Citation

Rajuan M, Gidoni Y. TESOL J. 2014; 5(4): 750-766.

Copyright

(Copyright © 2014, Teachers of English to Speakers of Other Languages, Publisher John Wiley and Sons)

DOI

10.1002/tesj.168

PMID

unavailable

Abstract

Due to frequent exposure of Israeli pupils to political violence, it was meaningful to conduct research on ways to promote the expression of emotions in the English as a foreign language (EFL) classroom in conflict-ridden contexts. Drawing, as a tool for emotional health, may serve to reduce general anxiety, as well as foreign language learning anxiety that is specific to the EFL classroom. This study of 39 fifth graders (15 girls and 24 boys) used anonymous questionnaires, individual interviews, reflections, and peer feedback to investigate the use of drawing as a strategy for pupils to express their feelings. The main findings revealed that drawing assignments aided pupils in calming their emotions, increasing their concentration, and coping with difficulties. Based on the findings, the main recommendation is that drawing assignments be offered regularly to allow pupils to cope with emotional problems in a supportive environment while engaging in English language learning.

Language: en