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Emotional exploration: A journey into learners' emotions and perspectives on emotion management - developed with sixth graders at a public institution / Jasmin Coronado Charry; Director de Tesis Adriana Marcela Sánchez Beltrán; Asesor de Tesis Javier Anibal Moreno Mojica, Lilian Cecilia Zambrano Castillo

By: Coronado Charry, Jasmín [autor].
Contributor(s): Sánchez Beltran, Adriana Marcela [Director] | Moreno Mojica, Javier Anibal [Asesor de tesis] | Zambrano Castillo, Lilian Cecilia [Asesor de tesis].
Neiva: Universidad Surcolombiana; 2024Description: 1 CD-ROM (119 páginas); diagramas, fotografías, tablas o cuadros; 12 cm.Content type: texto Media type: computadora Carrier type: disco de la computadoraSubject(s): Educación -- Didáctica del InglésDDC classification: Th MDI 081
Contents:
Introduction -- Chapter 1: description of the project, statement of the problem, research question, objetives, general objetives, specific objetives, rationale, literature review -- Chapter 2: theorical freamework -- Chapter 3: research design, type of study, context, participants, data collection instruments, instructional design, pedagogical intervention -- Chapter 4, data anylisis and findings, findings -- Chapter 5: conclusions and implications
Dissertation note: Tesis Magister en Didáctica del Inglés Universidad Surcolombiana. Facultad de Educación. Maestría en Didáctica del Inglés 2024 Summary: "Taking into consideration the terrain that emotional intelligence has gained in the academic field, this study presents an exploration to the students’ perspectives on the impact of implementing a series emotional regulation strategy (ERS) in the learning English process. This qualitative action research was developed at a rural public school of Nátaga, Huila with sixth graders. The goal was to analyze students’ emotional management while learning English through a series of emotional regulation strategies. Data were collected through field notes, artifacts obtained during the pedagogical interventions and a focus group. The findings show that students guided by a process aligned to the Bloom's taxonomy, moving from activating and acquiring knowledge on emotions to applying ERS when they found it necessary, are able to grow emotionally. The results also confirm the existence of negative and positive emotions in the English learning process. Finally, findings shed light on the impact emotional education has on students' lives, giving them tools to regulate themselves in different contexts, such as the educational and familiar context. These findings have important implications for educational practice, as they highlight the need for greater emphasis on emotional education in the classroom."
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Item type Current location Collection Call number Copy number Status Date due Barcode Item holds
e-Tesis e-Tesis Biblioteca Central
Tesis y Trabajos de Grado Th MDI 081 (Browse shelf) Ej.1 Available 900000028543
e-Tesis e-Tesis Biblioteca Central
Tesis y Trabajos de Grado Th MDI 081 (Browse shelf) Ej.2 Available 900000028544
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Tesis Magister en Didáctica del Inglés Universidad Surcolombiana. Facultad de Educación. Maestría en Didáctica del Inglés 2024

Introduction -- Chapter 1: description of the project, statement of the problem, research question, objetives, general objetives, specific objetives, rationale, literature review -- Chapter 2: theorical freamework -- Chapter 3: research design, type of study, context, participants, data collection instruments, instructional design, pedagogical intervention -- Chapter 4, data anylisis and findings, findings -- Chapter 5: conclusions and implications

"Taking into consideration the terrain that emotional intelligence has gained in the academic field, this study presents an exploration to the students’ perspectives on the impact of implementing a series emotional regulation strategy (ERS) in the learning English process. This qualitative action research was developed at a rural public school of Nátaga, Huila with sixth graders. The goal was to analyze students’ emotional management while learning English through a series of emotional regulation strategies. Data were collected through field notes, artifacts obtained during the pedagogical interventions and a focus group. The findings show that students guided by a process aligned to the Bloom's taxonomy, moving from activating and acquiring knowledge on emotions to applying ERS when they found it necessary, are able to grow emotionally. The results also confirm the existence of negative and positive emotions in the English learning process. Finally, findings shed light on the impact emotional education has on students' lives, giving them tools to regulate themselves in different contexts, such as the educational and familiar context. These findings have important implications for educational practice, as they highlight the need for greater emphasis on emotional education in the classroom."

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