scholarly journals The Causes and Impact of Language Anxiety on the Speaking Skill of Saudi Female EFL Learners

2018 ◽  
Vol 72 (7) ◽  
pp. 85-118
Author(s):  
Reem Al-Aamer
Keyword(s):  
Language Anxiety ◽  
Efl Learners ◽  
Speaking Skill

scholarly journals Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Maryam Bagheri ◽  
Zohre Mohamadi Zenouzagh
Keyword(s):  
Student Engagement ◽  
Placement Test ◽  
Chi Square ◽  
Transcription Analysis ◽  
Efl Learners ◽  
Face To Face ◽  
Computer Mediated ◽  
Speaking Skill ◽  
L1 Use ◽  
Chi Square Analysis

AbstractThis study investigated the potentials of face –to- face and computer mediated conversation (CMC) as two speaking modalities on students’ engagement. To this end, 30 Iranian male intermediate EFL learners were selected on the basis of their performance on OPT (Oxford Placement Test) and assigned into the research groups. The progression of face- to- face and CMC groups from limited to elaborate engagement at verbal, paralinguistic and functional levels was assessed using transcription analysis in face-to-face group and chat log analysis in CMC group. The limited and elaborate student engagement indicators in two modalities were identified via Maxqda software. The results of Maxqda analysis indicated that limited engagement was associated with appeal for help, silence, pauses and hesitations, focus on syntax, involvement with procedural talk and L1 use. Respectively, elaborate engagement was associated with avoiding L1 use, focus on discourse, involvement with actual talk and strategic discourse management rather than pause and silence. Chi-square analysis on frequency of indicators of limited and elaborate engagements on verbal, paralinguistic and functional levels indicated that limited and elaborate engagements occurred with different proportions in face-to-face and CMC conversations. Teaching practitioners would benefit the findings of the study since the findings illustrate how students’ engagement in learning evolves and how speaking modalities may impact the pattern of students’ engagement over time. The finding also suggest one way for improving student engagement without over-intervening of teachers is using modalities such as forums where the teacher presence is limited and students have to manage the discourse themselves which in turn increases student engagement.

scholarly journals Instructional Efficacy of Portfolio for Assessing Iranian EFL Learners’ Speaking Ability

2016 ◽  
Vol 9 (3) ◽  
pp. 102
Author(s):  
Mahshad Safari ◽  
Mansour Koosha
Keyword(s):  
Alternative Form ◽  
Control Groups ◽  
Self Assessment ◽  
Chi Square ◽  
Efl Learners ◽  
Instructional Efficacy ◽  
Advanced Students ◽  
Advanced Control ◽  
Speaking Skill ◽  
Advanced Proficiency

<p>Regarding the fundamental role of speaking in language skills, this study intended to investigate the effects of speaking portfolio as an alternative form of assessment for assessing Iranian EFL learners’ speaking ability at the intermediate and advanced proficiency levels and also its impact on their attitudes. Accordingly, from the population of 72 students studying at Kowsar Language Institute in Esfahan, a sample of 64 male and female intermediate and advanced students were randomly selected based on their scores on an OPT test and they were assigned to 4 groups: intermediate and advanced experimental groups and intermediate and advanced control groups. In order to collect the data, a pretest and a posttest as well as a questionnaire were employed. To analyze the data, an ANOVA and a series of Chi-square were run in the study and the findings indicated that the experimental groups using speaking portfolios performed better than the control groups in terms of speaking ability. Moreover, the result shed light on the advantages of speaking portfolios such as self-assessment, peer-feedback, and improvement of speaking skill. This study provides instructors, administrators, and test developers with alternative ways to improve and assess speaking skill through speaking portfolios.</p>

scholarly journals EMBRACING SOCIAL MEDIA TO IMPROVE EFL LEARNERS' ENGLISH SKILL

2021 ◽  
Vol 4 (4) ◽  
pp. 704
Author(s):  
Dwi Iswahyuni
Keyword(s):  
Social Media ◽  
Research Method ◽  
Qualitative Method ◽  
Reading Skill ◽  
Efl Learners ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
Use Of Social Media ◽  
Almost All

Regarding the importance of exploring the use of social media to enhance English skill, this study investigated the use of social media to improve English skill of EFL learners especially non-English college students. The objective of this study was to find out in what ways social media can contribute to the improvement of EFL learners’ English skill. The research method employed in this study was descriptive qualitative method. In gaining data, this study used questionnaire and observation. The results showed that almost all respondents took advantage of social media to learn English. Some social media used were YouTube, WhatsApp, Instagram, Facebook, Twitter, TikTok, etc. The respondents revealed that by the use of social media, their reading skill (97.3% of the respondents), their writing skill (94.6% of the respondents), their vocabulary mastery (91.9% of the respondents), their listening skill (89.2% of the respondents), their speaking skill (86.5% of the respondents), their grammar mastery (83.8% of the respondents) could be improved. Based on the findings of the study, it can be inferred that social media can contribute to the improvement of EFL learners’ English skill in many ways including reading skill, writing skill, vocabulary mastery, listening skill, speaking skill, and grammar mastery. Keywords:  EFL Learners, English Skill, Social Media

scholarly journals Reading input flooding versus listening input flooding: Can they boost speaking skill?

2017 ◽  
Vol 5 (1) ◽  
pp. 39-58
Author(s):  
Mojgan Rashtchi ◽  
Leila Mohammad Yousefi
Keyword(s):  
Control Group ◽  
Coding System ◽  
Trade Off ◽  
Efl Learners ◽  
Speaking Skill ◽  
Listening Group ◽  
And Control

Abstract The present study compared the effects of reading input flooding and listening input flooding techniques on the accuracy and complexity of Iranian EFL learners’ speaking skill. Participants were 66 homogeneous intermediate EFL learners who were randomly divided into three groups of 22: Reading input flooding group, listening input flooding group, and control group. The reading flooded input group was exposed to the numerous examples of the target structures through reading. In the same phase, the listening group was given relatively the same task, through listening. The participants’ monologues in the posttest were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate’s (2001) standard coding system. The results of ANCOVA indicated the outperformance of reading input flooding group. The study also supported the trade-off effects (Skehan, 1998, 2009) between accuracy and complexity.

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