Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective
Although the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/12/1181 |
| _version_ | 1827575089009262592 |
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| author | Mussie Tewelde Josephine Moate Hanna Posti-Ahokas |
| author_facet | Mussie Tewelde Josephine Moate Hanna Posti-Ahokas |
| author_sort | Mussie Tewelde |
| collection | DOAJ |
| description | Although the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth qualitative interviews, this study investigates the emotional experiences of sophomore students in English language education (ELE) and seeks the sources of emotions that facilitate or debilitate English language development. Drawing on an ecological perspective, the findings highlight how students’ positive, ambivalent, and negative emotions were evoked by the conditions that informed their identities and ideal selves. This study aims to understand what activates students’ emotions and informs their visualisation of their ideal selves within the ecosystem of English language education. Overall, this study highlights the importance of creating a network of supportive emotional affordances, despite the constraints of the ecosystem, to enhance students’ emotional mindfulness to transform negative emotions into positive emotional experiences to attain their ideal selves. |
| first_indexed | 2024-03-08T20:51:15Z |
| format | Article |
| id | doaj.art-f4d2151589fa47d388aacb53537c9e30 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T20:51:15Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-f4d2151589fa47d388aacb53537c9e302023-12-22T14:04:21ZengMDPI AGEducation Sciences2227-71022023-11-011312118110.3390/educsci13121181Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological PerspectiveMussie Tewelde0Josephine Moate1Hanna Posti-Ahokas2Department of Teacher Education, Faculty of Education and Psychology, University of Jyväskylä, 40014 Jyväskylä, FinlandDepartment of Teacher Education, Faculty of Education and Psychology, University of Jyväskylä, 40014 Jyväskylä, FinlandDepartment of Education, Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, FinlandAlthough the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth qualitative interviews, this study investigates the emotional experiences of sophomore students in English language education (ELE) and seeks the sources of emotions that facilitate or debilitate English language development. Drawing on an ecological perspective, the findings highlight how students’ positive, ambivalent, and negative emotions were evoked by the conditions that informed their identities and ideal selves. This study aims to understand what activates students’ emotions and informs their visualisation of their ideal selves within the ecosystem of English language education. Overall, this study highlights the importance of creating a network of supportive emotional affordances, despite the constraints of the ecosystem, to enhance students’ emotional mindfulness to transform negative emotions into positive emotional experiences to attain their ideal selves.https://www.mdpi.com/2227-7102/13/12/1181English language educationecological perspectiveemotionsidentityselfindividual–environment relationship |
| spellingShingle | Mussie Tewelde Josephine Moate Hanna Posti-Ahokas Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective Education Sciences English language education ecological perspective emotions identity self individual–environment relationship |
| title | Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective |
| title_full | Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective |
| title_fullStr | Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective |
| title_full_unstemmed | Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective |
| title_short | Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective |
| title_sort | investigating the emotional experiences of sophomore students in english language education in eritrea from an ecological perspective |
| topic | English language education ecological perspective emotions identity self individual–environment relationship |
| url | https://www.mdpi.com/2227-7102/13/12/1181 |
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