scholarly journals The Effects of Authentic Materials Using Role-playing Activities on Oral Proficiency: A Case Study of Thai Undergraduate Students

2021 ◽  
pp. 1-293
Author(s):  
Sarath Withanarachchi Samaranayake
Keyword(s):  
Undergraduate Students ◽  
English Education ◽  
Oral Proficiency ◽  
Role Playing ◽  
Target Language ◽  
Control Group ◽  
Authentic Materials ◽  
Oral Fluency ◽  
First Semester

This study investigates the effects of authentic materials and contextually developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkhla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups, wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education.

scholarly journals The Effects of Authentic Materials Using Role-playing Activities on Oral Proficiency: A Case Study of Thai Undergraduate Students

2021 ◽  
Author(s):  
Sarath Withanarachchi Samaranayake
Keyword(s):  
Undergraduate Students ◽  
English Education ◽  
Oral Proficiency ◽  
Role Playing ◽  
Target Language ◽  
Control Group ◽  
Authentic Materials ◽  
Oral Fluency ◽  
First Semester

This study investigates the effects of authentic materials and contextually developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkhla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups, wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education.

scholarly journals A Case Study of Undergraduate Students Computer Self-Efficacy from Rural Areas

2018 ◽  
Vol 7 (3.20) ◽  
pp. 270
Author(s):  
Rajermani Thinakaran ◽  
Rosmah Ali ◽  
Wan Nor Al-Ashekin Wan Husin
Keyword(s):  
Undergraduate Students ◽  
Rural Community ◽  
Rural Areas ◽  
Self Efficacy ◽  
Quantitative Research ◽  
First Semester ◽  
Item Questionnaire ◽  
Research Show ◽  
Computer Self Efficacy

In students’ learning process, self-efficacy plays an important part. In Malaysia, there are a number of researches on students’ self-efficacy. However, none of the studies focuses on undergraduate students’ computer self-efficacy from the rural areas. This article presents a quantitative research on undergraduate students’ perceived computer self-efficacy. A total of 128 first semester undergraduate students participated in the survey, employing a 27-item questionnaire measuring computer self-efficacy. The items were pilot-tested before being administered to the respondents. Outcome of the research show that computer self-efficacy level is high for basic and advanced skills. The result of the research shows that rural community has accepted the ICT as part of their lifestyle.   

The Effect of Dyadic and Triadic Interaction on Iranian EFL Learners’ Oral Proficiency

2016 ◽  
Vol 6 (7) ◽  
pp. 1498
Author(s):  
Abbas Moradan ◽  
Nayereh Ahmadian
Keyword(s):  
English Learners ◽  
Classroom Practice ◽  
English Education ◽  
Oral Proficiency ◽  
Dyadic Interaction ◽  
Development Theory ◽  
Control Group ◽  
Efl Learners ◽  
Triadic Interaction ◽  
Young Learners

Knowing about interaction and applying it among EFL learners, is one of the crucial and important factors which needs to be taken seriously in English education. This study aimed to investigate the effect of Dyadic and Triadic Interaction between young Iranian English learners and to find out how the different forms of interaction between the learners in classroom practice can enhance their oral proficiency by drawing on some theories such as Social Learning, Social Development Theory and Interaction Hypothesis. 61 Iranian young learners participated in the study, taking part in two interviews that were based on Young Learners English Test YLE Cambridge University (Starter). The subjects’ interactional behaviors were determined by the researcher with a checklist which named Learner’s Interaction. Multivariate and discriminate analyses of both experimental groups and control groups’ scores indicated that dyadic interaction between young learners could enhance their oral proficiency more effectively in comparison with that of control group in which all activities were conducted individually, but it didn’t improve learners’ oral proficiency  significantly in comparison with Triadic interaction. The results can be used to pave the way for adopting effective educational planning and consequently enhancing teaching education system and improving teachers' practice and learning in EFL contexts.

scholarly journals Pre-Service English Teachers’ Professional Identity Development: A Case Study

2021 ◽  
Vol 5 (2) ◽  
pp. 198
Author(s):  
Sry Mora Yuni Siahaan ◽  
Adaninggar Septi Subekti
Keyword(s):  
Identity Development ◽  
Classroom Management ◽  
Professional Identity ◽  
English Education ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Professional Identity Development ◽  
First Semester ◽  
Similar Vein

<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>

scholarly journals The Choice of Language for Note-taking for the Purposes of Consecutive Interpreting

2021 ◽  
Vol 27 (4(54)) ◽  
pp. 51-61
Author(s):  
Dariusz Hanusiak
Keyword(s):  
Mother Tongue ◽  
Target Language ◽  
Small Scale ◽  
Note Taking ◽  
First Semester ◽  
Case Study Analysis ◽  
Natural Choice ◽  
Consecutive Interpreting ◽  
Selection Of

The subject of the article is the choice of language that is used for notetaking for consecutive interpreting. The paper is based on a small-scale empirical case study analysis of note-taking by interpreting students. The analysis was aimed at determining which language – source language (SL) or target language (TL) – was preferred by students, who were given freedom of choice regarding the selection of language that they would use for the preparation of notes to help with consecutive interpreting tasks. The study group consisted of three cohorts of translation and interpreting students who were at the end of their first semester of work with consecutive. The students were asked to prepare notes for a regular consecutive task, from English into Polish; Polish was the mother tongue for all of the students. The outcomes of the analysis may show what might be the “natural” choice of language for notation and may provide suggestions about improving the system of teaching notation in the case of novice interpreters.

