (Joaquim Llisterri )

Emotional Attention, CLarity, and Repair, Exploring Emotional Intelligence Using the Trait Meta Mood Scale. (Peter Salovey, Jhon D. Mayer, et al)

Motivation and Second Language Acquisition (R.C. Gardner)

Improving Speaking Skills (Betsabé Navarro Romero)

La expresión emocional en el aula y su relación con el aprendizaje significativo: estudio cualitativo en Alumnos de la licenciatura en psicología de la UAEH. Escobar Torres Jorge Gonzalo; Domínguez Hernández Ania Allin y García Cruz Rubén

Factors influencing classroom participation: a case study of Malaysian undergraduate students (Siti Maziha Mustapha, et al)

Dealing with learner reticence in the speaking class(Xiuqin Zhang and Katie Hea)

Research questionsRQ-1. What factors refrain low E.I. students to participate in oral activities in classes?

RQ-1 It is set down to know which factors refrain students in oral activities with more frequency during the class.

RQ-2. How do men with low E.I. coefficient cope in oral activities in classes?

RQ-3. How do women with low E.I. coefficient cope in oral activities in classes? RQ-2 and RQ-3. They were set down to find out the way that men and women who have a low emotional intelligence coefficient deal with oral activities.

RQ-4 What are the most frequent demotivating

factors that influence on women of the first semesters

of the ELT program at UQROO?

RQ-5 What are the most frequent demotivating

factors that influence on men of the first semesters of

the ELT program at UQROO?

 RQ-4 and RQ-5 They were set with the purpose of

knowing if the same demotivating factors influence

men and women of the first semesters during oral

activities.

RQ-6. What are the most frequent demotivating factors

that influence on women of the intermediate semesters of

the ELT program at UQROO?

RQ-7. What are the most frequent demotivating factors

that influence on women of the intermediate semesters of

the ELT program at UQROO?

RQ-6 and RQ-7 They were set with the purpose of knowing

if the same demotivating factors influence men and

women of the intermediate semesters during oral

activities.

RQ-8. What are the most frequent demotivating factors

that influence on women of the advance semesters of the

ELT program at UQROO?

RQ-9. What are the most frequent demotivating factors

that influence on women of the advance semesters of the

ELT program at UQROO?

RQ-8 and RQ-9 They were set with the purpose of

knowing if the same demotivating factors influence men

and women of the advanced semesters during oral

activities.

METHODPARTICIPANTS

Low E.I. coefficient students who are going to be attending at the different English Language Levels of the English Language Teaching Program offered at Universidad of Quintana Roo, during the spring 2013 period. Students usually are from the city, Chetumal Quintana Roo, México, and also from the surrounding towns, however, there are also students from other cities or even from foreign countries. The range of students' age is from eighteen to twenty five years old. The participants are going to be selected after having done the questionnaire of the Trait Meta-Mood Scale 24 and reflected the lowest emotional intelligence coefficients. Participants will be asked to do ten personal narratives and an emotions journal once a week, from the fourth week of the Spring 2013 semester. At the end of the study, interviews will be applied to the participants after having arranged meetings with them.

NUMBER OF PARTICIPANTS

SEMESTERENGLISH

COURSEMEN WOMEN

2 2 Second English II

2 2Third English IV

2 2Sixth English VI

2 2Eight English VIII

2 2Tenth  

TOTAL OF PARTICIPANTS: 20

instrumentsTrait Meta-Mood Scale 24 by Fernández-Berrocal, Alcaide, et al (1998)

APPENDIX A

HANNA Esto se trata de una joven que desde niña soñó con estudiar inglés, el motivo que la llevó a escoger la carrera de Lengua Inglesa se debió a que desde niña soñaba con hablar el inglés, el aprenderlo la motivaba a realizar todas sus actividades, el no fallarle a sus padres fue otro motivo, pero su único problema que tuvo y que la llevaba a sentirse insegura de no poder realizar lo que ella quería fue que como no estudio en escuelas más preparadas su ingles era muy básico porque los maestros no lo enseñaban, el miedo de expresarse y sentir que no iba a poder, eso la llevaba a intimidarse más. Pues su vida no ha sido tan fácil porque a ella le hubiera gustado tener mejores oportunidades donde hubiera aprendido mas el inglés, el tomar un curso antes pero nunca pudo porque vivía lejos de la ciudad, pero aun eso mismo la llevo con más ganas a seguir estudiando, porque su mente pasaba de que como no iba a poder seguir estudiando y eso es lo que ella quería. Así que una vez estando ya en la universidad decido echarle más ganas, dedicarse a estudiar más para lograr sus objetivos pero aun no supera todo lo que ella quiere porque no tiene un buen manejo del inglés, en los primeros días que entro a estudiar la universidad se sentía muy contenta pero a la vez acorralada porque no sabía qué hacer si ni siquiera podía entender lo que la maestra explicaba en clase, se sentía muy frustrada. Aun ahora así se siente pero ya menos porque ha podido lograr entender más el inglés. También se intimidaba estar enfrente de sus compañeros al realizar alguna conversación y no poder pronunciar bien las palabras pero eso ya casi lo va superando y espera poder lograrlo bien con todos sus esfuerzos que realiza. Por un tiempo pensó en renunciar de la carrera y estudiar otra, porque sentía que no podía y que no iba a poder pero gracias a los consejos de sus padres el apoyarla y compartir todos sus momentos con ellos se sentía más desahogada y se propuso que tenía que lograr todos sus objetivos. Teniendo más desempeño dedicándole más provecho a todo lo que haga, teniendo en cuenta que todo se puede realizar, aun cuando le haga falta lo que más desee. Sus amigos son otro motivo para realizar sus sueños porque ellos la apoyan en cualquier momento, así que seguirá luchando para lograr sus más grandes sueños y poder salir adelante hasta cumplirlos.

