The effects of using flipped learning in an EFL speaking class on Korean EFL undergraduate students' speaking anxiety and speaking skills

2021 ◽  
Vol 26 (4) ◽  
pp. 597-625
Author(s):  
Seunghee Jin
Keyword(s):  
Undergraduate Students ◽  
Flipped Learning ◽  
Speaking Anxiety ◽  
Speaking Skills

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

scholarly journals Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement

2021 ◽  
Vol 1 (2) ◽  
pp. 92-101
Author(s):  
Mariam Haghegh ◽  
Arif Nugroho
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Motivation ◽  
Teaching Approach ◽  
P Value ◽  
Flipped Learning ◽  
Higher Education Curriculum ◽  
Education Effects

In the recent years, flipped learning has become popular and been widely utilized as teaching approach to activate students’ learning engagement, which is frequently used to reverse the conventional teaching. However, much more efforts are necessary to enrich the literature about its practices across different teaching and learning contexts. This study is at the cutting edge of examining the practice of flipped learning in higher education contexts; as well as exploring its effects on students’ learning motivation, attitudes, and engagement. Data were collected using a questionnaire from 35 undergraduate students enrolled in “Introduction of Educational Technology” course at a college of education, and the data were tested using 24-version IBM-SPSS linear regression. The results demonstrated that flipped learning strategy is a positive predictor for students’ learning motivation (p-value 0.001 0.05), attitudes (p-value 0.007 0.05), and engagement (p-value 0.003 0.05). The results contribute to offering valuable insights for college stakeholders to enhance the efficacy of teaching and learning process, particularly for higher education curriculum designers to adapt to the current teaching approach. Instructional implication and research suggestions are provided based on the results of the study.

Factors Influencing Foreign Language Speaking Anxiety among Undergraduate Students

2020 ◽  
Vol 15 (2) ◽  
pp. 639-649
Author(s):  
Bijon Baroi ◽  
◽  
Zakiya Sultwana ◽  
Razina Sultana ◽  
Noor Muhammad ◽  
...  
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Speaking Anxiety ◽  
Factors Influencing

scholarly journals FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Nor Syahiza Shahabani ◽  
Irma Wahyuny Ibrahim
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Oral Communication ◽  
Speaking Anxiety ◽  
Reading And Writing ◽  
Second Language Speakers ◽  
Speaking Skills

Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed that English is used during formal transaction. In addition to that, the discussion on academic matters is a necessity to speak English. Next, findings for performance revealed that no matter how good or poor their achievement in this second language, speakers have to make it happen – this is one of the challenges that the speakers have to face. Lastly, the speaking anxiety may impact their (speakers) interaction with other people. Results of this study bear interesting implications towards the acquisition and learning of speaking in English among learners. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" /></p>

scholarly journals DESIGN AND DEVELOPMENT OF DISCUSSION-ORIENTED FLIPPED LEARNING ENVIRONMENT

2021 ◽  
Vol 83 (3) ◽  
pp. 164-175
Author(s):  
Ерді Окан Їлмаз ◽  
Нуреттін Шімшек
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Expert Opinion ◽  
Content Management ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Developmental Research ◽  
Design And Development ◽  
Evaluation Form ◽  
Production Stages

This research discusses the process of designing and developing a flipped learning environment, which is one of the blended learning approaches, through integrating the discussion environment in order to eliminate some of its limitations. In this context, in order to improve the interaction of students in various dimensions, the discussion environment was integrated into the traditional flipped learning environment. The environment was designed to be discussion-oriented so that students can access the learning content and discussion media simultaneously on the same screen. The method of research was determined as developmental research. In this regard, environmental design and development steps were followed in accordance with the developmental research steps. PHP, JavaScript and MySQL databases were used in environment developing processes. The system was built on WordPress content management system, the course videos were recorded in a professional studio environment, and editing and production stages were carried out by the researcher. The newly-designed and developed prototype environment was tested by both nine field experts and 42 undergraduate students studying at Uşak University in Turkey. To evaluate the pilot environment developed, "Expert Environment Assessment Form" was used to get expert opinion and "Pilot Application Evaluation Form and Opinion Questionnaire” was used to get student opinion. The expert opinion and evaluation form was comprised of three parts. General features of the discussion-oriented flipped learning environment were discussed in the first part, and the features of flipped learning environment were discussed in the second part. The last part included the items related to the visual design features of the new environment. In line with the opinions received, final evaluations were made, and the environment was put into its final form. In line with feedback from students and experts, it can be stated that turning the flipped learning environment into a discussion-oriented structure positively affects the satisfaction levels of students about the environment.

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