scholarly journals Exploring the Management of Anxiety in Advanced EFL Classes through English Clubs Provision for Oral Communication Improvement Secondary Schools in Benin

2018 ◽  
Vol 6 (3) ◽  
pp. 245
Author(s):  
Estelle Bankole-Minaflinou
Keyword(s):  
Secondary Schools ◽  
Learning Environment ◽  
English Language ◽  
Student Participation ◽  
Oral Communication ◽  
Self Esteem ◽  
Flexible Learning ◽  
Efl Students ◽  
Pedagogical Environment ◽  
Shed Light

<p><em>One of the major challenges that EFL students have to face in francophone countries is their inability to speak the English language due to many causes among which the linguistic environment and the fear of making mistakes while speaking. To solve the problem, some Beninese students refer to English Clubs (ECs) activities that provide them with a flexible learning environment. To shed light on the effectiveness of these EC programs, the present study has attempted to explore the management of language anxiety and the development of speaking ability through student participation in these programs. The findings have shown that ECs can offer a pedagogical environment where participants progressively get rid of hindrances like anxiety, stress, fear of making mistakes and being ridiculed while they develop self-esteem and oral communication and gain flexibility and fluency. Based on these findings, the study has addressed the pedagogical value of ECs programs and recommended the support of educational authorities if the battle for the oral communication of Beninese students is to be won.</em></p>

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

scholarly journals Saudi EFL Preparatory Year Students’ Perception about Corrective Feedback in Oral Communication

2016 ◽  
Vol 9 (12) ◽  
pp. 47 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Oral Communication ◽  
Immediate Feedback ◽  
Proficiency Level ◽  
Efl Students ◽  
And Gender ◽  
Main Instrument ◽  
Preparatory Year ◽  
The University

This study sought to investigate the attitudes of Saudi EFL students towards corrective feedback (henceforth CF) on classroom oral errors. The subjects were 3200 (1223 male and 1977 female) students enrolled in an intensive English language programme in the preparatory year at the University of Ha'il. A questionnaire was the main instrument. This study seeks to extend our knowledge by examining the relationship between CF and gender, proficiency level, and students’ track. The results revealed that students generally have a positive perception of oral CF. Further, delayed CF was more favoured than immediate feedback. Of the methods of CF used by the teacher, the students preferred asking for clarification, repetition, explicit feedback, metalinguistic feedback, elicitation, and recasting; the majority of them regarded no correction as a poor method. Although the students wanted all of their oral errors to be corrected, they reported wanting their serious errors to be corrected first, followed by frequent errors, individual errors, and then, less serious errors; less frequent errors was the least preferred category. Regarding the choice of correctors, students favoured teacher correction, then self-correction, and finally, classmate correction. As far as the three variables considered, the analysis of the data revealed that in sum, regardless of gender, students’ proficiency level, and track, all students had similar beliefs about CF and strongly favoured receiving frequent CF in English oral communication classes once they were made aware of the purpose, significance, and methods of CF. However, the findings of the study showed that there was a significant gender difference, with women responding to CF significantly more than men. Moreover, the results revealed that highly proficient students preferred CF more than students with a lower proficiency, although there were no significant differences for most of the items. Additionally, there were some significant differences among students with different tracks. Pedagogical implications, limitations of the study, and recommendations for further research are also discussed.

scholarly journals EFL students’ attitudes towards learner autonomy in English vocabulary learning

2020 ◽  
Vol 3 (2) ◽  
pp. 86
Author(s):  
Thao Quoc Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Structured Interviews ◽  
Efl Learners ◽  
Higher Institution ◽  
Efl Students ◽  
Students Attitudes ◽  
Shed Light

Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners’ vocabulary. This study endeavored to explore students’ attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.

scholarly journals Online Learning During the Covid-19 Pandemic: How has this new situation affected students’ oral communication skills?

