scholarly journals An exploration of Indonesian EFL learners’ unwillingness to communicate

XLinguae ◽  
2020 ◽  
pp. 129-141
Author(s):  
Sukardi Weda ◽  
Andi Elsa Fadhilah Sakti ◽  
Andi Riola Pasenrigading
Keyword(s):  
Foreign Language ◽  
Graduate Program ◽  
State University ◽  
Classroom Discussions ◽  
Group Discussions ◽  
Study Program ◽  
Efl Learners ◽  
Higher Institution ◽  
Efl Students ◽  
Classroom Presentation

This study aimed at exploring EFL students’ unwillingness to communicate (UTS) of English as a foreign language (EFL) classroom at higher institution in Indonesia. A 25-item survey of 70 students of English study program at graduate program State University of Makassar Indonesia stated that most of the students were willing to participating in group discussions and they revealed that their friends listened to their ideas and suggestions. The study also reported that the majority of participants disagreed to the statements: talking to friends is just a waste of time, they don’t talk in classroom presentation because they are shy, they don’t like to get involved in group discussions, their friends don't listen to their ideas and suggestions in classroom discussions, they don't ask for advice from friends when they have to make decisions, they are afraid to express themselves in a group, and they find it difficult to make conversation with their mates. The students were unwillingness to express ideas to other students because they felt nervous, and they also were unwillingness to express themselves because they had some fears.

scholarly journals Factors Causing Language Anxiety of EFL Students in Classroom Presentation

2020 ◽  
Vol 3 (2) ◽  
pp. 219-230
Author(s):  
Azwar Fadlan
Keyword(s):  
Graduate Program ◽  
Video Recording ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
State University ◽  
Qualitative Descriptive ◽  
Efl Students ◽  
Field Notes ◽  
Internal And External Factors ◽  
Classroom Presentation

AbstractThe purpose of this study is to identify : (1) Types of foreign language anxiety experienced by the students (2) factors causing language anxiety of EFL students. This research applied qualitative descriptive research method. It was carried out at Graduate Program of Makassar State University. The subject of this study were six students majoring in English who conducted a presentation seminar. They are all selected by using purposive sampling. The researcher observed and interviewed all G-class students conducting presentation seminar from February to April to identify type and factor of anxiety experienced by the students in a presentation seminar. The researcher made observations using video recording devices and field notes. Based on the result, there were three types of anxiety experienced by the students when doing presentation using English, namely anxiety related to positive (facilitative anxiety), anxiety related  to negative or destructive (debilitative anxiety) and anxiety which was not related to any of them. The researcher called it as non-effecting anxiety. As for some factors causing the students feel anxious in their speaking ability, generally they divided into two main factors, namely internal and external factors, but in the case of this study, the researcher found only internal factors.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

scholarly journals EXPLORING ENGLISH LISTENING PROBLEMS AMONG EFL STUDENTS AT IAIN KUDUS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Azizah Maulina Erzad
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Listening Comprehension ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Learners ◽  
Physical Conditions ◽  
Efl Students ◽  
Listening Process

Listening comprehension becomes one of the most difficult skills for most of English learners especially EFL learners. As a foreign language, English is rarely used in communication by EFL learners in their daily life. Therefore, the learners or students always face some difficulties/problems in listening comprehension. It can be seen from the results of their tests. The purpose of this study is to investigate the problems occur in listening class of EFL students at IAIN Kudus and the solutions to overcome those problems. The EFL students in this study refer to the English Education Department students of IAIN Kudus. The participants of this study are the second semester of English Education Department students. This study is a qualitative research. Observation, interview and documentation were conducted to collect the data. By conducting this study, several problems in listening comprehension can be revealed. The listening problems encountered by the EFL students are the pronunciation (accents), speedy delivery and length of the listening, physical conditions, unfamiliar vocabularies and terminologies, and limited facility for listening. Some actions should be done to overcome these obstacles occurred during listening process. The solutions to overcome the problems are students should be focus, practice more in listening English, memorize vocabularies, and prepare a language laboratory.

scholarly journals Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

2017 ◽  
Vol 10 (2) ◽  
pp. 73
Author(s):  
Norizan Abdul Razak ◽  
Amr Abdullatif Yassin ◽  
Tengku Nor Rizan Bt Tengku Mohamad Maasum
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Random Sampling ◽  
Male Students ◽  
Foreign Language Anxiety ◽  
English Department ◽  
Efl Learners ◽  
Efl Students ◽  
The Difference ◽  
Department Faculty

This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The participants are selected from English Department, Faculty of Arts, Ibb University, Yemen. The data was collected by using a questionnaire adopted from Yassin (2015), and the data was analysed by using 22nd version of the SPSS. The data of the first question was analysed by using T-test and the result of the analysis showed that the females experienced higher level of anxiety than male students, but the difference between both groups is not significant. The second question was analysed by using Pearson Product Moment Correlation and the result showed that there is not significant correlation between the level of anxiety and the academic achievement of the students.

scholarly journals How EFL learners react to a learning framework integrating learning records on multiple systems

2019 ◽  
pp. 345-349
Author(s):  
Hiroya Tanaka ◽  
Akio Ohnishi ◽  
Ken Urano ◽  
Shinya Ozawa ◽  
Daisuke Nakanishi
Keyword(s):  
Foreign Language ◽  
Mobile Applications ◽  
Questionnaire Survey ◽  
Multiple Systems ◽  
Efl Learners ◽  
Japanese University ◽  
Learning Framework ◽  
Efl Students ◽  
Preliminary Study ◽  
Japanese English

