A STUDY OF ENGLISH ORAL COMMUNICATION STRATEGIES USED AMONG THAI EFL STUDENTS OF DIFFERENT ENGLISH PROFICIENCY LEVELS: A CASE STUDY OF FIRST YEAR ENGLISH MAJOR STUDENTS, SRINAKHARINWIROT UNIVERSITY

2018 ◽  
Vol 4 (2) ◽  
pp. 1528-1545
Author(s):  
Chanawan Inkaew ◽  
◽  
Narathip Thumawongsa ◽  
Keyword(s):  
English Proficiency ◽  
Communication Strategies ◽  
Oral Communication ◽  
First Year ◽  
Proficiency Levels ◽  
English Major ◽  
Efl Students

scholarly journals The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

2021 ◽  
Vol 8 (3) ◽  
pp. 1123-1143
Author(s):  
Aisah Apridayani ◽  
Adisa Teo
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
English Proficiency ◽  
First Year ◽  
English Curriculum ◽  
Proficiency Levels ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Major ◽  
Efl Students

This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.

scholarly journals ARE COMMUNICATION STRATEGIES FREQUENTLY USED IN SPEAKING CLASS?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Agung Wicaksono
Keyword(s):  
Second Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
Systematic Technique ◽  
English Class ◽  
The Right

<p>Communication strategy is the way to help the speakers when facing difficulties in communication using English as a second language. This case study, at the first year students of English Department, aims to know the most frequent students’ strategies to communicate in speaking activity in speaking class. It is  found that thirteen communication strategies were used by the students in speaking English class, but not all of the communication strategies were used in every conversation, but only certain communication strategy was used. It depends on  the materials difficulties. Furhermore, the most frequent  communication strategies is stalling or time gaining strategy. As they need some time to think and then continue talking after they find the right words they need to communicate. This findings is in line with the propossed theory stated that communication strategy is defined as a systematic technique employed by a speaker to express his or her meaning when facing certain difficulties in communication.</p>

scholarly journals The influence of proficiency level on the use and choice of L1/L2 communication strategies used by Iraqi EFL students

2019 ◽  
Vol 8 (1) ◽  
pp. 127
Author(s):  
Raed Latif Ugla ◽  
Mohamad Jafre Zainol Abidin ◽  
Mohammed Najim Abdullah
Keyword(s):  
Language Proficiency ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Proficiency Level ◽  
English Major ◽  
Efl Students ◽  
Interactive Task ◽  
Speaking Task

<span>This study aimed at investigating the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from<em> </em>52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). A taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1-based strategies more frequently, while high proficient students use L2-based strategies more frequently.</span>

The impact of self-perception on Iranian EFL learners' oral communication

2015 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Ali Soltani ◽  
Mohsen Ghafari
Keyword(s):  
Data Analysis ◽  
Communication Skills ◽  
Communication Strategies ◽  
Oral Communication ◽  
Strong Positive Correlation ◽  
Self Perception ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact

This study investigates the probable relationship between Iranian EFL learners' self-perception and assertiveness and their oral communication skills. A sample of 80 male and female Iranian EFL students participated in this study. The participants were initially required to complete Belbin's self-perception questionnaire, they were then asked to complete Oral Communication Strategies Inventory (OCSI). The results of the data analysis indicated that there was a strong positive correlation between the two variables and thus the higher the level of self-perception and assertiveness, the higher the level of communication will be. Keywords: Communication Strategies, Self-perception, Assertiveness.

scholarly journals Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study

2020 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Lien Thi My Tong
Keyword(s):  
Foreign Language ◽  
First Year ◽  
International Studies ◽  
Structured Interviews ◽  
Group Discussions ◽  
Group Activities ◽  
National University ◽  
Language Classrooms ◽  
Efl Students

Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of English participated in the study over a four-week period by attending semi-structured interviews. The findings highlighted a variety of elements discouraging the learners’ participation related to themselves, pedagogy, and culture and also revealed internal elements as the most significant.

scholarly journals A STUDY OF EFL STUDENTS� ORAL COMMUNICATION STRATEGIES IN DISCUSSIONS

2017 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Rosi Hardianti
Keyword(s):  
English Education ◽  
Communication Strategies ◽  
Group Discussion ◽  
Oral Communication ◽  
Vocabulary Knowledge ◽  
Communication Strategy ◽  
Intended Meaning ◽  
Efl Students ◽  
Strategy Types ◽  
The University

