The Role of Learning Activities in Shaping Emotional Responses of U.S. Study Abroad Students in Learning Czech
DOI:
https://doi.org/10.36366/frontiers.v37i2.984Keywords:
Czech as a second language, gamification, group work, LOTEs, motivation, pair work, study abroadAbstract
Abstract in EnglishAlthough study abroad is an established research context for second language acquisition, the emotional experiences of U.S. students learning less commonly taught languages, such as Czech, require further research, particularly in settings where these languages lie outside students' primary academic pursuits. This study explores U.S. students' emotional responses to learning Czech, focusing on specific activities that catalyze emotions. Through qualitative analysis of 36 written reflections and group interviews with 18 participants, this research identifies three primary emotional trajectories: excitement to disappointment, anxiety to comfort, and stable emotional equilibrium. The findings highlight the significant role of group/pair work, interactive activities, and immersion in fostering positive emotional experiences and suggest the need for pedagogical strategies that support emotional well-being in study abroad language learning. The study contributes to understanding emotional dynamics in acquiring less-commonly taught languages by native English speakers during study abroad.
Abstract in SpanishAunque el aprendizaje en el extranjero es un contexto de investigación consolidado en el aprendizaje de segundas lenguas, las experiencias emocionales de los estudiantes estadounidenses que aprenden idiomas menos comúnmente enseñados, como el checo, requieren una mayor exploración, especialmente en entornos donde estos idiomas no forman parte central de sus estudios académicos. Este estudio examina las respuestas emocionales de estudiantes estadounidenses al aprendizaje del checo, centrándose en actividades específicas que desencadenan emociones. A través de un análisis cualitativo de 36 reflexiones escritas y entrevistas grupales con 18 participantes, la investigación identifica tres trayectorias emocionales principales: de entusiasmo a decepción, de ansiedad a comodidad y un equilibrio emocional estable. Los hallazgos resaltan el papel fundamental del trabajo en grupo/pareja, las actividades interactivas y la inmersión en la generación de experiencias emocionales positivas, sugiriendo la necesidad de estrategias pedagógicas que apoyen el bienestar emocional en el aprendizaje de idiomas en el extranjero. Este estudio contribuye a la comprensión de las dinámicas emocionales en el aprendizaje de idiomas menos comúnmente enseñados por hablantes nativos de inglés durante su estancia en el extranjero.
Abstract in CzechPřestože je studium v zahraničí zavedeným výzkumným kontextem pro osvojování druhého jazyka, zkušenosti studentů, kteří se učí méně obvyklé jazyky, jako je čeština, vyžadují bližší zkoumání, a to zejména v prostředí, kde tyto jazyky nespadají do primárního akademického zaměření studentů. Tato studie se zaměřuje na emocionální reakce amerických studentů na studium češtiny a na konkrétní učební činnosti, jež ovlivnily emoce studujících. Data byla sbírána v 36 písemných reflexích a skupinových rozhovorech s 18 účastníky. Analýza dat ukázala tři základní emoční trajektorie: od nadšení ke zklamání, od úzkosti k pohodě a stabilní úroveň emocí. Výsledky zdůrazňují význam práce ve skupině či dvojicích, roli interaktivních a imerzních aktivit. Studie dále upozorňuje na potřebu pedagogických strategií, které podporují emoční pohodu při výuce jazyků. Tento výzkum přispívá k pochopení emoční dynamiky při osvojování méně obvyklých jazyků rodilými mluvčími angličtiny ve studijních programech v zahraničí.
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