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

Oct 15, 2026

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Investigation into whether Visual Thinking (VT) methodology and multimodal resources can strengthen emotional readiness in primary English as a Second Language (ESL) classrooms, particularly targeting stage fright and performance anxiety. A mixed-method design used pre- and post-activity questionnaires across four classes to capture learners’ backgrounds, interests, fears, and changes in attitudes toward oral presentations. Emotional metres, inspired by Brackett (2020), tracked energy and pleasantness during activities. Results indicate VT-based visual texts improve public-speaking comfort, supporting greater practice and communicative proficiency alongside enhanced emotional well-being.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Speaking, oral skills, and stage fright

Anxiety and reduced classroom participation

Theoretical Framework

Young Generations

Emotional needs and well-being

The Emotional Effect of Activities based on Visual Thinking in an English as a Second Language Primary Classroom By Olga Egea Galera ∗ & MaríaMartínez Lirola ± 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 anxietycharacterised 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 questionnairesand 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. Introduction Speaking is crucial for language acquisition, yet the school curriculum often lacks emphasis on oral skills development (Kabellow et al., 2020; Ghafar & Raheem, 2023). This gap has resulted in many students experiencing shyness, lack of confidence, and fear of judgement, which can lead to stage fright and hinder their ability to learn a second language effectively (Daymiel et al., 2022). Without adequate opportunities to practise speaking, students miss out on developing fluency and natural communication skills that are essential for real-world interactions. In addition, the anxiety associated with speaking in a second language can discourage students from participating in class, further impeding their progress (Sarmiento Alayon et al., 2023). This reluctance to engage orally not only limits their linguistic development but also affects their overall academic engagement and confidence in expressing themselves. As a consequence, addressing these challenges through targeted oral skills development becomes imperative in creating a supportive ∗Master Student, University of Alicante, Spain. ±Professor, University of Alicante, Spain & University of South Africa (UNISA), South Africa. learning environment where students feel empowered to actively participate and grow in their language proficiency. This study aims to comprehensively understand and address the complex challenges of teaching English as a Second Language (ESL), with a particular emphasis on reducing performance anxiety among primary education ESL students. The research investigates the innovative Visual Thinking (VT) methodology and its potential impact on oral proficiency and emotional well-being. By integrating theoretical insights with practical applications, this research seeks to make a significant contribution to the field of language acquisition, offering solutions to common issues faced by ESL learners. The hypothesis underlying this article is that Visual Thinking combined with multimodal texts, improves the emotional atmosphere in the ESL classroom. To validate this hypothesis, the research question is posed as follows: Which emotions do students feel when they intervene orally in English? This research question leads to the main objec

FAQs

What is the main purpose of this study in primary ESL classrooms?

To examine whether Visual Thinking (VT) and multimodal resources can reduce emotional challenges such as stage fright and performance anxiety when students speak in public.

How does the study measure students’ emotions during VT-based activities?

Students complete questionnaires before and after the activities and fill in emotional metres inspired by Brackett (2020) to track energy and pleasantness during oral presentation tasks.

What do the results suggest about using visual texts in public speaking?

Visual texts help students feel more comfortable when speaking in public, which supports increased practice and communicative skill development.

Oct 15, 2026

Upload by Elsa