The Emotional Effect of Activities based on Visual Thinking in an English as a Second Language Primary Classroom

This study aims to investigate whether the Visual Thinking (VT) methodology and multimodal resources can enhance emotional challenges, such as stage fright, in an English as a Second Language (ESL) classroom in primary education. This research addresses a pressing issue in contemporary society - performance anxiety - characterised by heavy reliance on technology and diminished verbal communication skills. The study employs a mixed methodology: students completed questionnaires before and after participating in activities based on VT in English four classes to provide information about their backgrounds, interests and fears along with changes in their point of view about doing oral presentations. In addition, emotional metres, inspired by Brackett’s (2020) version, were filled by students to track their levels of energy and pleasantness during the activities. The analysis of the questionnaires and metres facilitated understanding the emotions experienced by students when speaking English in public, specifically delivering oral presentations in the ESL classroom. Results reveal that visual texts indeed facilitate students’ comfort in public speaking experiences, consequently leading to enhanced practice and proficiency in communicative skills. In conclusion, the participation in the lessons framed in VT contributed to students’ improvement in their emotional well-being at the same time that they improved their oral skills. Keywords: Visual Thinking (VT), stage fright, emotional competences, English as a Second Language (ESL), primary education.