ELT Connections- Volume 3, Issue 1

Preventing the Risk of Cognitive Overload

The Impact of AI-Boosted Personalization on Efficiency and Effectiveness in Higher Education

EFL Chilean Teachers’ Perceptions regarding Language Anxiety in Students during English-speaking Activities

ELT CONNECTIONS

INDEX

In this issue:

Message from the Dean, Cristian Cornejo Gaete

Letter to the editor: (Danae Espinoza Soto) The Power of Active Learning

Inside the Classroom: (Joaquín Triandafilide) Preventing the risk of cognitive overload

An interview with: (Marcela Moya Venegas) Cambridge English: Boosting Global Career Prospects

Le Coin international: (Dorine Levy)- Bienvenue en Belgique!

International Corner: (Firas Alhafidh) The Impact of AI-Boosted Personalization on Efficiency and Effectiveness in Higher Education

Research article: (Karen Celis Poblete, Ignacia Cortés Guajardo, Nayssa

Sepúlveda Cabrales) EFL Chilean Teachers’ perceptions regarding language anxiety in students during English - speaking activities

MESSAGE OF THE DIRECTOR OF THE EDITORIAL BOARD

As the Dean of the Faculty of Human Sciences and Director of “ELT Connections,” I warmly welcome our valued readers, including seasoned English educators and aspiring pedagogy students, to the third volume of our digital magazine. This edition represents a noteworthy achievement in our ongoing endeavour to investigate the dynamic field of English language instruction and acquisition with revitalised enthusiasm.

This volume delves into topics at the heart of modern educational discourse, focusing on pivotal areas for enriching our teaching practices and enhancing our learning environments. We know that motivation’s positive effects on energising our students and rekindling our passion for teaching prove that it is a cornerstone of educational success. Thus, we present an insightful article that provides innovative strategies to inspire teachers and learners.

Integrating Artificial Intelligence (AI) in the classroom is no longer a distant future but a present reality. Professor Firas Alhafidh has thoughtfully examined how AI tools can be leveraged to personalise learning, automate administrative tasks, and create more immersive language learning experiences. We aim to demystify AI and encourage its thoughtful integration into our pedagogical practices, ensuring that technology enhances rather than replaces the human touch essential to effective teaching, such as using AI for personalised feedback alongside teacher guidance.

The relevance of Cambridge examinations continues to be of considerable interest among educators and students. These exams benchmark English language proficiency and open doors to global opportunities. In this volume, we offer a comprehensive analysis of the Cambridge assessments, focusing on their role in shaping global language proficiency and preparing students for success within a competitive educational landscape.

Our journey through the AI, motivation, and Cambridge exam domains demonstrates our pursuit of excellence in English language teaching and learning. Thank you for being a part of this vibrant community. Your dedication to learning and teaching inspires us to continue providing content that is not only informative but also transformative, shaping new perspectives and approaches in English language education. We invite you to immerse yourself in this volume with an open mind and a spirit eager for discovery, ready to embark on a journey of connection, learning, and mutual growth.

Warmest regards,

Cristian Cornejo Gaete Dean, Faculty of Human Sciences Director, ELT Connections

Departamento de Lenguas Extranjeras

Facultad de Ciencias Humanas

Pedagogía en Inglés para Enseñanza Básica y Media Escuela de Idiomas

EDITORIAL BOARD

Director: Cristian Cornejo Gaete, Dean of the Faculty of Human Sciences, Universidad Bernardo O’Higgins.

Editor in Chief: Prof. Carlos Campusano Lobos

Academic, Foreign Languages Department, Universidad Bernardo O´Higgins.

Carlos holds a Bachelor’s in Education with a minor in English and an English Teaching Certificate from UMCE. He also holds a Master of Education in ELT (English Language Teaching) from the University of Northern Malaysia (UUM). His main research interests are Oral Corrective Feedback, Error Correction and English Teachers’ and Student’s Perceptions and Preferences on Corrective Feedback.

Managing Editor: Prof. Lorena Maluenda Parraguez

Head of the Foreign Languages Department, Universidad Bernardo O´Higgins.

Lorena has been a teacher of English since 2000. She holds a Diploma in English for Specific Purposes and a Master’s in Linguistics from Pontificia Universidad Católica de Chile. She is a Speaking Examiner for Cambridge English Assessment. Her interests are related to language learning through technology, teaching English as a Foreign Language, and international certifications in English. She is currently a PhD student at Universidad Pontificia Salamanca, Spain.

Collaborators:

Prof. Pía Tabali, PhD. Head of the Teacher Training Programme, Universidad Bernardo O´Higgins.

TESOL Chile

RICELT Chile

Departamento

Pedagogía en Inglés para Enseñanza Básica y Media

THE POWER OF ACTIVE LEARNING

Espinoza Soto

Danae

is an English teacher with a Bachelor’s degree in Education from Universidad Chileno-Británica de Cultura and a Master of Arts in English Language Teaching from Universidad de los Andes. She is currently serving as an English teacher at Colegio Puerto Varas.

despinoza@cpv.cl

Departamento de

Lenguas Extranjeras Facultad de Ciencias Humanas

Dear Editor,

I am writing to share some insights and experiences regarding the positive impact of active learning methodologies in an EFL classroom. As an English teacher, I have observed firsthand how these approaches significantly enhance student engagement and learning outcomes.

