Qualitative study explores how classroom settings influence linguistic risk-taking in elementary students, suggesting roles of environment and feedback.
Key Points
This study examines how the learning environment affects linguistic risk-taking among elementary school students.
Qualitative study using a literature review to develop classroom ideas.
Semi-structured interviews with two elementary school English teachers.
A positive classroom environment supports linguistic risk-taking.
Feedback and a positive attitude toward mistakes encourage students to take linguistic risks.
The proposed English Experiment Corner and Tootling hold potential for enhancing linguistic risk-taking.