scholarly journals THE ESL TEACHERS’ WILLINGNESS TO COMMUNICATE IN ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 594
Author(s):  
Yueh Yea Lo
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Willingness To Communicate ◽  
Group Comparison ◽  
Survey Questionnaire ◽  
Esl Teachers ◽  
Group Discussions ◽  
Research Survey ◽  
Data Collection Instrument ◽  
Convenience Sampling

Willingness to communicate (WTC) as introduced by McCroskey and Bear (1985) has developed and been perceived by many as a critical field. Unfortunately, there is a noticeable gap in research on the willingness to communicate (WTC) in English among ESL teachers in the Malaysian context. This study aims to investigate the ESL teachers’ willingness to communicate in English in terms of gender and school locations. The four constructs of communication in WTC are group discussions, interpersonal, public, and talking in meetings. Through both criterion and convenience sampling, 250 ESL teachers from twenty-five schools were chosen for this research. Survey questionnaire with a total of 20 items adopted from McCroskey (1992) was used as the data collection instrument. Findings reveal that ESL teachers' willingness to communicate in English is generally high and that the teachers were more willing to converse and exchange ideas orally in English during the meeting rather than in group or public. Female participants were significantly different in their overall willingness to communicate as they were more willing to communicate in groups and public. The within-group comparison also shows that school locations (urban and rural) affect ESL teachers' willingness to communicate in English. The findings also suggest that schools should encourage more ESL teachers to participate in activities such as debates, drama, public speaking, English language clubs/society, and empower them by providing professional development workshops or training.

scholarly journals A Qualitative Study on Speaking Anxiety among Pre-Service Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 34-39
Author(s):  
Abdu Rahim III Kenoh
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Public Speaking ◽  
Sampling Technique ◽  
State University ◽  
Speaking Anxiety ◽  
High Expectations ◽  
Self Confidence ◽  
Actual Speech ◽  
Convenience Sampling

Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques such as exposure to speaking engagements, preparation, and believing in oneself.

scholarly journals English Language University Teachers’ Research Activity: Untold Stories in Vietnam

2018 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Huong H. Le
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Structured Interview ◽  
Survey Questionnaire ◽  
Research Activity ◽  
University Teachers ◽  
Cultural Perspectives ◽  
Research Survey ◽  
Current Context

<em>This qualitative case study explores English language university teachers’ engagement in research including their interests, publications and co-operation, from which the obligation of research activity at universities in Vietnam is revealed. Twenty-one English language university teachers at Hong Duc University were invited to participate in the research. Survey questionnaire and Skype semi-structured interview were employed to collect necessary data to identify teacher participants’ involvement in research. Being seen from socio-cultural perspectives, the findings of the study indicate that how English language university teachers engage in research is inter-twined with the current context where research is done.</em>

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

2021 ◽  
pp. 001698622098594
Author(s):  
Nielsen Pereira
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Esl Teachers ◽  
Invariance Testing ◽  
Scale Scores ◽  
The One

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asieh Amini ◽  
Hiwa Weisi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Small Sample ◽  
Willingness To Communicate ◽  
Equation Modeling ◽  
Teacher Immediacy ◽  
Content Type

PurposeGiven the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).Design/methodology/approachA total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.FindingsThe results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.Research limitations/implicationsThe main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.Practical implicationsThe significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.Originality/valueIn the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.

Determining Drivers of Financial Management Behavior Among Working Adults In Malaysia

2021 ◽  
Vol 7 (2) ◽  
pp. 161
Author(s):  
Afiza Azura Mohamad Arshad ◽  
Azlin Shafinaz Mohamad Arshad ◽  
Zahariah Mohd Zin ◽  
Arief Wibisono Lubis ◽  
Putri Hana Najla Mohamed Haniffa
Keyword(s):  
Financial Management ◽  
Negative Relationship ◽  
Financial Knowledge ◽  
Survey Questionnaire ◽  
Management Behavior ◽  
Working Adults ◽  
Government Sector ◽  
Management Behaviour ◽  
Convenience Sampling ◽  
The Government

Financial management behavior encompasses of four main fields such as saving, expenditure, borrowing and investment. The purpose of this paper is to determine the driver that influences financial management behavior among Malaysian working adults. A survey questionnaire was distributed to 300 Malaysian working adults in three sectors which are the government sector, private sector and self-employed using convenience sampling. A total of 273 responses were collected and deemed usable. The findings of the study found that financial knowledge and financial attitude have a significant and positive relationship to financial management behaviour among Malaysian working adults while the locus of control has a negative relationship with financial management behavior among Malaysian working adults. Recommendations are put forth at the end of the study.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

scholarly journals The effect of flipped learning on EFL learners’ public speaking in Taiwan

2019 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Rachid Bezzazi
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Public Speaking ◽  
Flipped Learning ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Learning Group ◽  
Convenience Sampling ◽  
Quantitative And Qualitative Methods ◽  
Reflective Essay

<p>This study investigates the effectiveness of flipped learning on English as a Foreign Language (EFL) learners’ public speaking. An experimental design was implemented throughout the study, for which the researcher used convenience sampling. Seventy-nine sophomore students, from two intact English Public Speaking classes, were divided into a flipped learning group (FLG) and a conventional instruction group (CIG). This happened over a 12-week period where the focus was to investigate how a language learner’s experience of flipped learning or conventional instruction affected their English public speaking. The author used quantitative and qualitative methods to collect data: a pre- and post-in-class speech and a 250-word post-treatment reflective essay. Both an independent and paired t-test were used to analyze the scores of the speeches, whereas coding was used to specify the themes that emerged from the qualitative data. The results revealed that the FLG significantly outperformed the CIG in the areas of body language and paralanguage. In addition, they did better in the areas of content and organization, and developed other skills as will be detailed later. The findings can be an impetus for EFL instructors to adopt flipped learning in an English public speaking course.<strong></strong></p>

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