PROBLEM STATEMENT

Since ancient times, man has felt the need to communicate in order to
survive and evolve. Having to communicate has never been a simple
process, since it is necessary for several elements to converge, such as
the message being clear and the receiver understanding it satisfactorily,
and this is not always achieved quickly and easily. However, an
important part of communication is that the message is understood,
and for this to happen, language is a key and indispensable piece. For
this reason, for several decades there have been millions of people
learning a second language, each for different reasons and intentions.
Establishing business with foreign people, mastering the language of
the partner being a foreigner, living in another country for work
reasons, going to study in another country, among many others, are the
most common reasons why people are motivated to study a second
language.

According to Ventosa (2004), participation is not innate and is learned

by practicing it, which redounds even more to trying to educate. For the
professional future of students, it is important to increase their
communication skills, but it is a subject that teachers do not give
enough attention as they are supposed to do it. Also, as Fernández and
Alcaraz (2016) point out that in the Elementary School there are barely
students that participate and that there is almost no critical thinking, on
the other hand, students practically never can make decisions that
affect their learning, which goes against the formation of their
professional responsibility.

For Dweck and Elliot (1983, cited in Alonso and Montero, 1990), the
way in which students cope with the task depends on the way they
focus their attention on learning goals or in execution goals. For some
students, the learning goals is perceived as a challenge and the
presence of errors is something natural and from what can be learned,
for others the execution goal they perceive it as a threat and mistakes
mean failure. This helps participation because you already have in mind
what goal you want to achieve so for that you will be willing to do
whatever is in your hands to achieve it, that includes being more active
and participative at class.

This research is based on creating awareness about the importance of

participation in the classroom, and how to identify the factors that
prevent each student from participating. But the observations will be
made exclusively to the students and this will only be helpful to learn
more about them, on the other hand the teacher can influence a lot
because he may not be sufficiently prepared to create a suitable class
for his students. That is why some professors may take the research
towards them as disrespectful to their work and take it also personaly.
So the research can only influence students who are interested in
working with their emotions and distrust to participate, but it will not
have an impact on teachers so that they prepare more and make their
classes more interesting and dynamic.

RESEARCH QUESTIONS

What is the students’ level of participation in English language

classroom?

What are the factors that affect students’ participation in English

language classrooms?

Are there any relationship between the various factors (gender,

language proficiency, self-efficacy, classroom anxiety) and level of
students’ participation in English language classrooms?
REFERENCES
Alonso, J. y Montero I. (1990) “Capítulo II. Motivación y aprendizaje
escolar” en Coll, C. Palacios, J. y Marchesi, A. (Comp.) Desarrollo
Psicológico y educación. II. Psicología de la educación. Madrid:
Alianza Editorial. pp. 183-198

Bañuelos, A. (1990) “Motivación escolar: una respuesta didáctica” en

Perfiles Educativos. No. 49-50, jul-dic México: SEP pp. 56-58

Fernández, M. y Alcaraz, N. (2016). Proyedu2: la participación y la

democracia son posibles en la formación de docentes. En M.
Fernández y N. Alcaraz (coords.), Innovación educativa. Más allá
de la ficción (pp. 189-205). Madrid: Pirámide.

Ventosa, V. J. (2004). Métodos activos y técnicas de participación para

educadores y formadores. Madrid: CCS