The Study of the Interrelationship between the LGBTQ Inclusiveness and Affective Factors in English as a Foreign Language Classrooms
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Abstract
This paper aimed to investigate the existence of LGBTQ inclusiveness in classrooms and its interrelationship with the affective factors, particularly self-esteem, toward students' learning English as a second language. The study's participants were two Thai students who self-identified as LGBTQ at one university. This qualitative study used semi-structured individual interviews and an ethnomethodological interview transcript analysis. The findings showed that two participants might gain experience in learning the English language in LGBTQ-inclusive high school and university classrooms. These environments can support two participants in learning the English language regardless of their gender identities. The stated levels of inclusiveness mainly were correlated with the rise in motivation and, finally, with self-esteem. Furthermore, the coexistence of motivation and self-esteem was reported that when lacking motivation, self-esteem can decline. All in all, these three elements are considered essential for developing productive English classrooms.
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ข้อความรู้ใดๆ ตลอดจนข้อคิดเห็นใดๆ เป็นของผู้เขียนแต่ละท่านโดยเฉพาะ คณะมนุษยศาสตร์ มหาวิทยาลัยนเรศวร และกองบรรณาธิการวารสารมนุษยศาสตร์ฯ ไม่จำเป็นต้องเห็นพ้องด้วย
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