Active learning, in stark contrast to traditional lecture-based teaching methods, focuses on student-centred activities that foster critical thinking, collaboration, and practical engagement. This dynamic approach creates a more vibrant and interactive classroom environment, igniting students’ motivation and accelerating their language skills development. One effective active learning strategy I have found particularly beneficial is the ‘Think-Pair-Share’ technique. This involves introducing a new vocabulary or specific grammatical structure by posing related questions or problems to my students. They think independently, discuss their thoughts with a partner, and finally share their insights with the class. This technique encourages individual accountability and facilitates peer learning and public speaking practice in English. It is part of the thinking routines established in the Visible Thinking project from Harvard Graduate School of Education, called Project Zero. Project-based learning is another cornerstone of active methodologies. For instance, I recently tasked my students with creating a short presentation about a social and cultural event. This project required them to apply their English skills in realworld contexts, conducting peer conversation in the first place, planning, searching for information, then scripting, and finally editing in English. The final result was an improvement in their linguistic abilities and a deepened appreciation of cultural

Pedagogía en Inglés para Enseñanza Básica y Media Escuela de Idiomas

nuances, which are crucial in language learning. Furthermore, role-playing exercises have proven invaluable. By simulating real-life scenarios such as talking about their afterschool plans, restaurant or travel conversations, or hospital visits, students can practice and turn this English learning process into a more relevant experience. Such activities make learning directly applicable to their everyday lives, increasing their motivation. Technology integration in these methodologies amplifies their impact and propels students towards more challenging tasks. Interactive quizzes and collaborative platforms like Padlet, Piktochart, or Google Classroom foster an engaging, inclusive, and flexible learning environment and cater to diverse learning styles. They empower students to progress at their own pace, a boon for those who may feel overwhelmed in a traditional learning setup.

The evidence favouring active learning is not just compelling; it’s transformative. When engaged in these methodologies, students experience a profound shift in their motivation and willingness to achieve higher proficiency levels in English. They learn to think critically and creatively, communicate more effectively, and collaborate with peers, all essential skills in our globalised world. I strongly advocate for adopting active learning methodologies in EFL teaching. The benefits of student commitment and language acquisition are profound and well-documented. It is time we move beyond conventional teaching paradigms and embrace methods that prepare our students not just to pass exams but to thrive in real-world English-speaking environments and promote learning for understanding.

How to cite this article: Espinoza, Danae (2024): Letter to the editor. ELT Connections, 3 (1), 6-7.

Danae Espinoza Soto

Departamento

JPedagogía en Inglés para Enseñanza Básica y Media

Joaquín Triandafilide J J

J J

Joaquín is an English teacher and a neuroeducator with an MA in Applied Linguistics. He is currently the Director of Instituto Chileno Norteamericano de Cultura and the founder of ACHNAP (Asociación Chilena de Neuroaprendizaje) and the Marta Watson Foundation. jtriandafilide@norteamericano.cl

PREVENTING THE RISK OF COGNITIVE OVERLOAD

There is evidence that the risk of cognitive overload while trying to adapt to the new way of learning can increase dramatically. In this article, Joaquín Triandafilide, an expert in ELT and educational neuroscience, looks at the evidence. He also explores strategies to help alleviate cognitive overload.

Departamento de

Lenguas Extranjeras Facultad de Ciencias Humanas

WPedagogía en Inglés para Enseñanza Básica y Media Escuela de Idiomas

Cognitive load is the total amount of effort being used in working memory. Working memory is like a memory buffer. We use it to manipulate information for the task at hand while learning something for the first 40 minutes or so.

Since working memory is limited as we learn, it can become overloaded. This can reduce the amount of information we can move to our long-term memory later. So, cognitive overload may end up affecting how much a student learns.

We don’t yet know how the pandemic might affect our brain capacity in the long run. However, we can explore strategies that could help us prevent our students from increased and unnecessary cognitive overload.

#1 Go for new content OR for a new modality

If your students are using a new platform for learning for the first time, start with a familiar topic. Do not push them too hard. Either go for a new environment to communicate or for new content. Once they become acquainted with the format, give them a language challenge.

#2 Manage the emotional atmosphere

Emotions that students associate with a learning experience become part of their brain memory system. You should consider questions like these while teaching them:

· Do you show them you care whether they succeed or not?

· Is their opinion respected?

· Do you make him/her feel dumb when they ask for help?

· Are you the butt of sarcastic remarks?

#3 Stop promoting multitasking

We all multitask to some degree, some of the time, but technology keeps pushing the envelope. Multitasking is counterproductive, it reduces cognitive performance, and harms your brain and mental health. A good strategy to implement is the Pomodoro Technique for teachers:

· Assign a task you want your students to concentrate on and give clear instructions. Avoid the temptation of interrupting them. Just monitor them silently.

