Communicative Self-Confidence and Motivation: An Educational Experience of Linguistic Immersion and Leisure in Nature
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| Title: | Communicative Self-Confidence and Motivation: An Educational Experience of Linguistic Immersion and Leisure in Nature |
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| Language: | English |
| Authors: | Julio Fuentesal-García, Alba González-Peño, Anna García-Hernández, Evelia Franco |
| Source: | Journal on Efficiency and Responsibility in Education and Science. 2025 18(1):48-57. |
| Availability: | Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Leisure Time, Secondary School Students, Immersion Programs, Second Language Learning, Second Language Instruction, English (Second Language), Language Fluency, Outdoor Education, Program Design, Student Attitudes, Self Esteem, Learning Processes, Communicative Competence (Languages), Student Empowerment, Outcomes of Education, Interpersonal Competence, Anxiety, Psychological Needs, Foreign Countries, Learning Motivation |
| Geographic Terms: | Spain |
| ISSN: | 2336-2375 1803-1617 |
| Abstract: | Communicative self-confidence and motivation play a crucial role in learning any language, including English. The absence of these elements significantly impacts students' ability to express themselves naturally and fluently. In Spain, language immersion programs seek to promote the simultaneous learning of language skills in a communicative context, facilitating learners' proficiency development. This study focuses on analyzing the influence of the natural environment and leisure activities on learning English as a second language (L2), investigating whether participation in a language immersion program in nature improves learners' communicative self-confidence and whether they perceive greater empowerment compared to conventional English classes. Participants were 305 secondary education students, of whom 172 were female. Results indicate that students who participated in the language immersion program experienced significant improvements in their communicative self-confidence and perceived greater relatedness support (Z =-3.55; p < 0.001; [delta] = -0.21 and Z = -5.26; p < 0.001; [delta] = -0.32, respectively). These findings highlight how the natural environment provides a conducive environment for the development of communicative and social skills, reducing language anxiety and improving students' self-confidence, and points to the importance of exploring basic psychological needs to understand the interaction between students, teachers and the environment in the process of learning English. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470706 |
| Database: | ERIC |
| Abstract: | Communicative self-confidence and motivation play a crucial role in learning any language, including English. The absence of these elements significantly impacts students' ability to express themselves naturally and fluently. In Spain, language immersion programs seek to promote the simultaneous learning of language skills in a communicative context, facilitating learners' proficiency development. This study focuses on analyzing the influence of the natural environment and leisure activities on learning English as a second language (L2), investigating whether participation in a language immersion program in nature improves learners' communicative self-confidence and whether they perceive greater empowerment compared to conventional English classes. Participants were 305 secondary education students, of whom 172 were female. Results indicate that students who participated in the language immersion program experienced significant improvements in their communicative self-confidence and perceived greater relatedness support (Z =-3.55; p < 0.001; [delta] = -0.21 and Z = -5.26; p < 0.001; [delta] = -0.32, respectively). These findings highlight how the natural environment provides a conducive environment for the development of communicative and social skills, reducing language anxiety and improving students' self-confidence, and points to the importance of exploring basic psychological needs to understand the interaction between students, teachers and the environment in the process of learning English. |
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| ISSN: | 2336-2375 1803-1617 |
