Communicative Self-confidence and Motivation: An Educational Experience of Linguistic Immersion and Leisure in Nature

Authors

  • Julio Fuentesal-García Universidad Politécnica de Madrid
  • Alba González-Peño Universidad Politécnica de Madrid https://orcid.org/0000-0002-3826-826X
  • Anna García-Hernández CEIP Valdelamusa-San Telmo
  • Evelia Franco Universidad Loyola Andalucía

DOI:

https://doi.org/10.7160/eriesj.2025.180106

Keywords:

motivation, communicative self-confidence, leisure, natural environment, linguistic inmersion

Abstract

Communicative self-confidence and motivation play a crucial role in learning any language, including English. The absence of these elements significantly impacts students' ability to express themselves naturally and fluently. In Spain, language immersion programs seek to promote the simultaneous learning of language skills in a communicative context, facilitating learners' proficiency development. This study focuses on analyzing the influence of the natural environment and leisure activities on learning English as a second language (L2), investigating whether participation in a language immersion program in nature improves learners' communicative self-confidence and whether they perceive greater empowerment compared to conventional English classes. Participants were 305 students of Secondary Education, of whom 172 were female. Results indicate that students who participated in the language immersion program experienced significant improvements in their communicative self-confidence and perceived greater relatedness support (Z=-3.55; p < .001; δ = -.21 and Z=-5.26; p < .001; δ = -.32, respectively). These findings highlight how the natural environment provides a conducive environment for the development of communicative and social skills, reducing language anxiety and improving students' self-confidence, and points to the importance of exploring basic psychological needs to understand the interaction between students, teachers, and environment in the process of learning English.

References

Alonso-Herrero, A. and Lasagabaster, D. (2019) ‘Student attitudes towards English pronunciation and different varieties in the English classroom’, Elia: Estudios de Lingüística Inglesa Aplicada, Vol. 19, pp. 71–100. https://doi.org/10.12795/elia.2019.i19.04

American Psychological Association. (2002) ‘Ethical principles of psychologists and code of conduct’, Washington DC: American Psychological Association.

Ames, C. (1992) ‘Achievement goals, motivational climate and motivational processes’, in G. Roberts (Ed.) Motivation in sport and exercise, Champaign: IL: Human Kinetics.

Appleton, P. and Duda, J. L. (2016) ‘Examining the interactive effects of coach-created empowering and disempowering climate dimensions on athletes’ health and functioning’, Psychology of Sport & Exercise, Vol. 26, pp. 61–70. https://doi.org/10.1016/j.psychsport.2016.06.007

Appleton, P., Ntoumanis, N., Quested, E., Viladrich, C. and Duda, J. L. (2016) ‘The coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C) was initially validated’, Psychology of Sport & Exercise, Vol. 22, pp. 53–65. https://doi.org/10.1016/j.psychsport.2015.05.008

Asmara, C. H., Anwar, K. and Muhammad, R. N. (2016) ‘EFL Learners’ Perception toward an Outdoor Learning Program’, International Journal of Education and Literacy Studies, Vol. 4, No. 2, pp. 74–81. https://doi.org/10.7575/aiac.ijels.v.4n.2p.74

Axelsson, S. (2007) The weak language learner : a study of ways of taking weak language learners into consideration in class. DiVA.

Baena-Extremera, A., Granero-Gallegos, A., Bracho-Amador, C. and Pérez-Quero, F. J. (2015) ‘ Prediction of social goals according to the experience of physical education teachers’, Studia Psychologica, Vol. 57, No. 3, pp. 215–228. https://doi.org/10.1123/jtpe.2013-0165

Baena-Extremera, A., Granero-Gallegos, A. and Del Mar, M. (2012) ‘Quasi-experimental Study of the Effect of an Adventure Education Programme on Classroom Satisfaction, Physical Self-Concept and Social Goals in Physical Education’, Psychologica Belgica, Vol. 52, No. 4, pp. 369–386. https://doi.org/10.5334/pb-52-4-369

Baena-Extremera, A., Granero-Gallegos, A., Sánchez-Fuentes, J. A. and Martínez-Molina, M. (2013) ‘Apoyo a la autonomía en Educación Física: antecedentes, diseño, metodología y análisis de la relacción con la motivación en estudiantes adolescentes’, Retos, Vol. 24, pp. 46–49. https://doi.org/10.47197/retos.v0i24.34523

