The Effect of Hands-On Minds-On Learning on Reducing Kindergarteners' Foreign Language Learning Anxiety | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 6, Volume 7, Issue 2, April 2021, Page 155-172 PDF (679.42 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2021.163344 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Mai Ahmed Eassa El Nekhely | ||||
| Ph.D. student, Curriculum and TEFL Instruction, Faculty of Education, Ismailia, Egypt | ||||
| Abstract | ||||
| Abstract W hile research has mainly focused on foreign language learning anxiety, its causes and effects on the learning process and the ways to alleviate it among learners, it has rarely focused on foreign language learning anxiety among kindergarteners. Thus, this study aims at qualitatively investigating the effect of hands-on minds-on learning on reducing kindergarteners’ foreign language learning anxiety. The sample group consisted of 21 experts and teachers of English as a foreign language in kindergarten. Interviews were conducted to collect qualitative data. Results revealed that hands-on minds-on learning can reduce foreign language learning anxiety among kindergarteners, and that much more research attention should be given to foreign language learning anxiety and to the use of hands-on minds-on learning in classes of teaching English as a foreign language in kindergarten. | ||||
| Keywords | ||||
| Keywords: Foreign Language Learning Anxiety; Kindergarteners; Hands-On Minds-On Learning | ||||
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