Sources analyzed

Sources analyzed

1. Trends

   • Improvement of the learning process
     • Critical thinking
       • Thinking routines, organization of ideas, analysis of contexts
     • Engaging activites
       • Roleplays, games, group exercises
     • Speaking strategies
       • Creation of a safe environment, mistake correction and assertive communication
   • Strategies to motivate the students
     • Definition of motivation
     • Importance of listening to the students' point of view
     • Interaction and dynamism in the classroom
   • Technological tools
     • The use of technological tools supports and improves the students' learning process
       • However, technical issues might come up during the process
         • Teachers and students usually present some difficulties when adapting to new tools
     • The results always show that students are more eager to engage in the class if there are dynamic tools involved
   • Teacher-student relationships
     • Its incidence in the students' academic performance
       • Assertive relationship
         • Better academic results
         • Students seem motivated most of the time
     • Empathetic communication
     • Recognition of students' perceptions

2. Patterns

   • Preference for the qualitative paradigm
     • Results are more likely to be analyzed and disscussed
       • The quatitative paradigm is also taken into account, but mostly to interpret test results and grades
     • Investigations focused on observations, descriptions, opinions, not numbers
   • Students' opinions are highly taken into account
     • Surveys
     • Interviews
     • Written questionaires
       • Thanks to the students' points of view, it has been possible to drive specific conclusions about how to improve the EFL learning process
   • Results are shown in form of analysis and/or charts
     • In qualitative investigations, the results are shown as a discussion and analysis about what was found
     • In quantitative and some mixed investigations, results are shown in charts, which present the quantitative results as well as the conclusions that can be driven from them

3. Debates

   • Efficiency of specific teaching strategies
   • Reasons why students do not feel motivated to learn English
     • Intrinsic and extrinsic motivation
     • Failure management
     • Evaluation strategies and grading
   • Importance of previous learning experiences for the current EFL learning process
     • Previous knowledge
     • Motivation or demotivation to learn

4. Research problems

   • Lack of students' participation
     • Students usually do not participate for many reasons
       • Lack of knowledge in the target language
       • Lack of interest in the topic
       • Fear of being judged by the teacher and students
       • Demotivation to learn and failure
   • Demotivation of the students to learn English
     • It hinders the success of the learning process, since students do not consider the importance or advantages or learning
   • Lack of opportunities to practice speaking in the EFL classroom
     • The focus of many language classes is on receptive skills and writing, giving little importance to the oral communication
       • This generates frustration and demotivation in the students, who do not feel capable of expressing themselves in the target language
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