Baños, R., Ortiz-Camacho, M. M., Baena-Extremera, A. and Zamarripa, J. (2018) ‘Efecto del género del docente en la importancia de la Educación Física, clima motivacional, comportamientos disruptivos, la intención de práctica futura y rendimiento académico’, Retos, Vol. 33, pp. 252–257. https://doi.org/10.47197/retos.v0i33.59991

Burel, N., Tessier, D. and Langdon, J. (2021) ‘Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged pilot study in physical education’, European Journal of Psychology of Education, Vol. 36, No. 4, pp. 1221–1241. https://doi.org/10.1007/s10212-020-00517-x

Caballero, P. (2012) ‘Potencial educativo de las actividades físicas en el medio natural: Actividades de colaboración simple’, EmásF, Revista Digital de Educación Física, Vol. 4, No. 19, pp. 99–114.

Cadiz-Gabejan, A. M. (2021) ‘Enhancing students’ confidence in an English language classroom’, International Journal of English Language Studies, Vol. 3, No. 5, pp. 16–25. https://doi.org/10.32996/ijels.2021.3.5.3

Cerrada, J. A., Navarro, B., Giménez, F. J. and Abad, M. T. (2022) ‘Influencia de la actividad física en el medio natural sobre la motivación y las necesidades psicológicas básicas de los estudiantes: Una revisión sistemática’, E-Balonmano.com: Revista de Ciencias del Deporte, Vol. 18, No. 2, pp. 171–182.

Cohen, J. (1988) Statistical power analysis for the behavioral sciences, 2nd Edition, LEA.

Darasawang, P. and Reinders, H. (2021) ‘Willingness to Communicate and Second Language Proficiency: A Correlational Study’, Education Sciences, Vol. 11, No. 9, p. 517. https://doi.org/10.3390/educsci11090517

Deci, E. L. and Ryan, R. M. (1985) Intrinsic motivation and self-determination in human behaviour, New York: Plenum Press.

Diamond, A., Barnett, W. S., Thomas, J. and Munro, S. (2007) ‘Preschool Program Improves Cognitive Control’, Science, Vol. 318, No. 5855, pp. 1387–1388. https://doi.org/10.1126/science.1151148

Franco, E., Coterón, J., Gómez, V. and Spray, C. M. (2021) ‘A person-centred approach to understanding dark-side antecedents and students’ outcomes associated with physical education teachers’ motivation’, Psychology of Sport and Exercise, Vol. 57, pp. 102021. https://doi.org/10.1016/j.psychsport.2021.102021

Franco, E., González-Peño, A. and Coterón, J. (2020) ‘Compromiso y motivación en los alumnos de educación física, ¿es importante el burnout del profesor?’, Revista de Psicología del Deporte, Vol. 29, pp. 28–35.

Fuentesal-Garcia, J. (2014) ‘Motivación, ansiedad y autoconcepto en un programa de turismo activo’, Tándem, No. 45, pp. 32–38.

García-Merino, R. and Lizandra, J. (2022) ‘La hibridación de los modelos pedagógicos de aprendizaje cooperativo y educación aventura como estrategia didáctica para la mejora de la convivencia y la gestión de conflictos en el aula’, Retos, Vol. 43, pp. 1037–1048. https://doi.org/10.47197/retos.v43i0.86289

Gardner, R. C. (1985) Social Psychology and Second Language Learning: The Role of Attitudes and Motivation, London: Edward Arnold.

Gazali, N. F. (2022) ‘Outdoor experimental method for enhancing students’ vocabulary’, International Journal of Research on English Teaching and Applied Linguistics, Vol. 3, No. 1., pp. 62–73. https://doi.org/10.30863/ijretal.v3i1.3153

Gehris, J., Kress, J. and Swalm, R. (2011) ‘Effects of adventure-physical education on high school students’ physical self-concept and physical fitness’, Ennsylvania Journal of Health, Physical Education, Recreation, and Dance, Vol. 81, No. 2, pp. 21–27.

González-Melero, E. (2023) Estudio sobre el efecto de un programa de educación de aventura en educación física sobre el aprendizaje autorregulado, autoeficacia, motivación, satisfacción y concienciación ambiental en el contexto de Educación Secundaria, Universidad de Granada, Granada.

