scholarly journals An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English

2021 ◽  
Vol 11 (4) ◽  
pp. 496-505
Author(s):  
Elinda Umisara ◽  
Abdurrachman Faridi ◽  
Henrikus Joko Yulianto
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Junior High School ◽  
Psychological Factors ◽  
Psychological Factor ◽  
Negative Evaluation ◽  
Language Abilities ◽  
Learning Conditions ◽  
Motivation And Confidence ◽  
Learning English

Speaking is a productive skill that can be directly observed by considering several aspects. It can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. This case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. This study aims to evaluate the psychological factor influencing the students’ anxiety in speaking English by using a qualitative approach. The data were collected by using observations, open-ended questionnaires, and interviews. There were 17 students in the ninth-grade of junior high school in Brebes Regency  participating in this research. Three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. The researchers found three factors triggering the students’ anxiety in speaking English, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. The situation could represent an uncomfortable experience emotionally and physically for some students to speak English in the class. The students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak English. It made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. Therefore, this research discusses waysreduce the specific psychological factors that cause students’ anxiety in speaking English. This result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning English. The teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning English in order to increase the students’ motivation and confidence in speaking performance.  

scholarly journals Learning English in the elderly: an analysis of motivational factors and language learning strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 234 ◽  
Author(s):  
Vítor Romário Monticelli Garcia
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
The Elderly ◽  
Motivational Factors ◽  
Placement Test ◽  
Language Learning Strategies ◽  
Language Strategies ◽  
Learning English

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

scholarly journals Linguocultural approach as means of managing learning strategies when teaching a foreign language

2021 ◽  
Vol 97 ◽  
pp. 01041
Author(s):  
Anastasia Sinichkina ◽  
Lilya Faizrahmanova ◽  
Rezeda Muhtarova
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Positive Impact ◽  
Social Strategies ◽  
English Grammar ◽  
Questionnaire Method ◽  
Learning English

The article deals with the survey conducted upon the basis of the Pedagogical University with the students learning English as a foreign language. The study is aimed at finding the correlation between applying the linguocultural approach and improving students’ leaning strategies implication. Thus, the study defined the positive impact of the linguocultural approach upon the frequency of learning strategies usage by the students. The study deals with such types of learning strategies as common, metacognitive, affective, and social strategies implemented by the students learning English grammar and phonetics. The authors of the article used a questionnaire method to assert the fact that linguocultural approach has positive impact upon the development of the students’ learning strategies depending upon their gender and national peculiarities.

scholarly journals REWARDS AND PUNISHMENTS GIVEN BY THE TEACHER IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIAN CONTEXT

2020 ◽  
Vol 9 (1) ◽  
pp. 75
Author(s):  
Nurvauzati Putri ◽  
Refnaldi Refnaldi
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Junior High School ◽  
Learning Experience ◽  
Nonverbal Cues ◽  
English As Foreign Language ◽  
Effective Learning ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
Learning English

Classroom management is certainly concerned with behavior to create and maintain an effective learning experience. The effective classroom management includes the give of rewards and punishments. Therefore, giving rewards and punishments is important in order to increase students’ motivation in EFL classroom. The purpose of this study is to analyze the types of reward and punishment as well as looking at the possible reasons that use by the teachers. This study employed qualitative research method. The subjects of this research are 3 teachers from Junior high school in Padang. The data were collected through the observation sheets and stimulated recall interviews (SRI). The findings show that (1) teachers mostly used the type of praise (49%) in giving spoken rewards and also teachers mostly used the type of nonverbal cues (54%) in giving spoken punishments. (2) The reasons that teachers give spoken rewards are to enhance students’ enthusiasm in learning English and to increase students’ motivates in learning process. Meanwhile, the reasons that teachers give spoken punishments are to change students’ behavior and to make students afraid to repeat the same mistakes during learning English. Therefore, it can be concluded that the types of spoken rewards and spoken punishments that mostly used by teachers are the first types are Praise and Use nonverbal cues. As a result, there are several reasons teachers give spoken rewards and spoken punishments to the students. 

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies

2021 ◽  
Vol 11 (4) ◽  
pp. 161-175
Author(s):  
Ghasem Tayyebi
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Anxiety Level ◽  
Placement Test ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Relationship ◽  
Learning English

The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent. Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.

