scholarly journals Association between Oral Error Corrections of University Teacher and English Majors’ Language Anxiety in Philippine Higher Education Context

2020 ◽  
Vol 4 (2) ◽  
pp. 183
Author(s):  
Herford Rei Biscayno Guibangguibang
Keyword(s):  
Error Correction ◽  
English Language ◽  
English Teachers ◽  
Language Anxiety ◽  
Self Assessment ◽  
Chi Square ◽  
Mainstream Classrooms ◽  
Error Corrections ◽  
English Major ◽  
High Level

This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers.  Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English. 

scholarly journals Level of Language Anxiety in Classroom among Students in a Higher Education Institute in Malaysia

2021 ◽  
Vol 2 (1) ◽  
pp. 45-55
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Fatimatul Amirah Najla binti Mohd Zawawi ◽  
Ali Hadi Al-Aidaros
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Quantitative Method ◽  
English Language ◽  
Communication Apprehension ◽  
Moderate Level ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Education Students ◽  
High Level

The study aims to identify Higher Education students' level of language anxiety in the classroom. Moreover, the study also investigated the Higher Education Institute students' level of anxiety in each of the components in English language. 236 students from a Higher Education Institute participated in this study. The quantitative method has been used in this study and a set of questionnaire was adapted from FLCAS that was developed by Horwitz et al. (1986). For the finding, the study found that Higher Education Institute students have moderate level of language anxiety. Therefore, the study also revealed that the Higher Education Institute students have a moderate level of language anxiety in the test anxiety component and fear of negative evaluation component. On the other hand, Higher Education Institute students' have a high level of language anxiety in the communication apprehension component. The current study could help future educators to acknowledge more on language anxiety and help educators to find a good solution for these students.

scholarly journals The Relationship between English Language Learners’ Perceptions towards Classroom Oral Error Corrections and Their Pronunciation Accuracy

2016 ◽  
Vol 6 (7) ◽  
pp. 1
Author(s):  
Afshin Peerdadeh Beiranvand ◽  
Ali Entezamara
Keyword(s):  
English Language Learners ◽  
Error Correction ◽  
Language Learners ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Error Corrections ◽  
Positive Attitudes ◽  
Correction Strategies

<p>Inevitably, language learners make mistakes, and teachers correct them. It is, also, crystal clear that language learners have different attitudes towards error and error correction strategies. Needless to say, language teachers’ awareness of language learners’ perceptions towards error and error correction strategies can heighten the quality and the quantity of language teaching and learning process. This study based on the findings of a questionnaire and a test given to 82 male and female English language learners in Iran Language Institute (ILI) investigates: 1) whether ILI English language learners have positive or negative attitudes towards classroom oral error corrections; 2) whether there is a relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy; 3) if there is a relationship between ILI learners’ gender and their attitudes towards classroom oral error corrections. The findings of this study show that ILI English language learners have absolutely positive attitudes towards classroom oral error corrections, which means they want to be corrected. The findings, also, show that there is not any significant relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy. The findings, also, show that there is not any significant relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their gender.</p>

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals Revealing Pre-service Teachers’ Reading Skills by Utilizing CEFR in their Self-assessment

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (01) ◽  
pp. 87-97
Author(s):  
Raquel Da Silva Lemos ◽  
Elysa Hartati
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Private University ◽  
English Teachers ◽  
Reading Level ◽  
Self Assessment ◽  
Professional Confidence ◽  
English Program ◽  
Educational Field

An English teacher should meet the standard English skills requirement since proficiency constitutes the foundation of non-native English teachers' professional confidence. This research aims to measure the pre-service teachers’ reading skills by using CEFR level and to investigate pre-service teachers’ awareness regarding their reading skills as their preparation as future English teachers. The study involved 40 (forty) students from the English program in a private University in Yogyakarta, and used Descriptive Mixed method to collect the data. The researcher used the questionnaire for the students' self-assessment, and the EF SET test to assess their reading skill level. The result of the questionnaire obtained shows 20% of students are in level A1, 25% are in level A2, 25% are in level B1, 12% are in level B2, 10% are in level C1, 8% are in the level C2). The test result shows 17% of the students are in level A1, 25% in level A2, 25% in level B1, 20% are in level B2, 8% are in level C1, and 5% are in the level C2. Six students joined the survey, of which 3 (three) rated themselves at a reading level above the result obtained on the test, and 3 (three) others rated themselves at a level lower than the result they got on the test. The result of this research showed that pre-service teachers should improve in English language proficiency and self-assessment. This knowledge expects to be used as information to those involved in the Educational field.

scholarly journals Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better?

2020 ◽  
Vol 3 (1) ◽  
pp. 28-38
Author(s):  
Lina Mukhopadhyay
Keyword(s):  
Alternative Assessment ◽  
Goodness Of Fit ◽  
Entire Group ◽  
Self Assessment ◽  
Chi Square ◽  
Assessment Task ◽  
Adult Esl ◽  
High Level ◽  
Esl Learners ◽  
Assessment Reports