González-Rivas, R., Zueck, M., Baena-Extremera, A., Marín, R., Soto, M. and Irigoyen, H. (2021) ‘Desarrollo de competencias en educadores físicos en formación a través de la inclusión de programas de educación aventura en México’, Retos, Vol. 42, pp. 126–135. https://doi.org/10.47197/retos.v42i0.85840

Granero-Gallegos, A., Baena-Extremera, A., Ortiz-Camacho, M. d. M. and Burgueño, R. (2023) ‘Influence of empowering and disempowering motivational climates on academic self-concept amongst STEM, social studies, language, and physical education pre-service teachers: a test of basic psychological needs’, Educational Review, Vol. 76, No. 7, pp. 1–23. https://doi.org/10.1080/00131911.2023.2290444

Gutiérrez, M., Tomás, J.-M., Romero, I. and Barrica, J.-M. (2017) ‘Apoyo social percibido, implicación escolar y satisfacción con la escuela’, Revista de Psicodidáctica, Vol. 22, No. 2, pp. 111–117. https://doi.org/10.1016/j.psicod.2017.01.001

Hashemi, M. (2011) ‘Language Stress And Anxiety Among The English Language Learners’, Procedia - Social and Behavioral Sciences, Vol. 30, pp. 1811–1816. https://doi.org/10.1016/j.sbspro.2011.10.349

Hortigüela, D., Hernando, A. and Sánchez-Miguel, P. A. (2017) ‘Analyzing physical activities in the natural environment and their influence on the motivational climate of classes’, Journal of Physical Education and Sport, Vol. 17, No. 2, pp. 854–860. https://doi.org/10.7752/jpes.2017.02130

Judd, C. M., & Kenny, D. A. (1981) ‘Process Analysis: Estimating Mediation in Treatment Evaluations’, Evaluation Review, 5(5), pp. 602-619. https://doi.org/10.1177/0193841X8100500502

Kocaman, O. (2017) ‘Factors impeding the learning of a second language in Spanish school system: Valladolid University Sample’, Journal of Language and Linguistic Studies, Vol. 13, No. 2, pp. 578–592.

Lederbogen, F., Kirsch, P., Haddad, L., Streit, F., Tost, H., Schuch, P., Wüst, S., Pruessner, J. C., Rietschel, M., Deuschle, M. and Meyer-Lindenberg, A. (2011) ‘City living and urban upbringing affect neural social stress processing in humans’, Nature, Vol. 474, No. 7352, pp. 498–501. https://doi.org/10.1038/nature10190

LOMLOE (2020) Ley Orgánica de Modificación de la Ley Orgánica de Educación (LOMLOE), número 3/2020, publicada en el Boletín Oficial del Estado el 23 de diciembre de 2020.

Macintyre, P. D., ClÉMent, R., DÖRnyei, Z. and Noels, K. A. (1998) ‘Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation’, The Modern Language Journal, Vol. 82, No. 4, pp. 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x

Mageau, G. A. and Vallerand, R. J. (2003) ‘The coach-athlete relationship: A motivational model’, Journal of Sports Sciences, Vol. 21, No. 11, pp. 883–904. https://doi.org/10.1080/0264041031000140374

Marinho, A., Santos, P. M. d., Manfroi, M. N., Figueiredo, J. d. P. and Brasil, V. Z. (2017) ‘Reflections about outdoor adventure sports and professional competencies of physical education students’, Journal of Adventure Education and Outdoor Learning, Vol. 17, No. 1, pp. 38–54. https://doi.org/10.1080/14729679.2016.1218781

Mueller, H. and Pentón Herrera, L. J. (2023) ‘Nature journaling in English language teaching: an introduction for practitioners’, Innovation in Language Learning and Teaching, pp. 1–11. https://doi.org/10.1080/17501229.2023.2256050

Nicholls, J. G. (1989) The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.

Öztürk, G., Şahin, M. D., Ölmezer, Öztürk, E. and Elmas, B. (2022) ‘Modeling skill-based foreign language learning anxieties as a single construct and testing its predictive aspect on foreign language classroom anxiety’, Educación XX1, Vol. 25, No. 2, pp. 337–361. https://doi.org/10.5944/educxx1.30453

Palacios-Hidalgo, F. J., Gómez Parra, M. E. and Huertas Abril, C. (2019) ‘Lenguas extranjeras y bilingüismo en una Europa multilingüe: una comparativa entre los sistemas educativos español y finlandés’, Creando redes doctorales. Investiga y comunica.

