University student strategies to cope with anxiety in learning English

2021 ◽  
Vol 2 ◽  
pp. 195
Author(s):  
Joppi Rondonuwu
Keyword(s):  
Foreign Language ◽  
Private University ◽  
University Student ◽  
English Learning ◽  
Student Anxiety ◽  
North Sulawesi ◽  
Significant Difference ◽  
English Major ◽  
Research Findings ◽  
Learning English

This article has been prepared to report a quantitative study that revealed the strategies of students of English major and non-English major to cope with anxiety in the learning of English as a foreign language, including the description of student anxiety in learning English and strategies to cope with English learning. The respondents consisted of 173 students from English major and 173 students from non-English major of a private university in North Sulawesi Province.  The validated adapted constructs of the questionnaire, namely strategies and anxiety, were originally proposed by He and Horwitz, Horwitz, and Cope respectively. The research findings showed that both English major and non-English major students had no significant difference in their strategies to cope with anxiety in learning English and in their level of anxiety in learning English. However, there were four strategies to cope with anxiety in learning English which significantly contributed to the anxiety in learning English as a foreign language.

scholarly journals The Effect of Using Group Work Technique on Developing Attitudes of non-English Major Students towards Learning English as a Foreign Language

2019 ◽  
Vol 25 (103) ◽  
pp. 1-22
Author(s):  
Asst. Instr. Hayder Abdulzahra Shalash
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Basic Education ◽  
Control Group ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Experimental Group ◽  
Work Technique ◽  
Learning English

       The present study aims at investigating the effect of applying group work technique on developing non-English major students' attitude towards learning English as a foreign language .Two null hypotheses have been formulated; the first hypothesis states that there is no statistically significant difference between the experimental and control group in their attitude towards learning EFL after the experiment. The second one states that there is no statistically significant difference in (pre-post questionnaire) of the experimental group students' attitude towards learning EFL. To achieve the aim of the study, and verify its hypothesis, the researcher has applied eight week experiment. A sample of 62 students has been chosen and divided into experimental and control groups. It has been chosen randomly from the second year students in the Basic Education College/ Department of History/Academic year (2017-2018).        The attitude questionnaire for both groups was applied before and after the experiment. After processing the results statistically, it was found that there is a statistically significant difference in favor of the experimental group. Having used the t-test formula, it was found that there is statistically significant development in the experimental group students' attitude towards learning EFL, which in turn indicates that the use of GWT is more effective than the traditional method.  Conclusion and recommendations were drawn.  

scholarly journals Exploring the Relationship Between Foreign Language Anxiety, Gender, Years of Learning English and Learners’ Oral English Achievement Amongst Chinese College Students

2020 ◽  
Vol 10 (3) ◽  
pp. 31
Author(s):  
Hualan Tan ◽  
Zhilong Xie
Keyword(s):  
College Students ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Learning ◽  
Significant Difference ◽  
English Achievement ◽  
The Relationship ◽  
Learning English

English serves as a bridge of communication for the people from all over the world as it plays an increasingly crucial role in the process of globalization. In accordance with English curriculum standards issued by the Ministry of Education in 2011, the ultimate goal of English language discipline is to communicate. But over these years, China’s English education has been difficult to get out of the dilemma of “Dumb English”. When facing the real oral communication situations, students are still too nervous to speak with a great deal of fluency and accuracy. Therefore, the present study aims to explore the relationship between English language anxiety, gender, years of English learning and final oral English achievement by inviting 41 English major freshmen of foreign language departments of Nanchang Business College. For this purpose, this study adopts a reliable Foreign Language Classroom Anxiety Scale developed by Horwitz and Cope (1986) to measure students’ anxiety. The results reveal that anxiety levels between males and females are similar; there is also no significant difference among years of learning English; however, a significantly negative correlation between college students’ foreign language anxiety and their oral English learning achievement was found.

scholarly journals The Use of Video for Distance Learning During Covid-19 Pandemic: Students’ Voice

