Promoting Emotionally Supportive Classrooms to Enhance EFL Learners’ Positive Emotions

Abstract

ABSTRACT

There is an indispensable need for globalized second language learning instructors to nurture EFL learners’ positive emotions in their academic journey. This mission can be possibly done when second language educationalists are willing to impart more emotionally supportive language classroom circumstances wherein EFL learners begin to infuse a higher level of learning motivation, endeavor, mentality, and persistence to maximize their desired learning competencies to the utmost potential. This small-scale library study aimed to profoundly investigate the way emotionally supportive language classrooms could reinforce EFL learners’ positive emotional growth. To embody the aforementioned study objective, the researcher thematically subsumed the already-generated research results derived from 20 published emotionally-supportive language classroom journal articles into some major-specific themes. With the deployment of this research methodology, the research stakeholders can potentially gain a more comprehensive understanding of the specifically yielded research results as they make a clearer discernment regarding the phenomenon being delved. The thematically-categorized research results revealed that emotionally-supportive language classrooms instilled productive learning characters among EFL learners and promoted fruitful target language learning outcomes attainment. The implication of this small-scale library study strongly suggested second language educationalists to immersing EFL learners into emotionally-supportive language classrooms in order to transform them into highly-achieving academicians.