· Set a timer for 25 minutes, then give the task 100% of your attention and the students’ effort.

· Have them go on airplane mode.

#4 Choose your words and graphics carefully

Take these ideas into consideration when preparing multimedia material:

· Remove interesting pictures that are not essential. (Coherence)

· Remove background music when possible. (Coherence)

· Highlight keywords or a picture. (Signalling)

· Prefer graphics + oral narration and avoid on-screen text if possible. (Redundancy)

· If you are going to put lots of words on a screen use signalling to reduce cognitive load.

W#5 Provide cognitive “helpers”

Learning will be easier if we help students organise the new information and connect it with what they already know. We call this transfer. As we provide them with cognitive helpers we are paving the way for their successful learning. Some of these may be:

· Checklists

· A case study

· Graphic organisers

#6 Teach students Thinking Routines

We learn more from thinking after an experience than from the experience itself. Thinking is a challenging cognitive activity. It becomes simpler as we train students to do it. Let them do the hard work: they will learn more.

2 techniques that work!

· The 3-2-1 technique: As they make notes in class, they will have to write down 3 new ideas, identify 2 ideas they need to learn more about, and 1 idea that will make them change.

· The 3 W’s: have students divide their sheet of paper into 3 columns. Under each column they have to answer these three questions by the end of the session:

1.What did I know before the class?

2.What did I learn today?

3.What should I learn more about?

Article reposted with permission from its author, Joaquín Triandafilide Preventing The Risk Of Cognitive Overload | Cambridge English

How to cite this article: Triandafilide, Joaquin (2024): Preventing the risk of Cognitive Overload. ELT Connections, 3 (1), 8-10.

Escuela de Idiomas

1.Can you explain the range of Cambridge English Qualifications and how each is targeted at different proficiency levels?

Cambridge English Qualifications offer the most comprehensive range of exams and tests, catering for different age groups and levels of proficiency. Qualifications are all aligned to the CEFR and go from Pre A1 to C2 levels, from the basic user to the native-like user of the language. There are exams designed for young learners starting their journey through the process, aged between 8 and 12. The levels increase as students move ahead, and traditionally, schools reach B1 at the end of their journey. Many schools are reaching B2 or higher levels, though.

2.What makes Cambridge English exams a valuable asset for professionals seeking to advance their careers?

Providing valid and unquestionable evidence of your language competence in English as a foreign language is undoubtedly a must when entering the labour market at present. Simply claiming your English competence is ‘intermediate’ or ‘advanced’ without a certificate supporting your claim properly represents a clear drawback when applying for a job in Chile or abroad. Employers in all fields are familiar with Cambridge English Qualifications, which provide results gathered through in-depth, valid-for-life testing of all main language skills: speaking, listening, reading and writing. Needless to say, the University of Cambridge holds a global reputation for academic excellence, derived from research and expertise, which is reflected in the world’s leading range of qualifications and tests for learners and teachers of English, formally accepted by 25,000 organisations worldwide.

Departamento

Pedagogía

CAMBRIDGE ENGLISH: BOOSTING GLOBAL CAREER PROSPECTS

JMoya Venegas

Marcela

is an EFL Teacher , USACH and M.A. in Media Assisted Language Teaching and Learning – Brighton University, UK. She’s also Director of Studies (DoS) at The British Institute, Santiago, Chile from 2021 until today. Marcela is also a Cambridge English Qualifications Team Leader, Cambridge Assessment International Education Exams Officer Cambridge English Qualifications Examiner at CL002- The British Institute.

mmoya@britanico.cl

3.Could you elaborate on the preparations for a Cambridge English exam and the resources available to candidates?

What Cambridge sustains, and practice has shown is that it is essential to consider that learners must be up to the level required for the exam. Intensive practice should last a few months before candidates sit for the exam. Doing continual mock tests does not help learners to acquire the language. Many resources are available on the Cambridge Website: https://www. cambridgeenglish.org/exams-andtests/. Choose the exam from the dropdown list you are interested in, and then, on the left, there is an icon that

says Preparation. On the right, there are many helpful links and a Test your English, which is free.

4.How do Cambridge English qualifications integrate with pedagogical approaches in teaching English as a second or foreign language?

Cambridge English exams test practical communicative skills and align well with a communicative approach to teaching English. Both top-down (understanding the main idea or the gist) and bottom-up (finding specific information) are tested in listening and reading. This ensures that students

Marcela

develop these real-life practical tools when they study for these exams. When testing productive skills, the aim is to create ‘real life’ communicative situations. This is aided by the fact that Cambridge speaking exams are still done face-to-face. Finally, the Cambridge Exams are designed to align with the CEFR, now the global language proficiency standard. This allows students, teachers, and institutions to choose the correct material and content to ensure the best grades are reached.

5.What insights can you share about the Common European Framework of Reference (CEFR) and how it aligns with Cambridge English exams?