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (02) ◽  
pp. 153-161
Author(s):  
Alvi Raihan Utami ◽  
Lulud Oktaviani ◽  
Ive Emaliana
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Learning Activity ◽  
English Learning ◽  
Positive Experience ◽  
Face To Face ◽  
Research Findings ◽  
Learning English

During covid-19 pandemic, teachers need to change the activity from a face-to-face into distance learning activity. There may many methods and media used by the teacher, one of them is video. One of the aims is to assist teachers in explaining the material and attracting students' interest. Hence, this study aims to find out the benefits of the use video in teaching and learning activity in pandemic situation. In this study, the researchers investigated what the benefit of the use of video for English learning as perceived by students in Covid-19 pandemic situation. the researchers used qualitative method in this research. The instruments used in this study are questionnaire and interview. The researchers took the data from two classes, which were XI KI I and XI KI III of SMK SMTI Bandarlampung.The research findings shows that students had positive experience when using  video as medium in teaching and learning English as a foreign language. Moreover, most of the students agreed that video gives the advantages to the students, such as the increasing of motivation in learning, acquiring new vocabularies, and improving the pronunciation of Englsih words. During covid-19 pandemic, teachers need to change the activity from a face-to-face into distance learning activity. There may many methods and media used by the teacher, one of them is video. One of the aims is to assist teachers in explaining the material and attracting students' interest. Hence, this study aims to find out the benefits of the use video in teaching and learning activity in pandemic situation. In this study, the researchers investigated what the benefit of the use of video for English learning as perceived by students in Covid-19 pandemic situation. the researchers used qualitative method in this research. The instruments used in this study are questionnaire and interview. The researchers took the data from two classes, which were XI KI I and XI KI III of SMK SMTI Bandarlampung.The research findings shows that students had positive experience when using  video as medium in teaching and learning English as a foreign language. Moreover, most of the students agreed that video gives the advantages to the students, such as the increasing of motivation in learning, acquiring new vocabularies, and improving the pronunciation of English words.

scholarly journals Non-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language

2021 ◽  
Vol 11 (2) ◽  
pp. 137
Author(s):  
Zenan Chen
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
First Grade ◽  
Low Achievers ◽  
High Achievers ◽  
Significant Difference ◽  
English Majors ◽  
Medium Level ◽  
Research Findings ◽  
Learning English

This study examines the relationship between writing self-efficacy, attribution, and writing proficiency of college students in learning English as a foreign language (EFL) context. The scales of writing self-efficacy and attribution were administered to 142 Chinese first-grade non-English majors. Research findings showed that these EFL learners maintained a medium level of writing self-efficacy and tended to attribute their writing outcomes to internal causes. Independent sample t-test indicated that gender exerted no significant influence on EFL writing self-efficacy, and only the attribution cause luck significantly differed between boys and girls. Besides, high-achievers reported stronger writing self-efficacy and skill self-efficacy, while no significant difference in task self-efficacy was found between high-achievers and low-achievers. One-way ANOVA results revealed that regardless of writing level, students tended to attribute their writing success or failure to internal factors such as ability and effort, while low-achievers were also inclined to attribute externally. Pedagogical implications were also discussed.

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

scholarly journals Review of Literature on Learners' Personality in Language Learning: Focusing on Extrovert and Introvert Learners

2020 ◽  
Vol 10 (11) ◽  
pp. 1478
Author(s):  
Maryam Cheraghi Shehni ◽  
Tahereh Khezrab
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Primary Students ◽  
Foreign Languages ◽  
English Learning ◽  
Review Of Literature ◽  
The Subject ◽  
Globalized World ◽  
Learning English

The improvement in learning English is based on how students are enthusiastic about the subject of English. Learning languages, mainly English, is a great need, even for our primary students who have the responsibility to develop in the globalized world (Muñoz, 2002). These traits are the critical parts of one’s personality because they make him unique, and what psychologists have desired to study and measure in the process of learning English as the foreign or second language. Indeed, the variations between individuals, their learning situations and the contexts where they learn are some features that can illustrate the complexity of learning a foreign language. Conversely, in research on the acquisition of foreign languages, it is essential to consider the differences between individuals, their different ways of learning styles and the environment where they are involved.

