Vargas Urrego, WalterManzano Pedraza, Juliana AndreaOrtiz Abril, Valentina2024-01-252024-01-252024Manzano, J., & Ortiz, V., (2024). Analyze English teachers' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom, Unidad Central del Valle del Cauca.http://hdl.handle.net/20.500.12993/4164ilustraciones, gráficos, tablasEmotions have been always part of learning and teaching processes. Even more, in foreign language classrooms where students can sometimes feel anxious, demotivated, or a low self-confidence to produce and communicate in a foreign language. In turn, professors try hard to promote language use, but sometimes without considering students’ feelings. Hence, this research aims to analyze the use of professors' knowledge about affective filter regulation in the English classroom for supporting students' language learning in the B.A. in Foreign Languages program at Unidad Central del Valle del Cauca. The study employed a qualitative research method, exactly a case study, and used instruments such as an interview and field diaries to register observations from professors’ classes. The analysis of the data revealed that students thrive in a positive classroom environment where professors actively encourage and motivate them to participate. Moreover, students felt nervousness and anxiety regularly in the English classroom but they managed the situation when professors supported them and provided feedback. To conclude, it could be shown that professors have a big influence on students’ motivation, self-confidence, and low anxiety, and thus, in their language development.Introduction / Chapter I Problem Statement / 1.1. Problem description / 1.2. Research question / 1.3. Objectives / 1.3.1. General objective / 1.3.2. Specific objectives / 1.4 Rationale / Chapter II: Referential Framework / 2.1. Literature Reveiw / 2.1.1. International Background / 2.1.2. National Background / 2.1.3. Local Background / 2.2. Theoretical Framework / 2.2.1. Pedagogical Knowledge / 2.2.2. Teacher Education / 2.2.3.Affective Filter / 2.2.3.1 Motivation / 2.2.3.2 Self-Confidence / 2.2.3.3 Anxiety / Chapter III: Methodological Design / 3.1. Research Approach / 3.2. Research design / 3.3. Research scope / 3.3.1. Data Collection Instruments / 3.3.1.2 Semi structure interview / 3.3.1.3 Field Diary / 3.3.2. Data Analysis Instruments / 3.3.2.1 Data Analysis Grid / 3.4. Population and Technique / Chapter IV: Analysis of Results / 4.1. Interviews / 4.1.1 Category #1 / 4.1.2 Category #2 / 4.1.3 Category #3 / 4.2. Field Diaries / 4.2.1 Category #1 / 4.2.2 Category #2 / 4.2.3 Category #3 / Discussion / Conclusions / Recomendations / References / AnnexesPDF125 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0bachelor thesisAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessInstname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/Abierto (Texto Completo)Filtro afectivoAnsiedadMotivaciónAutoconfianzaSaber pedagógico docentehttp://purl.org/coar/access_right/c_abf2Affective filterAnxietyMotivationSelf-confidenceteacher content knowledge