Pariyanto, P. and Pradipta, B. (2020) ‘Factors influencing an EFL learner’s proficiency: An English teacher’s perspective’, Anaphora: Journal of Language, Literary, and Cultural Studies, Vol. 2, No. 2, pp. 89–95. https://doi.org/10.30996/anaphora.v2i2.3369

Peen, J., Schoevers, R. A., Beekman, A. T. and Dekker, J. (2010) ‘The current status of urban-rural differences in psychiatric disorders’, Acta Psychiatrica Scandinavica, Vol. 121, No. 2, pp. 84–93. https://doi.org/10.1111/j.1600-0447.2009.01438.x

Peñarrubia, C., Guillén, R. and Lapetra, S. (2016) ‘Outdoor activities as part of the content of Physical Education, theory or practice?’, Cultura, Ciencia y Deporte, Vol. 11, No. 31, pp. 27–36. https://doi.org/10.12800/ccd.v11i31.640

Posner, M. I. and Rothbart, M. K. (2006) ‘Research on Attention Networks as a Model for the Integration of Psychological Science’, Annual Review of Psychology, Vol. 58, No. 1, pp. 1–23. https://doi.org/10.1146/annurev.psych.58.110405.085516

Retete-Ochoa, M. and Heredia-León, D. A. (2024) ‘Incidencia del modelo aventura sobre las necesidades psicológicas básicas y satisfacción deportiva en educación física’, Polo del Conocimiento, Vol. 9, No. 1, pp. 347–359.

Ryan, R. M. and Deci, E. L. (2020) ‘Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future direction’, Contemporary Educational Psychology, Vol. 61, p. 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Santos, M. L. and Martínez, L. F. (2011) ‘Aprendizaje integrado de las actividades en el medio natural desde las competencias en la ESO’, Tándem, No. 36, pp. 53–60.

Suardí Peña, S. and Eliche, F. (2023) ‘Evaluación de las competencias comunicativas en inglés en una muestra de estudiantes de nuevo ingreso a la universidad’, MLS Educational Research (MLSER), Vol. 7, No. 1. https://doi.org/10.29314/mlser.v7i1.993

Shoseyov-Kupferman, A. (2020) ‘Outdoor Practice Of Speech In Efl Learning - A Pragmatic Approach’, in V. Chis (ed.), Education, Reflection, Development – ERD 2019, Vol 85. European Proceedings of Social and Behavioural Sciences, pp. 142–149. European Publisher. Available at: https://doi.org/10.15405/epsbs.2020.06.15

Sopanema, N. (2016) ‘Teaching English through Outdoor Experiential Learning in Islamic State University in Ambon’, al-Iltizam: Jurnal Pendidikan Agama Islam, Vol. 1, No. 1, pp. 100–111. https://doi.org/10.33477/alt.v1i1.192

Thompson, A. S. and Huensch, A. (2016) ‘Pronunciation Attitudes: The Role of Multilingual Status and Perceived Positive Language Interaction (PPLI)’, Pronunciation in Second Language Learning and Teaching Proceedings, Vol. 8, No. 1.

Thompson, J., Boddy, K., Stein, K., Whear, R., Barton, J. and Depledge, M. H. (2011) ‘Does Participating in Physical Activity in Outdoor Natural Environments Have a Greater Effect on Physical and Mental Well-being than Physical Activity Indoors? A Systematic Review’, Environmental science & technology, Vol. 45, No. 5, pp. 1761–1772. https://doi.org/10.1021/es102947t

van Os, J., Kenis, G. and Rutten, B. P. F. (2010) ‘The environment and schizophrenia’, Nature, Vol. 468, No. 7321, pp. 203–212. https://doi.org/10.1038/nature09563

Yashima, T., Zenuk-Nishide, L. and Shimizu, K. (2004) ‘The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication’, Language Learning, Vol. 54, No. 1, pp. 119–152. https://doi.org/10.1111/j.1467-9922.2004.00250.x

Additional Files

Published

2025-03-31

How to Cite

Fuentesal-García, J., González-Peño, A., García-Hernández, A. and Franco, E. (2025) ’Communicative Self-confidence and Motivation: An Educational Experience of Linguistic Immersion and Leisure in Nature’, Journal on Efficiency and Responsibility in Education and Science, vol. 18, no. 1, pp. 48–57. https://doi.org/10.7160/eriesj.2025.180106