scholarly journals Psychological Problems and Challenge In EFL Speaking Classroom

2017 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Public Speaking ◽  
Self Esteem ◽  
Psychological Problems ◽  
Speech Anxiety ◽  
Classroom Activities ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Poor Understanding ◽  
Teachers And Students ◽  
English Speaking

Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.   

scholarly journals Psychological Problems and Challenge In EFL Speaking Classroom

2017 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Public Speaking ◽  
Self Esteem ◽  
Psychological Problems ◽  
Speech Anxiety ◽  
Classroom Activities ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Poor Understanding ◽  
Teachers And Students ◽  
English Speaking

Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.   

scholarly journals Psychological Problems Encountered by EFL Students in Speaking Class at Universitas Islam Riau

2021 ◽  
Vol 8 (2) ◽  
pp. 140-152
Author(s):  
Muhammad Ilyas ◽  
Miranti Eka Putri ◽  
Isnania Nurani
Keyword(s):  
Teaching And Learning ◽  
Psychological Problem ◽  
Self Esteem ◽  
Psychological Problems ◽  
Basic Information ◽  
Study Program ◽  
Self Confidence ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking

The target of the study is to give perspectives to the English teachers or lecturers about the psychological problems encountered by students. It also will be used as the basic information for teachers or lecturers to find the best way in teaching and learning English especially in English speaking skill classroom. This study was a qualitative design that would be analyzed in form of description and were collected from the second semester students of English Study Program of Universitas Islam Riau. The questionnaires were distributed to 15 students while five out of them were interviewed to assure their responses towards 18 statements in the questionnaire. Moreover, the questionnaire comprised statements that based on the psychological problem that consist of low of self-confidence, anxiety, and low of self-esteem. It was found that the students faced the psychological problem. The problems that prominently encountered by the students was low of self-esteem, which stated that they were unable to speak in English as well as most of their friends. Then, they felt they had not much to be proud during the class due to several problems. Most of the students tend to feel they were failure, because they have not improved their speaking skills yet, due to several problems which encounter them at the same time.

scholarly journals Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media

2019 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Yosevina Rosdiana Su ◽  
Fatmawati Fatmawati
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Group Discussion ◽  
Self Esteem ◽  
English Department ◽  
Self Confidence ◽  
It Impacts ◽  
Teachers And Students ◽  
English Speaking

Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.

Factors that promote and impede other-sex friendships: a qualitative study of Iranian adolescent girls

2016 ◽  
Vol 30 (4) ◽  
Author(s):  
Nasim Bahrami ◽  
Masoumeh Sibmar ◽  
William M. Bukowski ◽  
AbouAli Vedadhir ◽  
Bianca Panarello
Keyword(s):  
Qualitative Study ◽  
Identity Formation ◽  
Adolescent Girls ◽  
Qualitative Content Analysis ◽  
Self Esteem ◽  
Structured Interviews ◽  
Public Places ◽  
Self Confidence ◽  
Poor Understanding ◽  
Different Levels

Abstract Aim: The aim of this study was to identify factors that promote and impede other-sex (OS) friendships in adolescent girls. Methods: A qualitative study conducted with 20 adolescent girls recruited in public places in Tehran, Iran. Information was collected through semi-structured interviews and coded via the conventional qualitative content analysis approach. Results: Four factors were identified that appeared to promote entry into OS friendships. These factors include (a) a poor understanding of perceived risks, (b) weak religious beliefs, (c) processes of identity formation, and (d) low self-esteem. In addition, six factors appeared to impede entry into these friendships: (a) self-confidence, (b) prioritizing education, (c) maintaining particular entertainment preferences, (d) awareness of prior unpleasant experiences with boys, (e) having strong religious convictions, and (f) shaming from significant others. Conclusion: These findings provide unique insights into the factors that stem from different levels of social complexity, which affect participation in a fundamental form of human experience.

scholarly journals Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions

2021 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Ahmad Syamsul Ma'arif ◽  
Fuad Abdullah ◽  
Asri Siti Fatimah ◽  
Arini Nurul Hidayati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Self Monitoring ◽  
Efl Context ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Process Outcomes ◽  
Teachers And Students ◽  
Efl Students

Portfolio-based Assessment (hereafter, PBA) plays an indispensable role in language assessment. PBA represents the development of the students’ learning process outcomes, trains autonomous learning, and stimulates metacognitive awareness. Conversely, a few investigative attempts, addressed the students’ perceptions of PBA in the Indonesian EFL Context. Therefore, this study aimed to decipher the perceptions of EFL students in Indonesia on PBA use in the English subject. Empirically speaking, two female students were involved as the participants in this study. The data were collected through a semi-structured interview and analyzed with Thematic Analysis (TA) (Braun & Clarke, 2006). The findings revealed that students articulated their perceptions in three major themes, namely developing self-monitoring from the students’ learning processes, generating discipline, responsible and autonomous language learning attitudes, and mitigating perceptual mismatches among teachers and students. Pedagogically speaking, this study indicates that PBA employment can provide opportunities for students to monitor their learning progress, and enhance their self-confidence and learning motivation.

scholarly journals Teachers’ and Students’ Perceptions of Classroom Activities Commonly Used in English Speaking Classes

2015 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Xiaoyu Huang ◽  
Xinyue Hu
Keyword(s):  
Questionnaire Survey ◽  
Role Play ◽  
Classroom Observations ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Teachers And Students ◽  
English Major ◽  
English Speaking ◽  
Similarities And Differences ◽  
Preparatory Work

Classroom activities, such as English dubs, role-play, brainstorming etc can be very useful for the teaching of oral English. In recent years, although considerable attention has been paid to the use of classroom activities in English speaking classes, the perceptions of teachers and students about such activities have been ignored. Therefore, this study aims to investigate students’ and teachers’ perceptions of the use of classroom activities in English speaking classes. Classroom observations were carried out as a preparatory work for a questionnaire survey which was conducted to examine the attitudes of English-major students and teachers towards 21 classroom activities. Data were analyzed and the results of the research showed that there were both similarities and differences between students’ and teachers’ perceptions about these activities and that the perceptions of freshmen and sophomores were not completely matched. The findings of this research can help teachers take students’ perceptions into consideration while designing classroom activities for English speaking classes in the future.

