THE EFFECT OF TEACHING ORAL COMMUNICATION STRATEGIES ON INDONESIAN EFL LEARNERS SPEAKING SKILL

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.

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Self-Efficacy and Self-Regulation as the Predictors of Use of Oral Communication Strategies in EFL Contexts

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.4p.14 ◽

2018 ◽

Vol 7 (4) ◽

pp. 14

Author(s):

Hamideh Abbasi ◽

Mania Nosratinia

Keyword(s):

Undergraduate Students ◽

Self Efficacy ◽

Communication Strategies ◽

Self Regulation ◽

Sampling Strategy ◽

Oral Communication ◽

Unique Contribution ◽

Efl Learners ◽

Age Range ◽

The Relationship

The present study aspired to systematically investigate the relationship among EFL learners’ Self-Regulation (SR), Self-Efficacy (SE), and their Use of Oral Communication Strategies (UOCS). To this end, 367 male and female undergraduate students, within the age range of 20 to 30 (Mage = 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely the Oral Communication Strategies Inventory (Nakatani, 2006), the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), and the SE Questionnaire (Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, & Rogers, 1982). Both parametric and non-parametric formulas were conducted to inspect the significance of the relationships. The results revealed that there was a significant and positive correlation between SR and UOCS, SE and UOCS, and SE and SR. Furthermore, a regression analysis revealed that only SR makes a strong statistically significant unique contribution to predicting UOCS (β = 0.682, t = 15.3, p = 0.0005). SE did not turn out to be a significant predictor of UOCS scores. The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

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Communication Strategies Used by EFL Learners with Different English Achievements in Oral Communication

IJOLTL Indonesian Journal of Language Teaching and Linguistics ◽

10.30957/ijoltl.v4i3.606 ◽

2019 ◽

Vol 4 (3) ◽

pp. 138-155

Author(s):

Anggit Prasetio Nugroho

Keyword(s):

Communication Strategies ◽

Oral Communication ◽

High Achievement ◽

Efl Learners ◽

Topic Avoidance ◽

Case Study Design ◽

Descriptive Research ◽

English Achievement ◽

The Difference

This article aims to identify the communication strategies used by the learners with low and high English achievement in classroom oral communication and to describe the difference of the frequency of using communication strategies from low and high achievement learners. This research used a descriptive research. The researcher used a case-study design because the present research concentrated on communication strategies used by the learners with low and high English achievement in a specific setting. The 30 learners of the eleventh-grade learners at SMA Negeri 1 Malang was selected as research subject. The result showed that the learners employed 14 communication strategies. The mostly used by the learners was time-gaining strategy and followed by self-repetition, self-repair, appeal for help, code-switching, circumlocution, approximation, use of all-purpose word, other-repetition, message abandonment, other correction, topic avoidance, use of non-linguistic mean, and literal translation. This research also found that the learners with low English achievement used communication strategies more frequently than the learners with high achievement.

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IMPROVING EFL LEARNERS’ SPEAKING SKILL THROUGH THE USE OF CODE SWITCHING STRATEGIES IN THE CONVERSATION

Journal of English for Academic and Specific Purposes ◽

10.18860/jeasp.v1i1.5241 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Syamsudin Syamsudin

Keyword(s):

Higher Education ◽

Communication Strategies ◽

Code Switching ◽

Efl Learners ◽

Self Confidence ◽

Speaking Skill ◽

Switching Strategies

This study is about code switching strategies usage as a part of communication strategies used by the EFL learners in Higher Education to improve their speaking skill. This paper presents the discussion on code switching strategies usage employed by two EFL learners to improve their speaking skill. This topic is interesting to be discussed because the employment of code switching strategies during the conversation might facilitate EFL learners to learn speaking. This happens due to the opportunity of the EFL learners to use L1 to express some unfamiliar vocabularies during the conversation. Further, by employing code switching strategies in conversation learners might feel comfortable so that they have courage and self confidence to practice speaking. Thus, it is crucial for the EFL learners to use code switching strategies in the process of learning speaking so that they might improve their speaking ability.

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The Use of Non Linguistics Means Strategies as a Speaking-problem Solving in EFL Learning

International Journal of English Language Education ◽

10.5296/ijele.v4i2.9531 ◽

2016 ◽

Vol 4 (2) ◽

pp. 42

Author(s):

Syamsudin .

Keyword(s):

Problem Solving ◽

Communication Strategies ◽

English Department ◽

Efl Learners ◽

Limited Knowledge ◽

Speaking Skill ◽

Linguistic Means ◽

Efl Learning

This study is about the use of non-linguistic means strategies as a part of communication strategies by the English Department students of one of the Islamic Universities of Malang as a means to solve their speaking problems. This paper aims at discussing the result of some observations and interviews to two students in the use of non-linguistic means strategies in EFL learning to handle their speaking problem. I am interested in discussing this topic because the use of non linguistic means strategies has helped EFL learners handle their speaking problems in EFL learning due to their limited knowledge on linguistic elements. It is necessary for the EFL learners to know more about non-linguistic means strategies as a part of communication strategies so that they might develop their speaking skill.

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Communication Strategies Used by EFL Students in Improving Speaking Skill

IJET (Indonesian Journal of English Teaching) ◽

10.15642/ijet.2018.7.1.355-358 ◽

2018 ◽

Vol 7 (1) ◽

pp. 355

Author(s):

Rahmi Aulia Nurdini

Keyword(s):

Communication Strategies ◽

Efl Students ◽

Speaking Skill

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Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

English Focus Journal of English Language Education ◽

10.24905/efj.v1i2.35 ◽

2018 ◽

Vol 1 (2) ◽

pp. 86-95

Author(s):

Gusti Ayu Putri

Keyword(s):

Oral Communication ◽

Teaching English ◽

Study Program ◽

Tour Guide ◽

Speaking Assessment ◽

Post Test ◽

Qualitative Descriptive ◽

Speaking Skill ◽

The Mean ◽

Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR). The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.

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

Asian-Pacific Journal of Second and Foreign Language Education ◽

10.1186/s40862-020-00103-0 ◽

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.

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

English Language Teaching ◽

10.5539/elt.v9n3p102 ◽

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

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.

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