This instrument will be adapted for this studyPersonal Narrative

APPENDIX B

Students’ Emotional Experiences Journal Date: _________

Most learners experience different emotions during their daily learning classes. It is useful to keep a record of your different feelings, emotions and mood changes, and to reflect on the situations that made you feel that way… 1. What emotions have you felt this week in your English class? 2. Which of the emotions you have noted above did you feel the most strongly? 3. Can you explain what happened and how you came to feel this way? 4. What effects did/has this had on your motivation to learn English? 5. What did you do about it?

Emotions journal by Mendez (2009)APPENDIX C

This instrument will be adapted for this study

1. How would you describe your language learning experience during this first year of studying the ELT programme? Why? 2. Has your experience in this first year changed your original motivation? How? Why? 3. Can you recall any emotional reactions experienced during this first year? 4. What situations originated these affective reactions? 5. How did you behave when experiencing an emotional reaction? 6. Did these emotional reactions interfere with your language learning classes? How? 7. Did any of your emotional reactions have an influence on your motivation? How? Why do you think this happened? 8. Who/what was responsible for the way you reacted? 9. What did you do about those reactions? How did you manage them? 10. Do you consider your emotional reactions were important to your language learning motivation? 11. How do you think your motivation could have been improved? 12. Who do you think is responsible for maintaining that original motivation you brought to the ELT programme? Why? 13. What keeps (or would keep) your motivational energy high? 14. Have any of your previous ideas about learning English changed in this first year? Why? 15. What have you gained from being involved in this research study? 

Semi-structured interview guideAPPENDIX D

This instrument will be adapted for this study

procedureThe study will start the February 4th (the fourth week of Spring 2013 semester). First, the participants of the different semesters at Universidad of Quintana Roo will be visited. The English Language teachers are going to be explained that this study will not interfere with their classes. The students will be invited to participate and explained how important is to carry out the study for them and for the English Language Major. Moreover teachers are previously asked for permission to apply the Trait Meta-Mood Scale in the last twenty minutes of their classes so that students with the lowest EI coefficient can be identified. Then, the low EI coefficient students are given a consent form in which they agreed to participate. Participants will be asked to do a personal narrative and write emotions journals during ten weeks (from the February 4th, 2013, the fourth week, to the March 11th 2013, the tenth week). The emotions journal will be submitted once a week by email so that data can be collected fast. Finally, a schedule will be organized so that the semi-structured interviews are applied to participants. Semi-structured interviews are going to be applied to twenty participants, ten men and ten women from the different English language levels offered during Spring 2013 semester.

Data analysis

The Thematic Analysis method which is a qualitative analytic method that offers an accessible and theoretically flexible approach to analyzing qualitative data (Braun and Clarke, 2006), will be followed to analyze the data from the emotions journals, personal narratives and semi-structured interviews. The first step will be to get immerse in the data through repeated reading in an active way, in other words, read so that meanings and patterns can be found. Before started coding, it will be necessary to read through the data again in order to identify more possible patterns.

references

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Philippine ESL Journal, Vol. 4, February 2010. Chuan-Ta Chao. (2003). Foreign Language Anxiety and Emotional Intelligence: A Study of EFL Students in Taiwan. Retrieved October 30, 2012, from http://www.tamuk.edu/edu/kwei000/Research/Dissertations/Chaun-Ta%20Chao.pdf

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Rieger, A. & McGrail E. (n. d). Understanding English Language Learners’ Needs and the Language Acquisition Process: Two Teacher Educators’ Perspectives. Retrieved November 8, 2012, from http://www.urbanschools.org/pdf/understanding_ell.pdf