Empowering Indonesian students’ regulation of feelings and attitudes in EFL learning through action-oriented reflections

2018 ◽

Vol 7 (1) ◽

Cited By ~ 1

Author(s):

Imam - Fauzi

Keyword(s):

Self Report ◽

Fourth Generation ◽

Learning Activity ◽

Advanced Country ◽

Innovative Methods ◽

Phone Calls ◽

Teachers And Students ◽

Efl Students ◽

The Impact ◽

Efl Learning

AbstractMost of young people are enthusiasticin having the most recent mobile gadgets just to boast among their peers. They likely utilize them to make phone calls, take pictures, listen to songs, watch videos, or surf the internet access for learning or just entertainment. In a technologically advanced country like Indonesia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile gadget for connecting and communicating. Moreover, it has become a common trend among undergraduates to carry a mobile gadget to the classroom as well.In this paper, the researcher emphasize the potential of mobile gadgets as a learning tool for students and have incorporated them into the learning environment.The present study examines the application of mobile gadgetin EFL learning and investigates the perceptions of EFL students about mobile gadget in learning activity. A field study was conducted on thirty undergraduatestudents majoring in accounting study Serang Raya University. The methodology of data collection included a self-report for students and teachers’ and students’ questionnaire. Findings of the research are significant for EFL teachers and researchers for introducing innovative methods and helpful materials for the English classroom.Keywords: Mobile gadget, students’ perception, teachers’ perception..

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The Eﬂicacy Of In-service Teacher Training In Optimizing EFL Learning In The South Of Algeria:, The Case Of Biskra

10.37136/1003-000-046-136 ◽

2017 ◽

pp. 67

Author(s):

Mostefa Meddour

Keyword(s):

Teacher Training ◽

The South ◽

Efl Learning

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College Students’ Oral Communication Strategy Use, Self-perceived English Proficiency and Confidence, and Communication Anxiety in Taiwan’s EFL Learning

Educational Studies ◽

10.1080/00131946.2021.1919677 ◽

2021 ◽

pp. 1-20

Author(s):

Ya-Chen Su

Keyword(s):

College Students ◽

English Proficiency ◽

Oral Communication ◽

Strategy Use ◽

Communication Strategy ◽

Communication Anxiety ◽

Efl Learning

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Anxiety in reading and listening English as a foreign language in Chinese undergraduate students

Language Teaching Research ◽

10.1177/1362168817702159 ◽

2017 ◽

Vol 22 (6) ◽

pp. 719-738 ◽

Cited By ~ 6

Author(s):

Bonnie Wing-Yin Chow ◽

Hey Tou Chiu ◽

Simpson W. L. Wong

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Undergraduate Students ◽

Learning Motivation ◽

Behavioral Correlates ◽

Listening Anxiety ◽

Mediation Analyses ◽

Chinese Undergraduates ◽

Efl Learning

This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students’ FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates’ EFL anxiety in specific domains.

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Corrective Feedback and EFL Learning Style

Addaiyan Journal of Arts, Humanities and Social Sciences - Volume-1: Issue-10 (December, 2019) ◽

10.36099/ajahss.2.10.6 ◽

2021 ◽

Vol 2 (10) ◽

pp. 47-54

Author(s):

Steven Samie

Keyword(s):

Learning Style ◽

Corrective Feedback ◽

General Sense ◽

Definition Of ◽

Efl Learning

The present study is an attempt to address an important issue for an instructor in the classroom. It begins with an account of how to provide Corrective Feedback (CF) for individuals so that they have the highest rate of uptake in the classroom, then it is followed by the definition of the concept in its general sense of the term. Next, the study has provided information on some of the previous studies along with the researcher’s insights on the issue. Finally, the essay concludes by explaining how this term project will help me change the instructor’s attitude in my future teaching in the classroom. Some suggestions for fellow instructors are provided to give them some food for thought.

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The Effect of L2 Exposure Environment on Nnests’ Teaching Skills and Beliefs about EFL Learning Beyond the Class

10.31235/osf.io/wj4kg ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Susilo Susilo ◽

Bibit Suhatmady ◽

Dyah Sunggingwati ◽

Hany Farisa ◽

...

Keyword(s):

Second Language ◽

Foreign Language ◽

T Test ◽

Urban Region ◽

Teaching Skills ◽

Rural Region ◽

Significant Difference ◽

English Speaking ◽

Native English Speaking Teachers ◽

Efl Learning

The study aims at investigating the effect of second language (L2) exposure environment on NNESTs’ teaching skills and beliefs about EFL learning beyond the classroom. This is a survey for non-native English speaking teachers (NNESTs) of Indonesian Senior High Schools ( or in Indonesian terms ‘SMA’) from different L2 environments, namely: 1) urban-region exposure environment schools (n=40), and 2) rural-region exposure environment schools (n=40). There were two instruments used in the present study, i.e. 1) observation scaling checklist, and 2) questionnaire. The observation scaling checklist was used for assessing the respondents’ performance when they were teaching in class. Meanwhile, the questionnaire using a four-point Likert scale was used to elicit data. The researchers used a series of independent t-test to analyze the data. The result reveals that: 1) there is a significant difference between teaching skills of NNESTs from the urban region schools and those of NNESTs from rural region schools, t (78)= 19.499, p=0.000; and 2) there is a significant difference between beliefs about English as a foreign language (EFL learning beyond the classroom of the NNESTs from urban region schools and those of NNESTs from rural region schools, t (78)= - 4.925, p=0.000

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Students’ Emotive Reaction and Confidence in Doing Language Tests: A Case of Test Takers in EFL Learning in Indonesia

Journal of Language Teaching and Research ◽

10.17507/jltr.1003.25 ◽

2019 ◽

Vol 10 (3) ◽

pp. 610

Author(s):

Abdul Kamaruddin ◽

Konder Manurung

Keyword(s):

English Language ◽

English Education ◽

Group Discussions ◽

Reading Tests ◽

Language Tests ◽

Listening Tests ◽

Research Findings ◽

Writing Tests ◽

Academic Year ◽

Efl Learning

It has long been argued that the tests administered to students influence the students' learning motivation. The study aims at investigating the students' emotive reactions and confidence in doing English language tests and its implications for EFL learning. Forty-two students of the Department of English Education, University of Tadulako, Palu, Indonesia participated in the research. The students were programming Speaking Class in the Academic Year 2016/2017. Questionnaire items and focused group discussions were employed to produce the data needed. From the data analysis, it reveals that the use of language tests motivates the students in learning English despite the stressful situations they experience while they are sitting on the tests. Interestingly, the research findings show that the students are delightful in doing the tests. The students are most confident in speaking tests, but they are least confident in writing tests. Reading tests are in second place in terms of the student confidence in doing tests and listening tests are in the third place. How language testing motivates EFL learners is discussed.

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