The Common European Framework of Reference for Languages (CEFR) emerged in the 80s as a result of a new geopolitical scenario: a unified Europe interested in setting clear rules for the implementation of deeper cooperation among countries. As a result of this movement, language standards were needed, and the University of Cambridge, as a member of the Association of Language Testers in Europe (ALTE), was one of the institutions which took part in a research project to identify different levels of language performance. In this way, Cambridge English, aligned with the CEFR, offers language exams which provide coherent, comprehensive and realistic tests which measure the language proficiency of individuals in their use of both written and spoken English in a variety of contexts and levels of performance identified by the CEFR.

6.Can you discuss the importance of English language proficiency in today’s global job market and how Cambridge English exams facilitate this?

In an increasingly globalised world, a lingua franca for business, research and political discourse has become essential. As the most spoken second language in the world, English has taken on that role. In light of this, having a Cambridge qualification allows you

Facultad de Ciencias Humanas

de

Pedagogía en Inglés para Enseñanza Básica y Media Escuela de Idiomas

to participate in the global market in a more integral way, being able to read papers and articles you otherwise would not be able to, having the opportunity to engage with businesses and clients that may usually be out of your reach, or having the opportunity to develop professionally in places that would usually be out of your reach. These are the key factors that make English language proficiency essential today.

7.From your experience, how do educational institutions and employers perceive Cambridge English qualifications?

Both educational institutions and employers seek grounded and standardised evidence of a user’s competence in English. Cambridge English qualifications and tests provide such evidence for a range of English language learners worldwide through highly recognised international certifications aligned to the Common European Framework of Reference (CEFR) under the umbrella of the University of Cambridge, ranked 5 in the 2024 World University Rankings. More than 5.5 million people take our qualifications and tests every year for a number of reasons, such as travel, studying abroad, applying for a Visa, immigration, progress testing and career / professional development, amongst others. Such qualifications are accepted by educational institutions, employers and governments around the world.

8.What advice would you give to English language teachers on

preparing their students for success in Cambridge English exams?

The most important advice to consider is that language must be taught as a whole, with all the skills involved and used continuously in the classroom. If there are different teachers to help develop the different skills, they must work together, in coordination, choosing the units according to the programme’s topics. By incorporating the type of task included in the exam in the regular everyday classes, learners become familiar with the format, and therefore, there is no need to do so many mock tests; this is true for developing and preparing any of the skills.

9.Looking towards the future, how do you see the role of Cambridge English exams evolving in the context of digital advancements and changing educational needs?

Cambridge has already introduced innovations in its tests and exams. Full online tests are available that assess all 4 skills and are marked automatically using AI. These tests provide accurate and valid results and are fast to deliver and get results. The new line of Cambridge English Digital Exams has been recently launched in the line of qualifications. These will keep the same security procedures of delivery, as some of the Exams are valid and recognised for immigration or study processes abroad. The advantages of digital exams are the faster results are released and the possibility for candidates to answer in the way they are most used to nowadays.

Departamento

Lenguas Extranjeras

Departamento

Pedagogía en Inglés para Enseñanza Básica y Media

LE COIN INTERNATIONAL BIENVENUE EN BELGIQUE!

Dorine

enseigne depuis 10 ans l’anglais comme langue étrangère à l’Université Bernardo O’Higgins et le français comme langue étrangère à l’Université de Santiago du Chili. De nationalité belge, elle a obtenu son diplôme en tant que professeure d’anglais à l’Université Chileno-Británica de Cultura et son master en enseignement de la langue anglaise à l’Université de los Andes. dlevy@ubo.cl

Dorine Levy J J W

Si vous appréciez la gastronomie, l’architecture, l’histoire et la culture, je vous invite à découvrir la Belgique. Ce pays d’Europe de l’Ouest, d’un peu plus de 11 millions d’habitants, est entouré de la France, de l’Allemagne, des Pays-Bas, du Luxembourg et de la mer du Nord. On y parle le français, le néerlandais et aussi l’allemand. La Belgique est également la capitale de l’Union Européenne. La Belgique est notamment célèbre pour son chocolat, les gaufres, les frites et ses bières, avec plus de 2000 variétés. Mais la Belgique est aussi connue pour son architecture. Si vous séjournez dans ce beau pays, vous serez séduit par l’architecture de style gothique et néogothique de la Grand-Place de Bruxelles. Cette place, inscrite au patrimoine de l’UNESCO depuis 1998, a été construite au Moyen Âge et est aujourd’hui considérée comme l’une des plus belles places du monde. De plus, si vous appréciez l’Art nouveau, mouvement artistique né en Belgique au XIXe siècle, je vous conseille de visiter le musée Victor Horta qui se trouve à Bruxelles. Finalement, vous ne pouvez pas passer à côté de l’Atomium, cette structure de 102 mètres de haut qui a été construite pour l’Exposition universelle en 1958 et qui est constituée de 9 sphères de fer. En atteignant son sommet, vous aurez une vue panoramique sur toute la ville. La Belgique est aussi un pays d’histoire. La célèbre “bataille de Waterloo” qui a eu lieu en 1815, où Napoléon a perdu la guerre face à une armée anglo-hollandaise et une armée prussienne, est un fait connu dans le monde entier. Dans la ville où a eu lieu la bataille, vous pourrez découvrir la fameuse butte avec un lion de fer à son sommet, ainsi que le musée et le panorama retraçant les événements et l’histoire de cette époque.

