scholarly journals The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

2021 ◽  
Vol 17 (33) ◽  
pp. 128
Author(s):  
Ana Gadakhabadze
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Positive Impact ◽  
Educational Institution ◽  
Teaching Approaches ◽  
Teaching Procedure ◽  
Efl Students ◽  
Higher Educational ◽  
The Impact ◽  
Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

scholarly journals PENGARUH MINAT BACA BUKU BERBAHASA INGGRIS TERHADAP TINGKAT INTELEKTUAL PASIS DIKREG SESKOAL TP.2019

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Yan Edward Saragih
Keyword(s):  
English Language ◽  
Positive Impact ◽  
Educational Institution ◽  
Academic Culture ◽  
Educational Process ◽  
Main Task ◽  
Development Education ◽  
Quantitative Research Methods ◽  
Intellectual Level ◽  
The Impact

This article discusses a study on the impact of interest in reading academic reference and intellectual level in the Indonesian Navy educational institution. The Navy has a vision to create a world class organization capable of carrying out the defence of Matra Sea. The role of quality human resources becomes a major factor in carrying out assignments. Seskoal as an educational institution of the Navy has the main task of implementing the highest general development education in the Navy, which contributes to improving intellectual level for each of its graduates. The importance of fostering interest in reading English-language reference books and academic culture implementation needs to be realized in connection student officers Dikreg is implementing educational task. The close relationship between the educational process, institutions and student officers a positive impact on meeting the educational goals expected. Based on this background, this study purports to measure how much influence the interest in reading English-language reference books and academic culture on an intellectual level pasis Dikreg Seskoal TP.2019. In this study using quantitative research methods pasis population Dikreg TP. 2019 one hundred and fifty people. The next step to implement the deployment of questionnaires, interviews and data processing using SPSS version 25.

scholarly journals A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

2019 ◽  
Author(s):  
Jamal Kaid Mohammed Ali ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Female Students ◽  
Learning And Teaching ◽  
Efl Students ◽  
Students Attitudes ◽  
The Impact ◽  
Learning English

This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.

scholarly journals An Intramuscular Approach to Teacher Development in International Collaborative Higher Education

2014 ◽  
pp. 1758-1780
Author(s):  
Paul Breen
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Positive Impact ◽  
Language Teaching ◽  
Educational Institution ◽  
Medical Science ◽  
Student Experience ◽  
English Language Teaching ◽  
Higher Educational ◽  
One Year

This chapter looks at a practical example of staff development and considers how professional development of teachers should be an essential component of enhancing provision within higher educational institutions not just in terms of pedagogy but also in respect of developing programmes and marketing those programmes. Set within the specific context of English Language teaching for international students, the research is based on a case study of two trainee teachers on a DELTA programme (Diploma in English Language Teaching for Adults). These teachers have been interviewed at two different stages of their development, firstly whilst doing the DELTA course, and then one year later, by which time they have completed the course. Through analysing their responses in a qualitative fashion, the author examines whether teacher development has a positive impact on the higher educational institution as a whole, and whether it leads to an improved student experience or a heightened consciousness of that student experience on the part of teachers. At the heart of this chapter, there is a metaphor taken from Medical Science to define the best approach to teacher education and development, namely, what the author labels an intramuscular approach. The author takes this term from a medical process of giving injections that are placed deep within muscles so that the particular drug or medicine is released slowly over a period of time rather than in a standard one-shot manner. There is no quick fix solution to teacher development, and having a long-term vision contributes far more to organisations in terms of the ultimate student experience.

scholarly journals An Intramuscular Approach to Teacher Development in International Collaborative Higher Education

2014 ◽  
pp. 368-390
Author(s):  
Paul Breen
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Positive Impact ◽  
Language Teaching ◽  
Educational Institution ◽  
Medical Science ◽  
Student Experience ◽  
English Language Teaching ◽  
Higher Educational ◽  
One Year

This chapter looks at a practical example of staff development and considers how professional development of teachers should be an essential component of enhancing provision within higher educational institutions not just in terms of pedagogy but also in respect of developing programmes and marketing those programmes. Set within the specific context of English Language teaching for international students, the research is based on a case study of two trainee teachers on a DELTA programme (Diploma in English Language Teaching for Adults). These teachers have been interviewed at two different stages of their development, firstly whilst doing the DELTA course, and then one year later, by which time they have completed the course. Through analysing their responses in a qualitative fashion, the author examines whether teacher development has a positive impact on the higher educational institution as a whole, and whether it leads to an improved student experience or a heightened consciousness of that student experience on the part of teachers. At the heart of this chapter, there is a metaphor taken from Medical Science to define the best approach to teacher education and development, namely, what the author labels an intramuscular approach. The author takes this term from a medical process of giving injections that are placed deep within muscles so that the particular drug or medicine is released slowly over a period of time rather than in a standard one-shot manner. There is no quick fix solution to teacher development, and having a long-term vision contributes far more to organisations in terms of the ultimate student experience.

scholarly journals Confronting Cultural Barriers in Public Speaking through Multiple Learning Strategies: A Case of Indonesian EFL Learners

