Warmup - Motivation and access to previous knowledge in English classes for children
Abstract
This research aimed at investigating whether warmup activities including children’s experiences with the purpose of recovering previous knowledge or providing background knowledge influences motivation in English language classes. This was a virtual classroom research with 14 students of the first year of elementary school in the literacy phase in a school in the state of Santa Catarina. Data were collected with participants’ identification of emotions represented by emojis before and after the proposed activities, and by observing their behavior. Five different emojis corresponded to very happy, happy, neutral, sad, and very sad, and to participants’ expectations of correctness by participants before activities as very high, high, medium, low, and very low. The results indicated that the warmup activity triggered positive emotions, motivation, and engagement in the later activities by making learning the new content more attractive.
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References
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