Un autre endroit à connaître absolument, c’est la ville de Bruges. Cette ville pittoresque fondée au IXe siècle et située au nord du pays est aussi appelée « la Venise du Nord ». C’est la ville touristique la plus visitée en Belgique. Bruges se caractérise par ses nombreux canaux, son histoire et ses maisons à l’architecture médiévale. En parcourant ses rues, vous aurez

l’impression d’être dans une autre époque. La Belgique est aussi un pays qui regorge de dessinateurs de bandes dessinées. Cet art est apparu dans les années 1920 avec Hergé et son personnage célèbre « Tintin ». Mais vous avez d’autres auteurs très connus comme « Les Schtroumpfs », créés par Peyo, ou encore « Lucky Luke », créé par Morris. Par conséquent, si vous aimez l’art de la bande dessinée, je vous invite à découvrir son musée qui se trouve à Bruxelles. Dans celui-ci, vous pourrez explorer des expositions permanentes mais aussi temporaires mettant en avant les artistes du neuvième art.

En résumé, la Belgique s’érige comme un trésor culturel en plein cœur de l’Europe, offrant une palette de délices gastronomiques, d’architectures emblématiques, d’événements historiques et d’arts diversifiés. De la Grand-Place à Bruxelles au musée de la bande dessinée, chaque aspect de ce pays dévoile une richesse qui fascine les voyageurs. Bienvenue dans ce petit coin du monde où chaque rue, chaque saveur et chaque monument racontent une histoire captivante, prête à être découverte par les curieux et les passionnés. La Belgique, une invitation à l’émerveillement.

Departamento de Lenguas Extranjeras

Facultad de Ciencias Humanas

Pedagogía en Inglés para Enseñanza Básica y Media

Escuela de Idiomas

Firas

defines himself as a global educator and digital disruptor; he is dedicated to creating and delivering top-tier, immersive educational experiences. Fluent in English, Arabic, Spanish, and French, he has taught in five countries across four continents. He holds a PhD in Education, an MA in Linguistics, and a BA in English Language and Literature. His research includes publications on Self-Regulated Learning, ICT integration, social media, and AI in language education, showcasing his commitment to innovative pedagogy.

The Impact of AI-Boosted Personalization on Efficiency and Effectiveness in Higher Education

Introduction

In the contemporary landscape of higher education, advancements in artificial intelligence (AI) have ushered in a new era of personalized learning experiences. Through the integration of AI technologies, higher education institutions are witnessing significant improvements in both efficiency and effectiveness in delivering educational content tailored to individual student needs. This essay explores the transformative potential of AIboosted personalization in higher education, emphasizing its role in enhancing learning outcomes and optimizing educational processes.

The integration of AI in higher education has revolutionized traditional teaching methodologies by enabling personalized learning experiences tailored to the unique needs and preferences of each student. AIdriven algorithms analyze vast amounts of data pertaining to students’ learning behaviors, preferences, and performance metrics to develop customized learning paths. By leveraging machine learning techniques, AI systems adaptively adjust content delivery, pace, and difficulty levels to match individual learning styles and abilities (Siemens & Gasevic, 2012).

For instance, adaptive learning platforms such as Smart Sparrow and Knewton utilize AI algorithms to deliver personalized learning experiences by continuously assessing student progress and dynamically modifying content presentation based on real-time feedback (Greene, 2019). Such personalized interventions not only foster deeper engagement but also facilitate mastery of complex concepts by addressing individual learning gaps effectively.

Efficiency Gains Through Automation and Optimization

automating the process of data analysis and generating actionable insights, AI systems enable educators to make data-driven decisions that enhance the effectiveness of their teaching strategies and interventions.

Effectiveness in Learning: Personalized Instruction and Feedback

AI-boosted personalization not only improves efficiency but also enhances the effectiveness of learning experiences in higher education. By tailoring instructional content to individual learning preferences and abilities, AI-powered systems cater to diverse learning styles, fostering a more inclusive and engaging learning environment (Bol, 2017). For example, adaptive learning platforms employ data-driven algorithms to deliver content in various formats, such as text, audio, and video, accommodating different learning preferences and accessibility needs (Kizilcec et al., 2013).

Furthermore, AI-driven assessment tools enable instructors to provide timely and personalized feedback to students, facilitating continuous improvement and skill development (Van Lehn, 2011).

metacognitive awareness and self-regulated learning, empowering students to take ownership of their learning journey and strive for academic excellence (Hattie & Timperley, 2007).