2020 ◽  
Vol 32 (1) ◽  
pp. 51
Author(s):  
Concilianus Laos Mbato
Keyword(s):  
Learning Strategies ◽  
Mixed Methods Research ◽  
Public Speaking ◽  
Research Question ◽  
The Body ◽  
Cultural Barriers ◽  
Independent Learning ◽  
Efl Students ◽  
Public Speakers ◽  
Speaking Skills

Cultural barriers, anxiety and lack of English competence may lead to EFL students’ failures in public peaking. Conducive learning environments, right coaching and learning strategies are likely to increase the possibility of students’ success. This research aimed to investigate whether the implementation of multiple learning strategies empowered Indonesian EFL students’ public speaking skills. 56 students enrolled in three public speaking classes of Sanata Dharma University, Yogyakarta in the academic year 2017-2018 participated in the research. One overriding research question was postulated, i.e., to what extent does the implementation of multiple learning strategies empower students’ public speaking skills? To answer the question, classroom mixed-methods research was employed where students filled out four different questionnaires and submitted focus group discussion (FGD) results at the end of the semester. Quantitative and qualitative data analyses indicated that students had very high perceptions about the use of and the combinations of reflections, peer-, teacher-, and self-assessments, independent learning plans and activities. They believed that multiple learning strategies implemented in the Public Speaking Class enabled them to be independent, responsible, and better learners. They also acknowledged becoming more confident and better public speakers. This study contributes to the body of knowledge in public speaking in two important ways. First, learning to speak in public for non-native speakers of English should begin with raising their awareness about cultural barriers that might inhibit the development of the necessary skills in public speaking. Second, teaching public speaking to EFL students requires the adoption of multiple learning strategies including strategies to confront imminent cultural barriers. This research, therefore, urges public speaking trainers and teachers in EFL settings to include intercultural understanding and multiple learning strategies in their public speaking classes in order to empower students’ public speaking skills

scholarly journals The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

2021 ◽  
Vol 8 (2) ◽  
pp. 120
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Syarifah Dahliana ◽  
Saiful Akmal
Keyword(s):  
Academic Achievement ◽  
Social Life ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Triggering Factors ◽  
Efl Students ◽  
Classroom Bullying ◽  
The University ◽  
The Impact

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

scholarly journals Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms

2017 ◽  
Vol 7 (4) ◽  
pp. 83
Author(s):  
Ali Ayed S. Alshahrani
Keyword(s):  
Social Interaction ◽  
English Language ◽  
Positive Impact ◽  
Target Language ◽  
Research Approach ◽  
Psychological Variables ◽  
Language Classes ◽  
Efl Students ◽  
Actual Learning ◽  
English Program

This study aims to investigate the effects Twitter has as a social networking platform on the development of Saudi EFL psychological variables (attitude, confidence, motivation, interest in L2 culture, social interaction and engagement), actual learning outcomes and the relationship between these psychological variables and their results. Twitter provides a valued accessible window to the target culture and promotes cross-cultural competence and comprehension that is focused on meaning rather than form, as well as repeated exposure to L2 cultural products, practices, perspectives and the target language. A sample of 39 students enrolled in an English course during the second semester of the 2014-2015 academic year, as well as two non-native English speakers (NNSs) working at the English Program, agreed to participate in the study. It adopts a combined inductive-deductive research approach to fulfil the research purpose and answer the research questions. The findings of this study underscore the latent use of the Twitter microblogging platform in EFL classes, as well as revealing the positive impact upon Saudi EFL students’ social interaction (engagement), enthusiasm and interest in learning more about L2 culture in English language classes.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals Reticence is not a Virtue in Aviation: Improving English Speaking Proficiency of Future Aviation Specialists

2021 ◽  
Vol 13 (2) ◽  
pp. 498-515
Author(s):  
Liudmyla Herasymenko ◽  
Svitlana Muravska ◽  
Maryna Lomakina ◽  
Nadiia Martynenko ◽  
Iuliia Mazurenko
Keyword(s):  
Problem Solving ◽  
Language Proficiency ◽  
English Language ◽  
Speaking Proficiency ◽  
Information Gap ◽  
Grammatical Skills ◽  
English Speaking ◽  
The Impact ◽  
Experimental Group ◽  
Speaking Skills

English language proficiency is a vital requirement for air-to-ground communication for aviation specialists. A special attention should be paid to developing speaking skills of future pilots, air traffic controllers and engineers. Our research has shown that future aviation specialists come across certain challenges in the process of communication in English: insufficient aviation knowledge to give an opinion, low motivation to speak, poor grammatical skills and insufficient knowledge of vocabulary items, uneven participation in discussions, and fear of making mistakes. To overcome these challenges some recommendations were formulated for teachers to follow. The problem-solving activities were chosen and designed to enhance students’ speaking skills. They include value-clarification tasks, discussions, role-plays, information-gap activities, describing pictures, and discussing videos. This research aims to define the impact of applying these problem-solving activities on developing students’ speaking skills. 120 second year students in aviation specialties took part in this experiment. They were divided into a control and an experimental group of equal numbers. In both groups, the teachers taught the same Aviation English content which corresponded to the syllabus. In addition, in the experimental group the teacher implemented the problem-solving activities, which contributed significantly to the development of future aviation specialists’ speaking skills.

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