Ansiedad al hablar una lengua extranjera mediada por la instrucción diferenciada

Abstract

This qualitative research investigates the Differentiated Instruction (DI) approach as a method to address anxiety in English speaking as a second language (ESL) in Colombian eighth-grade students. The data was obtained from a group of 12 eighth-grade students from the Sorrento District Educational Institution in Bogotá, Colombia, through questionnaires, student notes, and surveys. This study examined differentiation methodology strategies for coping with English learner's speaking anxiety. The data was analyzed through qualitative action research. The result of the analysis revealed that ESL students who suffered from conversational anxiety reduced their fear of speaking when differentiated instructional strategies were applied to their learning processes. Finally, getting interested, understanding while having fun and working and learning together were cycles implemented under the principles of differentiated instruction. In conclusion collaboration, the use of language-based games, roleplays, and allowing learners to work at their own paces were strategies that helped eighth-grade students reduce their anxiety when speaking English.