Challenges and Considerations

One of the primary benefits of AI-boosted personalization in higher education is the automation of routine administrative tasks and the optimization of resource allocation, thereby enhancing overall efficiency. AIpowered chatbots and virtual assistants streamline administrative processes such as enrollment, scheduling, and student support services, reducing the burden on administrative staff and enabling them to focus on more value-added tasks (Ally, 2019). Moreover, AI algorithms can analyze large datasets to identify patterns and trends in student performance, allowing educators to preemptively intervene and provide targeted support to at-risk students (Baker, 2010). By

Automated grading systems powered by AI algorithms can analyze student responses to open-ended questions, providing detailed feedback on strengths, weaknesses, and areas for improvement (Barnes, 2019). This personalized feedback loop promotes

Despite the transformative potential of AIboosted personalization in higher education, several challenges and considerations must be addressed to maximize its benefits. Firstly, concerns regarding data privacy and security remain paramount, as AI systems rely on vast amounts of sensitive student data to deliver personalized learning experiences (Deng et al., 2018). Higher education institutions must implement robust data protection measures and adhere to ethical guidelines to safeguard student privacy and prevent data breaches. Moreover, the proliferation of AI technologies raises questions about digital equity and accessibility, as marginalized student populations may face barriers to access due to limited technological resources or digital literacy skills (Gorski, 2019). To ensure equitable access to AI-powered learning tools, institutions must prioritize digital inclusion initiatives and provide support services to students from underrepresented backgrounds.

Furthermore, the ethical implications of AIdriven decision-making in education, such as algorithmic bias and fairness, require careful consideration and mitigation strategies (Lum AI-Boosted Personalization: Redefining Learning Dynamics

Departamento de Lenguas Extranjeras Facultad de Ciencias Humanas

Pedagogía en Inglés para Enseñanza Básica y Media

Escuela de Idiomas

Departamento de Lenguas Extranjeras Facultad de Ciencias Humanas

Pedagogía en Inglés para Enseñanza Básica y Media

W& Isaac, 2016). Bias in AI algorithms can perpetuate existing disparities in educational outcomes by disproportionately impacting marginalized groups, underscoring the importance of transparency and accountability in algorithm development and deployment.

Conclusion

In conclusion, AI-boosted personalization holds immense promise for transforming learning experiences in higher education, enhancing both efficiency and effectiveness. By harnessing the power of AI algorithms to deliver personalized instruction, automate administrative tasks, and provide targeted feedback, higher education institutions can cater to diverse student needs and optimize learning outcomes. However, to fully realize the potential of AI in education, institutions must address challenges related to data privacy, digital equity, and algorithmic bias through collaborative efforts involving educators, policymakers, and technology developers. By leveraging AI responsibly and ethically, higher education can embrace innovation and empower students to thrive in an increasingly digital world.

How to cite this article:Alhafidh, Firas (2024). The Impact of AI-Boosted Personalization on Efficiency and Effectiveness in Higher Education. ELT Connections 3 (1),16-18.

ELT CONNECTIONS Volume 3, issue 1

Escuela de Idiomas

Departamento de

REFERENCES

Pedagogía en Inglés para Enseñanza Básica y Media

Ally, M. (2019). Artificial Intelligence for Adaptive Learning. In The International Handbook of e-Learning (pp. 109-124). Routledge.

Baker, R. S. (2010). Data mining for education. In International Encyclopedia of Education (Third Edition) (pp. 112-118). Elsevier.

Barnes, T. (2019). Artificial intelligence and assessment in education: Sorting the wheat from the chaff. Research and Practice in Technology Enhanced Learning, 14(1), 1-31.

Bol, L. (2017). Using machine learning algorithms to assess students’ selfregulated learning. Educational Technology Research and Development, 65(1), 1-19.

Deng, L., Matthews, M., Torkzadeh, G., & D’Ambra, J. (2018). Privacy Calculus Theory: A Meta-Analysis. Journal of the Association for Information Systems, 19(2), 85-130.

Gorski, P. (2019). Digital Equity and Culturally Responsive Pedagogy. Harvard Education Press.

Greene, J. A. (2019). Adaptive Educational Technologies. In Handbook of Learning Analytics (pp. 199-206). Society for Learning Analytics Research. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170-179). ACM.

Lum, K., & Isaac, W. (2016). To predict and serve? Significance, 13(5), 14-19. Siemens, G., & Gasevic, D. (2012). Guest editorial—learning and knowledge analytics. Educational Technology & Society, 15(3), 1-2.

Van Lehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221.

Karen

is an English teacher who has recently graduated from Universidad Bernardo O’Higgins. She is passionate about helping her students develop strong language skills and a love for knowledge.

karenpoblete1353@gmail.com

EFL Chilean Teachers’ Perceptions regarding Language Anxiety in Students during English - speaking Sctivities

Abstract

This study explores Chilean English teachers’ perspectives on primary school students’ anxiety in speaking activities. The study involves English teachers from primary schools in the Metropolitan Region. The research follows a phenomenological approach, analyzing teachers’ perceptions of students’ language anxiety and the strategies used in their classes. Results show that embarrassment and negative emotions hinder language learning, and low exposure to English leads to incorrect expectations. Teachers stress the need for an appropriate classroom environment and emphasize the importance of exchanging ideas and experiences with colleagues.