Psychological aspects of learning english

2020 ◽  
Vol 42 (1) ◽  
pp. 45-49
Author(s):  
Zakura Makazhanova ◽  
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Psychological Factors ◽  
Real Life ◽  
Psychological Aspects ◽  
Teaching Material ◽  
Factors Affecting ◽  
Effective Learning ◽  
Correct Method ◽  
Learning English

The article discusses issues of effective learning and mastering a foreign language and factors affecting the learning process. The author focuses on the methodological and psychological aspects of this process. The effectiveness of learning and mastering a foreign language, its further professional use, in addition to the teacher’s talent to use the correct method of presenting and activating teaching material, the ability to build trust with students and create a comfortable environment for them in the classroom, depends largely on psychological factors, on the students’ ability to change established ideas about their ability to assimilate and freely use foreign language speech both in class and in real life.

scholarly journals Evaluasi proses bimbingan skripsi mahasiswa Universitas Negeri Yogyakarta berdasar perspektif pembelajaran orang dewasa

2017 ◽  
Vol 21 (2) ◽  
pp. 228-239 ◽  
Author(s):  
Sugito Sugito ◽  
Sunaryo Soenarto ◽  
Entoh Tohani
Keyword(s):  
Adult Learning ◽  
Foreign Language ◽  
Psychological Factors ◽  
Adult Learning Theory ◽  
Self Directed Learning ◽  
Language Abilities ◽  
Strategic Role ◽  
Directed Learning ◽  
Thesis Writing ◽  
Undergraduate Thesis

Dalam menghadapi tantangan dan permasalahan abad kedua puluh satu ini, pendidikan tinggi memiliki peran yang sangat strategis. Mata kuliah Skripsi dapat berperan untuk mengembangkan kemampuan guna menghadapi tantangan dan masalah yang dihadapi. Penelitian ini bertujuan untuk mengevaluasi proses pembimbingan skripsi dari perspektif teori pembelajaran orang dewasa, hambatan dan upaya yang dilakukan mahasiswa dan dosen dalam proses penulisan skripsi mahasiswa Universitas Negeri Yogyakarta (UNY). Penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif. Sebagai sampel adalah mahasiswa yang sudah menyelesaikan penulisan skripsi, dan dosen pembimbing. Keduanya diambil secara purposif. Jumlah responden adalah 190 orang mahasiswa dan 53 orang dosen. Data dikumpulkan dengan menggunakan angket. Data yang diperoleh melalui angket dianalisis secara deskriptif kuantitatif dengan teknik persentase. Hasil penelitian menunjukkan: (1) proses pembimbingan cenderung sudah menggunakan prinsip pembelajaran orang dewasa, yang lebih menekankan pada proses belajar mandiri; (2) hambatan yang dihadapi meliputi substansi dan metode penelitian, kemampuan bahasa asing, psikologis, dan kelengkapan sumber referensi; dan (3) upaya yang dilakukan untuk mengatasi hambatan meliputi peningkatan motivasi diri, berusaha sendiri dan pemberian kesempataan dosen pada mahasiswa untuk menyampaikan permasalahan yang dihadapi. EVALUATION OF UNDERGRADUATE THESIS MENTORING PROCESS IN UNIVERSITAS NEGERI YOGYAKARTA BASED ON ADULT LEARNING PERSPECTIVEAbstractIn facing the twenty-first century’s challenges and problems, higher education plays a very strategic role. Undergraduate thesis can contribute in developing the ability to address the challenges and problems. This study aims at evaluating the process of mentoring through the lens of adult learning theory by looking at the students’ and lecturers’ obstacles and efforts in the process of thesis writing among college students. This research was conducted using a quantitative approach with a purposively selected sample of 190 students who have completed their thesis writing, and 53 supervisors. The data were collected by questionnaire and analyzed descriptively in percentages. The results show that: (1) the process of mentoring tends to have used the principle of adult learning with more emphasis on self-directed learning; (2) the encountered obstacles include research substance and methods, foreign language abilities, psychological factors, and reference sources; and (3) some activities done to overcome the obstacles include improving self-motivation, self-effort, and providing opportunities for the students to consult their problems to the lecturer.

scholarly journals Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Anindyastuti Wardhani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Skill ◽  
Common Situation ◽  
Learning English

Foreign Language Anxiety (FLA) is a common situation happens in EFL classroom. This phenomenon usually causes the students’ anxiety while they are learning English. The previous study proved that language learners performed significantly better on oral foreign language if they were in less anxious situations. Students’ unwillingness for participating speaking activities in the classroom caused by their assumption of being judged negatively and lack of mastering the speaking skill. The objective of this research is to explore whether there is foreign language anxiety problem among Indonesian undergraduates in speaking class. The researchers collected and processed the data using Photovoice. The participants of this research were 14 undergraduate students in the 5th semester. The findings indicated that the students have anxiety during performing speaking activity in classroom. As the implication, teachers can facilitate the students by creating a conducive, comfortable, and non-threatening class to help alleviating the students' foreign language anxiety.

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