From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners

Main Article Content

Ana Clara Sánchez Solarte
Andrés Sánchez Solarte

Abstract

This paper reports the results of a group intervention based on strategies derived from the systemic therapy model—brief strategic therapy. These strategies aimed at decreasing the anxiety levels commonly found in oral performance tasks related to L2 learning. Thirteen students from different semesters who belonged to two foreign language teaching programs participated in four weekly 40-minute group sessions. The pre- and post-assessments suggest a meaningful reduction of anxiety levels (t = 8.978 p < 0.05; ES = 2.49). The results suggest that the application of the strategies is highly effective and beneficial for anxious L2 learners.

Article Details

How to Cite
Sánchez Solarte, A. C., & Sánchez Solarte, A. (2017). From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners. HOW Journal, 24(2), 160-178. https://doi.org/10.19183/how.24.2.393
Section
Reports on Pedagogical Experiences
Author Biographies

Ana Clara Sánchez Solarte, Universidad de Nariño

Ana Clara Sánchez Solarte holds an MA in TESOL/Linguistics from The University of Northern Iowa. She is the director of the Lenguaje y Pedagogía research group at Universidad de Nariño. Her interests include L2 methodology, classroom management, and affective factors in foreign language learning.

Andrés Sánchez Solarte, Universidad Nacional de Colombia

Andrés Sánchez Solarte holds a degree in Clinical Psychology from Universidad Nacional de Colombia, and a specialization in systemic therapy from Escuela Sistémica de Argentina. He is currently studying for an MA in Psychology at Universidad Nacional de Colombia.

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