Research problem

The research problem of anxiety in second language learning has become a significant concern for psychologists, language teachers, and linguists at all education levels. The causes and

Karen Celis Poblete

Pedagogía en Inglés para Enseñanza Básica y Media

Ignacia Cortés Guajardo

Ignacia

is an English teacher who has recently graduated from Universidad Bernardo O’Higgins. She is dedicated to fostering her students’ language abilities and instilling a passion for lifelong learning.

ignacortesgajardo@gmail.com

implications of language anxiety have gained increased attention, with studies showing that it manifests in different ways during language acquisition. One manifestation is anxiety when speaking aloud in front of the class, while another is a combination of anxieties related to communication, tests, and negative evaluation. Both affect the learning processes of speaking and listening. Various studies have been conducted worldwide to explore the results, opinions, and realities of different groups and communities. In Chile, however, existing studies only focus on gender differences and the perspectives of higher education teachers and students. This current study aims to address a lack of information on language anxiety in the classroom. It seeks to fill the gaps in existing research and provide valuable guidance to primary school teachers to better understand and address language anxiety in their students, offering valuable strategies for improving foreign language learning.

General Objective

To explore the perceptions of EFL Chilean teachers regarding language anxiety in primary school learners at the moment of developing their speaking skills.

Nayssa Sepúlveda Cabrales

Research Questions

1.What types of language anxiety do primary English teachers identify among their students at the moment of developing their speaking skills?

2.What are the teachers’ perceptions regarding the factors affecting the behavior displayed by students with language anxiety in the English language classroom?

3.What strategies do primary EFL teachers use to reduce the level of language anxiety of their students in the English language classroom?

Literature Review

Anxiety is a natural emotion that alerts humans when they feel threatened, danger, or stress. Language anxiety, a specific anxiety reaction, arises when learning a new language. Horwitz et al. (1986) defined language anxiety as a set of concepts associated with feelings, self-esteem, and culture. A study at the University of Texas in 1983 identified three types of language anxiety: communication apprehension, test anxiety, and fear of negative evaluation.

Horwitz et al. (1986) identified three types of language anxiety: communication apprehension, test anxiety, and fear of

is an English teacher who has recently graduated from Universidad Bernardo O’Higgins. She is committed to nurturing her students’ language proficiency and inspiring a love for learning.

nayssasepulveda@gmail.com

negative evaluation. Communication apprehension involves fear or anxiety to communicate with others, such as shyness or difficulty understanding others’ messages. Test anxiety refers to the self-demand students impose on themselves when facing a second language test, often leading to overexertion and embarrassment. Fear of negative evaluation is a fear of being criticized or being a target of jokes.

In summary, anxiety is a natural emotion that can manifest in various situations, including language anxiety. Understanding the types of anxiety and their manifestations can help individuals cope with language learning and other challenges. Espinoza Acuña et al. (2017) highlight the various factors contributing to language anxiety, including inadequate language production skills, insecurities, and teacher presence. Zhang & Zhong (2012) categorize these factors into four groups: “Learner-induced Anxiety,” “Classroomrelated Anxiety,” “Skill-specific Anxiety,” and “Society-imposed Anxiety.” Learners may have erroneous beliefs about their abilities, leading to poor grades or limited vocabulary. Classroom environment and relationships with teachers and peers can also significantly impact anxiety.

The use of required skills, such as writing,

reading, listening, and speaking, triggers skill-specific anxiety. The combination of these skills can also cause more significant anxiety. “Society-imposed Anxiety” is caused by identity formation, cultural connotation, and parental intervention. These factors can influence learners’ responses to speaking in public or making mistakes related to their target language. In conclusion, anxiety in language learning is not solely influenced by internal factors like self-esteem, stress, and motivation. External factors, such as cultural context and parental intervention, also play a role in causing anxiety.

Methodology

Type of Research

The qualitative method was selected because it focuses on gathering data from people’s verbal or written expressions and visible and measurable behaviors (Quecedo Lecanda & Castaño Garrido, 2002). Therefore, the qualitative method was found to be the most appropriate for the main objective of the research, which is to explore the perceptions of Chilean EFL teachers regarding linguistic anxiety in students who perform English-speaking activities.

Research design

This research uses a phenomenological design to understand English teachers’ perceptions of their daily experiences. The focus is on understanding teachers’ experiences in the classroom, their perspective on linguistic anxiety, and the strategies they use to address it, as per Denscombe (2014).

Participants

After applying the pilot study, the five most suitable teachers were selected for the

Departamento de Lenguas Extranjeras Facultad de Ciencias Humanas

Pedagogía en Inglés para Enseñanza Básica y Media

Escuela de Idiomas

investigation, as they possessed the most significant knowledge in language anxiety. Moreover, these teachers presented more than five years of teaching experience in primary, secondary, and higher education. On the other hand, the institution where the teachers worked did not play a relevant role in the present research since the study focused on the perceptions and experiences of teachers from different school backgrounds.

Instruments

The study used a survey as a pilot test and semi-structured interviews with selected participants to address language anxiety in the classroom. Three types of questions were designed, focusing on factors, strategies, and experiences of teachers. The interviews were conducted online, lasting approximately 25 minutes, and allowed teachers to share their personal and professional views.