: In the process of communication, EFL students frequently experience problem in saying what they want to say in English. Oral Communication Strategies (OCS) surface as the students needs to solve problems of expressing their intended meaning. This descriptive qualitative study intended to analyze (1) types of OCS used by students while conducting discussion, and (2) the students� reasons for using certain types of OCS. The participants of this study were a group discussion consisting of five EFL students of English Education Department in the University of Kuningan. The data in this study were gained from observation and interview which were then transcribed. The data were analyzed qualitatively by using Dornyei�s (1995) taxonomy of OCS. The results revealed that students participated in this study tended to use achievement strategies (73.07%) more frequently than avoidance strategies (26.92%). Specifically, students used nine out of twelve communication strategy types, and the most frequent strategy used by students while conducting discussion was the use of fillers strategy (51.28%). Then, the students� reasons for using fillers strategy in their communication were basically because of their lack of English vocabulary knowledge and content knowledge of topics which were being discussed. Thus, students encounter communication problems as the results of target linguistic inadequacy. Hence, further study might yield different result if the topics chosen for discussion were desired topics among students.Keywords: EFL (English as a Foreign Language), Oral Communication Strategies, Discussion

scholarly journals Is Self-efficacy Correlated with English Proficiency Levels? —A Case Study of Taiwanese Arts Students

2013 ◽  
Vol 1 (2) ◽  
pp. 258 ◽  
Author(s):  
Min-chen Tseng
Keyword(s):  
Self Efficacy ◽  
Quantitative Data ◽  
English Proficiency ◽  
Proficiency Levels ◽  
Qualitative And Quantitative ◽  
Proficiency Level ◽  
Great Confidence ◽  
The Relationship ◽  
Learning And Achievement

<p><em>The purpose of this study was to investigate the relationship between arts students’ English proficiency level and their self-efficacy. Many studies have proved that self-efficacy is a significant predictor of learning and achievement (Multon, Brown, &amp; Lent, 1991; Pajares, 1996, 1997; Schunk &amp; Pajares, 2005). Does this apply to arts students? Arts students spend most of their time practicing skills related to their professions. They have great confidence with what they were doing in their own fields, but they have to sacrifice the time that could be spent studying English. Therefore, are arts students’ self-efficacy correlated with their English proficiency levels? A total of sixty-eight students participated in this study. They were equally divided into two groups: High Proficiency Learners (HPL) and Low Proficiency Learners (LPL). The results show that there was no significant correlation between students’ English proficiency levels and their self-efficacy levels. The results did not support Bandura’s theory. However, the findings did indicate that although arts students’ English proficiency levels were poor, especially for students in the LPL group, they did believe that they had the ability to achieve a certain task. They did well in their professions but not in English. Further studies and more qualitative and quantitative data on arts students are needed.</em></p>

Analysis of Errors Made by First Year Secondary School Students in Writing English Sentences: A Case Study of Libyan EFL Students

2018 ◽  
Vol 10 (6) ◽  
pp. 206
Author(s):  
Mohamed Farhat Mehdi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
First Language ◽  
First Year ◽  
School Students ◽  
Writing Difficulties ◽  
Efl Students ◽  
Writing Errors ◽  
Verb Tense

The aim of this study is to identify, classify and explain the reasons behind the written errors and difficulties encountered by First Year Secondary School Students, Al-Jufra Region, Libya. A random sample of students and teachers is selected. The sample is thirty students and ten  teachers. The data is collected through three tools: written task by students and two questionnaires; one for the teachers and one for the students. The data is analyzed by using a descriptive method. The findings reveal that First Year Secondary School Students encounter difficulties in writing English sentences including verb tense and form, subject verb agreement, word order, prepositions, articles, plurality and auxiliaries. It is also revealed that students are not motivated enough to engage into written activities. These writing errors are mainly due to first language (L1) interference. The study concludes with some recommendations that will help First Year Secondary School Students to minimize their writing difficulties. 

scholarly journals Strategies and Difficulties of Understanding English Idioms: A Case Study of Saudi University EFL Students

2017 ◽  
Vol 7 (3) ◽  
pp. 70 ◽  
Author(s):  
Maha H. Alhaysony
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Proficiency Level ◽  
Idiomatic Expressions ◽  
English Major ◽  
Efl Students ◽  
Teaching Implications

This study aims to investigate difficulties face Saudi EFL students in learning and understanding English idioms, and examines the strategies they utilize to understand idioms. The subjects were 85 male and female Saudi English major university students at the Department of English in Aljouf University. Two data collection instruments, questionnaire, semi-structured interview were employed as well as the Nation’s Vocabulary Level Test to measure the students’ language proficiency level. The results showed that students have difficulty to understand idiomatic expressions. Moreover, the findings revealed that most frequently used strategies were guessing the meaning of idioms from context, predicting the meaning of idioms, and figuring out an idiom from an equivalent one in their mother language. Furthermore, the results illustrated that low-proficiency students face more difficulties than high-proficiency students, though the differences were not significant. The results also showed that, the greater the vocabulary knowledge, the greater the use of idiom-learning strategies, especially for idioms that require a wider knowledge in vocabulary. This study concludes with teaching implications and recommendation for further research in learning and understanding idiomatic expressions.

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