High School Students’ Affective Reaction to English Speaking Activities

Main Article Content

Oliver Camilo Jorquera Torres
Jhon Eliot Mendoza Zapata
Claudio Heraldo Díaz Larenas

Abstract

This study aims to measure fifty-two high school students’ affective reactions after doing individual and pair-based speaking activities then completing a semantic differential scale of nine bipolar adjectives. Results do not show significant statistical differences between the two types of activities or the schools involved in this study, but participants from both schools present a similar affective reaction towards individual and pair-based speaking activities.

Article Details

How to Cite
Jorquera Torres, O. C., Mendoza Zapata, J. E., & Díaz Larenas, C. H. (2017). High School Students’ Affective Reaction to English Speaking Activities. HOW Journal, 24(2), 102-120. https://doi.org/10.19183/how.24.2.346
Section
Research Reports
Author Biographies

Oliver Camilo Jorquera Torres, Escuela Particular José Miguel Carrera Santiago, Chile

Oliver Camilo Jorquera Torres holds a BA in Education and teaching of English from Universidad de Concepción (Chile).

Jhon Eliot Mendoza Zapata, Liceo Miguel Angel Cerda Leiva Mulchen, Chile

Jhon Eliot Mendoza Zapata holds a BA in Education and teaching of English from Universidad de Concepción (Chile).

Claudio Heraldo Díaz Larenas, Universidad de Concepción

Claudio Heraldo Díaz Larenas holds a D.Ed. and an MA in Linguistics. He also holds a BA in Education and teaching of English from Universidad de Concepción (Chile).

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