scholarly journals Strengths and Weaknesses of Self-Regulated Learning through YouTube: Indonesian EFL Students’ Perceptions

2020 ◽  
Vol 3 (4) ◽  
pp. 531-542
Author(s):  
Hj. Fadhilah Harahab Putri ◽  
Agus Wijayanto ◽  
Slamet Supriyadi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Education ◽  
Sufficient Information ◽  
Self Regulated Learning ◽  
Perceptions Of Students ◽  
Regulated Learning ◽  
Efl Students ◽  
Depth Interviews

The recent advancements in technology are growing rapidly, because of that the demands of Internet are increasing rapidly. Include the use of website and application. Technology has brought various potentials for language learning. Therefore, in this research the aims are to determine the perceptions of EFL students and the strengths and weaknesses of self-regulated learning using YouTube. To achieve the objective of the research, the method used in this research is a case study. The data in this research were collected through in-depth interviews. The subjects in this research were four undergraduate students who are majoring in English education from university in Indonesia and they were purposively selected, so that they can provide sufficient information. The results in this research showed the positive perceptions of students towards EFL students self-regulated learning using YouTube. They declared that the use of YouTube could facilitate them in regulating their learning English, brings joy, pleasure and excitement during the learning process. In addition, in this research found out that the strengths of self-regulated learning using YouTube; YouTube provides a lot of learning materials, the ease to use YouTube, flexibility of time and place when using YouTube in regulating their learning. Meanwhile the weaknesses are financial constraints and problem of Internet connectivity.

scholarly journals Authentic Materials to Foster Writing Skills in College EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 112
Author(s):  
Mercedes Chamba ◽  
Martha Reinoso ◽  
Elena Rengifo
Keyword(s):  
Writing Skills ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Catholic University ◽  
Post Test ◽  
The Common ◽  
Experimental Group

Since it is a productive skill, writing is considered one of the most crucial abilities in communication; nonetheless, EFL learners have difficulty composing texts which are both communicatively and linguistically competent. This study intends to explore the benefits of using authentic materials in EFL learners, with an emphasis on writing skills. To pursue this objective, fifty-two participants were chosen randomly from a B1 level (following the Common European Framework of Reference for Languages). The participants were distributed into two groups: an experimental group and a control group. The students were majoring in various degrees at the Pontifical Catholic University of Ecuador (PUCE). In this case study, in which the application of authentic materials covered fifty percent of daily two-hour classes, data was collected through a structured pre-test, post-test, and an opinion survey. All data was analyzed using a rubric designed for this purpose. This research, which is based on the Communicative Language Teaching Approach, also deals with various concepts regarding authentic materials and researchers&rsquo; perceptions. The findings elicited positive results for students&rsquo; writing with the use of authentic materials skills and shed lights on participants&rsquo; opinions.

scholarly journals INDONESIAN EFL STUDENTS’ PERSPECTIVES TOWARDS LEARNING MANAGEMENT SYSTEM SOFTWARE

2020 ◽  
Vol 1 (1) ◽  
pp. 20-24
Author(s):  
Emiliana Putri ◽  
Fatimah Mulya Sari
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Management System ◽  
English Education ◽  
Learning Management System ◽  
Target Language ◽  
System Software ◽  
Study Program ◽  
Technical Problems ◽  
Learning Management

The use of strategy takes an important role in language learning. The use of Learning Management System software (LMSs) in the EFL classroom enables the students to get their target language. LMSs has a feature that can enhance communication between student to student and between lecturer and students. This study generally explores students’ perspectives toward the use of LMSs as a language learning strategy. This qualitative research was conducted in Universities in Lampung Province, Indonesia. The subjects were 33 undergraduate students in the English Education study program, Faculty of Arts and Education. The data used were questionnaires and interviews. The findings show that the participants give positive feedback toward their experiences in using LMSs. By using LMSs, admitted that LMSs was given improvement to their speaking, reading, listening, and writing skill. However, some students revealed that there were some technical problems founds when they use LMSs, such as bad gateway connection. Nevertheless, learning a language using LMSs as the strategy helps the students to have self-learning experiences.

scholarly journals Discovering Factors of Foreign Language Speaking Anxiety and Coping Strategies

2016 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Vahid Rafieyan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Education ◽  
Negative Impact ◽  
Influential Factors ◽  
Target Language ◽  
Speaking Anxiety ◽  
Foreign Language Learners ◽  
And Coping

<p>Feeling of anxiety is commonly expressed by foreign language learners in learning to speak a foreign language. This feeling is considered to have a negative impact on communication in the target language. This study has attempted to investigate the most influential factors in creating this type of anxiety as well as the most commonly used strategies to cope with it. In this respect, a qualitative research methodology, based on interviews and reflective journals, was used to investigate the issue. A total of 10 female freshman undergraduate students of English education in Universiti Teknologi Malaysia participated in the study. The findings suggested that assessing language learners’ speaking performance was the most anxiety provoking factor and creating a fun environment was the most commonly used strategy to cope with anxiety. The pedagogical implications of these findings suggested the significant role of teachers in creating and/or reducing foreign language speaking anxiety in language learners.</p>

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