This paper reports on the learning framework integrating a web e-portfolio and two mobile applications. It also reports on a preliminary study on how learners used different systems or materials to study for vocabulary tests in a particular general English course at a Japanese university, and how they recognized the usefulness of each system and material. Participants were 66 Japanese English as a Foreign Language (EFL) students from two intact classes who completed a questionnaire survey at the end of the course. The results of the survey revealed that, although the participants generally evaluated the usefulness of the different systems and materials in a similar way, one of the mobile applications was most often used to prepare for the in-class vocabulary tests followed by the e-portfolio and the wordlist.

scholarly journals Cultural issues in Syrian EFL classrooms

2016 ◽  
Vol 13 (3) ◽  
pp. 4117
Author(s):  
Ömer Gökhan Ulum
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Research Design ◽  
Target Language ◽  
Cultural Issues ◽  
Cultural Elements ◽  
Efl Learners ◽  
Descriptive Research ◽  
Long Time ◽  
Efl Students

Whether we should teach culture or not when we teach English as a Foreign Language has been great concern for a long time. Which one should be contained in EFL course books? The culture of the target language or the own culture of EFL learners? Regarding this issue, many researchers have a diversity of opinions, however; this study was conducted having resource to descriptive research design, in that it aims to understand the perspectives of the Syrian EFL students on cultural elements in their course books. A questionnaire and an interview,which were administered to 103 Syrian EFL students,were used in order to gather the required data. SPSS(v20.0), aStatistical Program for Social Sciences was employed in order to analyze the collected data. As a result of the findings, it was found out that Syrian EFL students had generally positive perspectives on the cultural elements of the target language contained in their course books

scholarly journals Teaching English by Using Andragogy Approach for EFL Students

2020 ◽  
Vol 4 (3) ◽  
pp. 386-400
Author(s):  
Via Armu Manangsa ◽  
Paidi Gusmuliana ◽  
Eka Apriani
Keyword(s):  
Adult Students ◽  
Teaching Method ◽  
Student Experience ◽  
Student Needs ◽  
Teaching English ◽  
Group Discussions ◽  
Study Program ◽  
Efl Students ◽  
Good Guide

This study aims to find out whether the English lecturer study program, in other words, has applied andragogy as teaching to people who have been considered adults. The lecturer uses andragogy as a good guide in conveying a knowledge that is focused on student experience, student needs and related to student personalization. Andragogy is instruction for adults to be more focused on the process and to reduce less on the content taught in learning. This article adopts the instruments of the victor cx wang article published in 2015. These findings indicate that lecturers are more directed towards students who become students-centered which are characterized by group discussions, lecturers only direct through lectures and encourage students to dialogue. This teaching method is in line with teaching andragogy which directs adult students to be independent in learning.

scholarly journals PRAGMATIC TRANSFER IN REFUSALS REALIZED BY PROFICIENT EFL LEARNERS ENGLISH EDUCATION PROGRAM SRIWIJAYA UNIVERSITY

MABASAN ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 43-54
Author(s):  
NFN Eviliana
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Method ◽  
English Education ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Study Program ◽  
Qualitative Research Method ◽  
Pragmatic Transfer ◽  
Efl Students

This research was aimed at describing the strategies of proficient EFL students’ refusal realization in Indonesian and in English and the occurrences of pragmatic transfer (PT) in their refusal realization. Qualitative research method was employed. As the subsidiary of the qualitative research method, quantitative research method was also employed. The subjects were 18 EFL students of English Study Program Sriwijaya University whose TOEFL prediction scores were 450 above. DCT was used as the instrument of collecting data. Data were analyzed based on combined refusal classification by Wannaruk (2005) and Campillo (2009). The results of this research show that proficient EFL students’ mostly used the indirect strategies in their refusal realization both in English and Indonesian. Nevertheless, differences occurred in term of semantic formula choice and order in the twelve situations of DCT. Thus, PT could be observed. In consequences, it is suggested to foreign language teacher or lecturers should be aware that fluency in a language involves both a mastery of linguistic knowledge and pragmatic knowledge. Foreign language learners should be aware of the fact that social variables play a role when refusing, and that their inappropriate refusals may make them sound rude, vague or abrupt. Due to the limitation of this study, future researchers should also explore the differences between EFL  students’ refusal realization in their mother tongue  and Indonesian, the idiosyncrasies that occur in  the proficient EFL students’ refusal realization, and communication strategies used by EFL students in realizing their refusals.

scholarly journals Attitudes of Saudi EFL Female Students Towards Current Teacher Feedback Practices

2021 ◽  
Vol 11 (6) ◽  
pp. 90
Author(s):  
Khaled Aldossary
Keyword(s):  
Foreign Language ◽  
Positive Feedback ◽  
Female Students ◽  
Quantitative Approach ◽  
Teacher Feedback ◽  
Future Research ◽  
Efl Learners ◽  
Efl Students ◽  
Current Practices

This study aimed to investigate the attitudes of female Saudi English as a foreign language (EFL) learners towards the current practices and the challenges of teacher feedback. Utilizing a quantitative approach, 87 female Saudi EFL students completed a questionnaire about their experience with teacher feedback and the problems they encountered with this during the semester. The study aimed to explore two main aspects, including the students’ attitudes towards the current practices of teacher feedback and the challenges encountered, and the students’ suggestions for improving teacher feedback practices. The study outcomes revealed that the students receive direct and positive feedback. Additionally, the students perceived the teachers’ feedback to be useful and of good quality. The findings also indicated that students expect and prefer detailed feedback on their written tasks. However, the participants reported some concerns regarding the punctuality of teacher feedback and provided suggestions to improve such practices. The study also presents the limitations and recommendations for future research.

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