scholarly journals An Arabic text as content in an Indonesian EFL setting: Trans-language

2020 ◽  
Vol 2 (2) ◽  
pp. 128-142
Author(s):  
Safi Aini
Keyword(s):  
Foreign Language ◽  
Teaching Material ◽  
English Learning ◽  
Arabic Text ◽  
Teaching Materials ◽  
Passive Voice ◽  
Islamic School ◽  
Parts Of Speech ◽  
English Grammar ◽  
Learning English

Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.

scholarly journals Motivating EFL Learners Comprehensively: Applying Dörnyei’s Taxonomy of Classroom Motivational Strategies

2019 ◽  
Vol 4 (1) ◽  
pp. 117
Author(s):  
Ernita Raharja ◽  
Ashadi Ashadi
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Motivational Strategies ◽  
Language Aptitude ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Students ◽  
Single State ◽  
Learning English

<p><em>Learning English as a foreign language is considered as a long-term process. During the period of learning, students might undergo ‘ups’ and ‘downs’ issue related to motivation swings. It is believed that motivated learners likely to outperform others who have high language aptitude but possess low motivation. For this reason, EFL teachers are required to involve strategies that captivate EFL students’ motivation. Motivating students should not only rely on immediate teaching strategies or a single activity since learning English as a foreign language is not an immediate process. Students tend to show fluctuated motivation in a time while in the other occasions could suffer in learning. </em><em>Hence, how motivation is considered as a process rather than a single state is described. Examining other perspective about motivation and the changing of focus in researching motivation show that seeing motivation as a process indicates more promising results for EFL students’ learning accomplishment. </em><em>Pointing out the importance of motivation in English learning attainment and the need of continuum process in motivating students, this paper offers the practical and comprehensive classroom motivational strategies by applying </em><em>Dörnyei’s motivational taxonomy</em><em>. </em></p>

scholarly journals The Effect of Online Feedback Types on Foreign Language Writing

2018 ◽  
Vol 8 (7) ◽  
pp. 733
Author(s):  
Xiaoling Liu ◽  
Changping Zhou
Keyword(s):  
Foreign Language ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Foreign Language Writing ◽  
Significant Difference ◽  
Language Writing ◽  
Research Findings ◽  
Online Teacher ◽  
Online Feedback

In this study a comparison is made concerning the effect of online teacher feedback and online peer feedback on foreign language writing and the learners’ attitudes toward online feedbacks. To address the issues, an experiment is carried out between two university classes, who received online teacher feedback and online teacher feedback respectively. Based on the analysis, the major findings are obtained as follows. Firstly, the writing in each group has been improved significantly after the application of online feedback. However, no significant difference is shown between groups A and B. Secondly, students in both groups can incorporate feedback into their revisions, though there exist some differences in the number of successful revisions and kinds of revisions between the two groups. Finally, both online teacher feedback and online peer feedback are very well received by most students respectively. The research findings indicate that online feedback should be adopted in foreign language writing teaching.

scholarly journals Non-Language-Major Students' Autonomy in Learning English in Vietnam

2020 ◽  
Author(s):  
Cam Thi Ngoc Nguyen ◽  
Tu Thi Nguyen
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Research Method ◽  
Quantitative Research ◽  
English Language ◽  
Descriptive Statistics ◽  
Ho Chi Minh City ◽  
English Learning ◽  
The Past ◽  
Learning English

The English language is one of the international languages used for communication and learning worldwide. In Vietnam, English is taught as a second language in schools from elementary to advanced levels. In learning a certain foreign language, the autonomy of learners has become a vital subject for the past 30 years. This research surveys the autonomy of non-language-major-students in learning English in Ho Chi Minh City University of Education. The quantitative research method uses descriptive statistics and T-test. A group of 258 students (61 males and 197 females) took part in answering two questionnaires on learners' autonomy in learning English and the roles of lecturers and students in developing learner-autonomy in learning English. The results showed that the students were not familiar with the term learning autonomy. However, students were aware that they played a fundamental role in improving this ability. They also believed that the lecturers determined their English learning process. Thence, we propose solutions for the non-language-majors to improve their autonomy in learning English.

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