2021 ◽  
Vol 7 (4) ◽  
pp. 30-41
Author(s):  
Elena Alcalde Peñalver ◽  
Jesús García Laborda
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Oral Communication ◽  
Online Learning Environment ◽  
Technical Problems ◽  
Level Of Satisfaction ◽  
New Situation

Employing technology has become imperative to accelerate learning efforts and offer methods to enhance interactions between learners, and among learners and tutors. In this paper, we investigate the difficulties faced by learners in learning virtually and, specifically, in English language learning, with a focus on oral communication skills. Research questions of this study are related to the main difficulties that students face to enhance their English oral communication skills. The tools and methodologies that worked best for them for this purpose are also in focus. In the literature we present a review of pertinent studies connected with learning responses in the COVID-19 period and those specifically related to the topic of our study. The methodology used for the study was an exploratory survey research design using a questionnaire to collect the necessary data for our research. Results showed that students highlighted technical problems as some of the main challenges, as well as not feeling completely comfortable in the online learning environment due to the lack of real communication, which also had an impact in the perception of their progress. They also found group video or audio calls to be the most useful tool for communication purposes. The results of this preliminary study are relevant to educational developers and policymakers. They give an understanding of aspects to be considered to improve the efficacy of learners’ when it comes to enhancing their English communication skills, such as difficulties regarding interaction or level of satisfaction in an online learning environment.

scholarly journals Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin

2021 ◽  
Vol 2 (1) ◽  
pp. 12-19
Author(s):  
Ulrich Orlando Sèna Hindeme ◽  
Katchédé Etienne Iwikotan ◽  
Arlette Joséline Arlette Hounhanou
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Efl Learners ◽  
Qualitative And Quantitative Methods ◽  
Efl Students

This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL learners’ attitude towards assessment. Using qualitative and quantitative methods, 56 EFL teachers and 458 lower intermediate and upper EFL learners in the Atlantic region in Benin participated in this study. The field study revealed that many teachers wrongly mistake assessment for test and thus use both terms to mean the same thing. Teachers have not been able to see tests as a way of assessing their teaching methods and upgrading their students’ language skills. Besides, most teachers stated that testing is the only tool they use in assessing their learners’ language proficiency and it is mostly for the purpose of assigning grades at the end of the terms. Students declared that most tests consist of grammar questions. As this study draws attention to the close relationship between assessment and teaching, training workshops have been recommended to guide and train teachers on how to effectively assess their students so that teaching and learning in the EFL classroom meet expected objectives and goals.

scholarly journals EFL University Students Challenges in the Process of Online Learning of Foreign Languages in Ukraine

2021 ◽  
Author(s):  
Zaytseva Iryna Volodymyrivna ◽  
Vysotchenko Svitlana Vasylivna ◽  
Liahina Iryna Anatoliivna ◽  
Malynovska Iryna Anatoliivna
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
English Language ◽  
Classroom Interaction ◽  
Self Esteem ◽  
Foreign Languages ◽  
Face To Face ◽  
Efl Teachers ◽  
National University ◽  
Efl Students

The sudden shift of English language teaching from face-to-face classroom interaction to online learning has resulted in many challenges for EFL students in Ukraine. The aim of the study is to analyze the challenges EFL students at Ukrainian higher educational institutions face under the Covid-19 pandemic and quarantine measures. Mastering a foreign language requires the development of foreign language skills, motivation, self-esteem, emotional stability, and psychological involvement of students in the learning process. There was the survey for English language learners at Ukrainian Universities: Kyiv National University of Trade and Economics Borys Grinchenko Kyiv University, Kyiv National Linguistic University, Taras Shevchenko Chernihiv National University “Chernihiv Collegium.” The study analyzes the responses of 357 students. The researchers surveyed in 2020. The results of the study show that students have psychological challenges in the process of learning foreign languages. They are caused by low self-esteem, demotivation, frustration, fear of failure, the impact of quarantine measures and conditions: lack of face-to-face interaction, pandemic-related stress, anxiety, depression, etc. The author uses the methods of theoretical analysis, synthesis, comparison, classification, and systematization of theoretical and experimental data. The results of this study provide recommendations for EFL teachers to enhance the efficiency of online teaching and learning activities. The study presents some recommendations for EFL teachers to guide their students through online learning.

scholarly journals Factors that De-motivate EFL Students’ Class Participation at a School of Languages

2021 ◽  
pp. 147-172
Author(s):  
Diana Iveth Sánchez-Hernández ◽  
Enrique Vez López ◽  
Yeraldi García-Barrios
Keyword(s):  
Qualitative Study ◽  
Student Participation ◽  
Self Esteem ◽  
Important Variable ◽  
Classroom Participation ◽  
Comprehensive Overview ◽  
Class Participation ◽  
Efl Students ◽  
Depth Interviews ◽  
Effect Learning

The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.

Sign in / Sign up

Export Citation Format

Share Document