Data Analysis

This research involved a pilot study with suitable participants who underwent semistructured interviews to identify three aspects of language anxiety. The responses were analyzed through thematic analysis, allowing for exploring experiences without interjecting language anxiety perceptions. The interviews were conducted in Spanish for a more in-depth approach.

Results and Discussions

Thematic analysis will be used to identify and report themes and patterns in interview data based on the interviewees’ responses and experiences, as described in subsequent sections.

RQ1: What types of language anxiety do primary English teachers identify among

their students at the moment of developing their speaking skills?

Types of Language Anxiety Identified in the Classroom

This section discusses teachers’ perceptions of different types of language anxiety in the classroom. Language anxiety occurs when students use a second language in front of others, causing irrational fear. Participants agreed that teachers distinguish different types of language anxiety.

Communication Apprehension

Communication apprehension, also known as “stage fright,” is a common anxiety experienced by students when expressing themselves in a foreign language, leading to production issues like stuttering or incorrect sentence completion. Teachers acknowledge the impact of this anxiety on students’ communication skills, with some students even crying during English speaking.

Fear of Negative Evaluation

Shabani (2012) found that fear of negative evaluation in the classroom is the second most common anxiety among teachers. This anxiety arises when students present themselves in front of a group and speak a foreign language. Teachers like Teacher N°2 and Teacher N°3 discuss how fear can affect student behavior, with embarrassment potentially leading to laughter.

RQ2: What are the teachers’ perceptions regarding the factors affecting the behavior displayed by students with language anxiety in the English language classroom? Internal and external factors influence language anxiety in the classroom. Classroom-related anxiety is a significant issue, requiring a positive atmosphere and healthy relationships. Academicist schools

How to cite this article:Celis, K., Cortés, I., Sepúlveda, N. (2024). EFL Chilean Teachers’ perceptions regarding language anxiety in students during English-speaking activities ELT Connections, 3 (1), 20-23.

ELT CONNECTIONS

and competitive students can contribute to anxiety. Society-imposed anxiety, such as the “developmental psychological stage” and puberty, can also affect language learning. Teachers must address these external factors to help students overcome language anxiety.

RQ3: What strategies do primary EFL teachers use to reduce the level of language anxiety of their students in the English language classroom?

Teachers use various strategies to reduce language anxiety in their classrooms. These strategies aim to avoid behaviors and calm negative emotions, such as embarrassment, sadness, fear, and indifference, which can be detrimental to foreign language learners. Teachers agree that they should avoid increasing or not generating anxiety when their students face a foreign language. Class design, which involves preparing for empowering students and taking precautions before the lesson, is crucial for students to perform better. Teachers

REFERENCES

Departamento de Lenguas Extranjeras

Facultad de Ciencias Humanas

Pedagogía en Inglés para Enseñanza Básica y Media Escuela de Idiomas

like Teacher N°1 and Teacher N°2 share strategies and tools for creating an inclusive and dynamic learning environment.

Teacher N°1 emphasizes the importance of anticipating classroom events and considering students’ behavior when planning lessons. They also emphasize teamwork strategies, which enable learners to take responsibility for their role in the group, reducing anxiety while working with their peers.

In conclusion, teachers use various strategies to reduce language anxiety in their classrooms, including class design, class design, and anticipating classroom events. These strategies help create an inclusive and dynamic learning environment for all students, regardless of their language level. The interviewees emphasized the importance of working with colleagues, sharing experiences and knowledge, and exchanging ideas. This exchange positively impacts students by making

lessons enjoyable, solving problems faster, or avoiding certain situations. The findings were innovative due to limited literature availability, emphasizing the need for teachers to practice these strategies.

Conclusion

The research investigated the perceptions and strategies of Chilean primary school English teachers regarding students’ language anxiety during speaking activities. Teachers identified fear of negative evaluation and communication apprehension as the most significant anxiety types, followed by learnerinduced anxiety, classroom-related anxiety, and society-imposed anxiety. They advocated for peer and teacherstudent support in the classroom to alleviate students’ insecurity and anxiety. The study also revealed strategies primary EFL teachers use to manage language anxiety.

Denscombe, M. (2014). The good research guide: For small-scale social research projects: For small-scale research projects (5th ed.). Open University Press.

Espinoza Acuña, O., Oñate Gallegos, N., Vargas Alarcón, R., Correa Pérez, R., & Muñoz Morales, R. (2017). La ansiedad y su relación con la producción escrita en el aprendizaje del inglés como lengua extranjera en estudiantes de tercer año de una carrera de Pedagogía Educación Media en Inglés de una universidad regional en Chile. Repositorio Universidad Católica de la Santísima Concepción, 1-102.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317

Quecedo Lecanda, R., & Castaño Garrido, C. (2002). Introducción a la metodología de investigación cualitativa. Revista de Psicodidáctica, (14), 5-39.

Zhang, R., & Zhong, J. (2012). The hindrance of doubt: Causes of language anxiety. International Journal of English Linguistics, 2(3), 27-33.