Global Self-Esteem Scales: Unidimensional or Multidimensional?

1985 ◽  
Vol 57 (2) ◽  
pp. 383-389 ◽  
Author(s):  
Edward J. O'Brien
Keyword(s):  
Public Speaking ◽  
Self Esteem ◽  
The Self ◽  
Strongly Correlated ◽  
Social Situations ◽  
Men And Women ◽  
Self Confidence ◽  
Specific Factors

A critical distinction in the self-esteem literature is that between global and specific self-esteem. In this study, two widely-used self-esteem scales, purported to be unidimensional (an additively scored version of the Rosenberg Self-esteem Scale and the Eagly revision of the Feelings of Inadequacy Scale) were factor analyzed. Subjects were 206 female undergraduates. The results supported the unidimensionality of the Rosenberg scale. However, four orthogonal factors were extracted from the Eagly Scale, two global factors and two situation-specific factors which referred to self-confidence in public speaking and novel social situations. The two global factors were more strongly correlated with the Rosenberg scale than were the situation-specific factors. Further work with men and women is needed to develop the Eagly scale as a multidimensional scale or to shorten it to include only global self-esteem items.

scholarly journals EFL Students in Speaking Skill: Identifying English Education Students’ Perceptions of the Psychological Problems in Speaking

2020 ◽  
Vol 2 (2) ◽  
pp. 8-20
Author(s):  
Ikrar Genidal Riadil
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
English Education ◽  
Psychological Problems ◽  
English Department ◽  
Education Students ◽  
Self Confidence ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking

This research focuses on students' English speaking problems, and this research aims to find out the most dominant problem of speaking in English as a Foreign Language (EFL) situation faced by the students of English Departement at Tidar University. The research method used in this research is the qualitative method. The writer uses a questionnaire as a tool for data collection. From the questionnaire, the problems that most dominant faced by the English education students of the English Department at Tidar University is Linguistic problems. Linguistic problems include less grammar, lack of vocabulary, and poor pronunciation. The next is psychological problems include, including lack of self-confidence, anxiety, and shyness. Meanwhile, instructor related problems did not have much effect on speaking problems for the students. In conclusion, Linguistic problems are the most dominant problem faced by the English education students of the English Department at Tidar University.

scholarly journals Strategic Criticism in Second Language Class

2021 ◽  
Vol 9 (2) ◽  
pp. 21
Author(s):  
Wanchuan YU ◽  
Xian ZHANG
Keyword(s):  
Speech Acts ◽  
Self Esteem ◽  
Training School ◽  
Passive Voice ◽  
Self Confidence ◽  
English Class ◽  
Language Class ◽  
Teachers And Students ◽  
Teaching Efficiency ◽  
Pragmatic Skills

Criticism is one of the important speech acts in class. Some teachers' criticism may threaten students’ face and lower their self-confidence and motivation in L2 learning. “Green Criticism”, which is indirect and friendly, is suggested to establish a harmonious relationship between teachers and students as well as improving teaching efficiency. It can be presented in two forms: verbal criticism and non-verbal criticism: As to verbal criticism, appropriate words like appropriate person deixis, hedges and positive words should be carefully selected to protect students’ self-esteem. Besides, empathetic mood such as passive voice, subjunctive, rising tone and stroking can be utilized to lessen face-threatening acts. Other pragmatic skills including application of request and humor as well as violation of CP are also effective in solving problems occurring in class. As for non-verbal criticism, keeping silent, using eye contact, walking around, changing facial expression and employing gestures are techniques to solve problems in class effectively. Different problems occurring in an English class of 7th grade in a training school in Zhanjiang, Guangdong Province of China are used as examples to illustrate the strategies of criticism.

scholarly journals EXPLORING VOLITION IN PUBLIC SPEAKING CLASS AMONG THE ENGLISH EDUCATION STUDENTS IN SANATA DHARMA UNIVERSITY

2019 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Aplonia Nelci Ke Lomi ◽  
Concilianus Laos Mbato
Keyword(s):  
Public Speaking ◽  
English Education ◽  
Control Strategies ◽  
Self Esteem ◽  
Education Students ◽  
Emotion Control ◽  
Factors Influencing ◽  
Efl Students ◽  
English Speaking ◽  
Volitional Strategies

Public speaking is frequently referred to as an anxiety-provoking activity. Volition is linked to individuals' willpower and persistence to face distraction in achieving particular goals. The aim of this study is exploring the volitional strategies used by English speaking class students and the factors that particularly influenced the students in dealing with the anxiety in public speaking. The participants are the 30 public speaking class students. This study used a questionnaire and interview as the instruments for data collection. The volitional strategies found in this study are split into two kinds: action control and emotion control strategies. The factors influencing students in learning public speaking revealed are inferiority or lack of self-esteem, audience pressures, the absence of preparation, references, vocabulary; and unpredictable examination. The researcher concluded that the students show high volitional stage with their own strategies to overcome anxiety and distractions in public speaking class. This research is undertaken to encourage EFL students to overcome their anxiety and fear in speaking English.

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