Integración de estrategias neurodidácticas en la producción oral en L2: Un umbral para el desarrollo de la regulación emocional

Abstract

This research focuses on neuro-didactic strategies and emotions to discover how students respond to them. From an educational view, this research explores how implementing neuro-didactic strategies in the EFL classroom impacts students’ confidence in speaking in L2. This study was conducted in a public school in Bogotá with 22 participants, it utilizes pre and post-tests, open-ended questions, and field notes as instruments to gather evidence of classroom speaking performance. The data gathered was analyzed with a mixed-method approach to combine both quantitative and qualitative data; the results showed a 31% increase in students’ comfort level in preparing English presentations and a 20% increase in classroom participation in speaking activities after the intervention. Additionally, there was a 38% increase in students’ application of emotional intelligence strategies. These results indicate that neuro-didactic strategies improve students’ self-esteem and emotional regulation and promote greater fluency and motivation in speaking. Introducing emotional regulation techniques into the classroom helped students overcome their fear of public speaking, significantly improving participation in English class.