AbstractSelf-assessment reports are a type of alternative assessment and provide a gateway of formative assessment by which learners get opportunities to reflect on their learning process and assess it, provided they are aware of their abilities and progress. In this exploratory study, we examine the self-assessment reports of 12 adult ESL learners enrolled in an Indian university programme where they assess the course content and language gains (reading and writing) from the course. Based on a mixed method of analysis, the learners were found to use exemplification to suit their discourse style. A quantitative analysis showed that the learners were using a variety of exemplification techniques like (i) brief examples with (a) phrases and (b) sentences; (ii) extended examples; and (iii) testimonials to support and argue for their assessments. Furthermore, the learners were found to use these different types of exemplification according to the levels of unity or coherence in their reports, which were at three levels – low (16 %), medium (50 %), and high unity (34 %). For instance, the presence of the first two sub-types of exemplification was found to be more frequent across the learners of low and medium unity whereas the last two types were more prevalent in the high text unity group of learners. A one-way goodness of fit chi-square test revealed that the two frequent sub-types were well distributed for the entire group as well as for the learners whose essays achieved low and medium unity while for the learners who achieved high unity the distribution was equal. Furthermore, a qualitative analysis of a few excerpts showed the types and purposes of using exemplification with 23 % overt and 77 % null markers; it was interesting to note that the null markers did not affect the communicative content of the reports as the learners were found to use other syntactic strategies to mark the presence of exemplification like listing of ideas and using wh-question markers preceding the ideas. A few instances of personalized anecdotal experiences showed that learners were using exemplification to substantiate their arguments at a high level. What is implied from this analysis is that such semi-formal self-assessment reports can be used for two purposes: to assess a course and document learner growth and orientation towards learning, and through the assessment task, trigger a linguistic gain such as develop argumentation skills in adult ESL learners.

scholarly journals Acceptance, Readiness and Intention to Use Augmented Reality (AR) in Teaching English Reading among Secondary School Teachers in Malaysia

2021 ◽  
Vol 17 (4) ◽  
pp. 312
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Intention To Use ◽  
Teaching English ◽  
School Teachers ◽  
English Reading ◽  
High Level

Abstract: This research reports on Malaysian English teachers’ readiness and acceptance in using Augmented Reality (AR) in English instruction and their intention to use AR in teaching English reading. Through a survey on 181 Malaysian English language teachers in Klang Valley, Malaysia, it was found that Malaysian English teachers possess quite a high level of acceptance in using Augmented Reality in the teaching of English reading with 60.8 % (n = 110); and have a high level of readiness in using Augmented Reality in the teaching of English reading at 63.0% (n = 114). The researchers also found significant correlation between level of acceptance and behavioral intention (r = .935**, p = .00, p < .05) between teachers’ acceptance with their intention to use Augmented Reality in teaching of English reading at .05 level of significance. There is also high correlation between teachers’ readiness with intention to use augmented reality in teaching English reading, with the correlation coefficient (r), at .924.  In conclusion, Malaysian secondary school teachers’ acceptance and readiness to use Augmented Reality (AR) in teaching English reading are high and there is a positively significant relationship between acceptance and readiness with intention to use AR in teaching English reading.   Keywords: Acceptance, Augmented Reality, English Language Learning, English Reading, Readiness, Intention to Use

Barriers of physical activity (kinesiophobia) in patients subjected to cardiac rehabilitation

2014 ◽  
Vol 6 (4) ◽  
Author(s):  
Janusz Kocjan ◽  
Andrzej Knapik
Keyword(s):  
Physical Activity ◽  
Cardiac Rehabilitation ◽  
Short Form ◽  
Social Activity ◽  
Self Assessment ◽  
Rehabilitation Process ◽  
Sf 36 ◽  
Polish Version ◽  
High Level ◽  
The Relationship

AbstractBackground: Comprehensive cardiac rehabilitation (CR) is a process designed to restore full physical, psychological and social activity and to reduce cardiovascular risk factors. Fear of movement may contribute to the occurrence and intensification of hypokinesia, and consequently affect the effectiveness of therapy. The aim of the study was to determine the level of barriers of physical activity in patients undergoing cardiac rehabilitation. The relationship between selected determinants (age and health selfassessment) and the kinesiophobia level were also examined.Material/Methods: 115 people aged 40-84 years were examined: 50 females (x = 63.46; SD = 11.19) and 65 males (x = 64.65; SD = 10.59) - patients undergoing cardiac rehabilitation at the Upper-Silesian Medical Centre in Katowice. In the present study, the Polish version of questionnaires: Kinesiophobia Causes Scale (KCS) and Short Form Health Survey (SF-36) were used. Questionnaires were supplemented by authors’ short survey.Results: The patients presented an elevated level of kinesiophobia, both in general as well as in individual components. In women, the kinesiophobia level was higher than in men. The psychological domain was a greater barrier of physical activity than the biological one. Strong, negative correlations of psychological and biological domains of kinesiophobia to physical functioning (SF-36) were noted in women. In the case of men, correlations were weaker, but also statistically significant.Conclusions: 1. Sex differentiates patients in their kinesiophobia level 2. Poor self-assessment of health is associated with a greater intensification of kinesiophobia 3. A high level of kinesiophobia may negatively affect cardiac rehabilitation process

PENGARUH PEMBERIAN PELAYANAN INFORMASI OBAT DAN KONSELING TERHADAP TINGKAT KEPATUHAN MINUM OBAT PADA PASIEN DIABETES MELITUS DENGAN HIPERTENSI DI RUMAH SAKIT DAERAH IDAMAN BANJARBARU

2020 ◽  
Vol 5 (2) ◽  
pp. 240-249
Author(s):  
Satrio Wibowo Rahmatullah ◽  
◽  
Ika Maulida Nurrahma ◽  
Adnan Syahrizal
Keyword(s):  
Drug Information ◽  
Treatment Success ◽  
Information Service ◽  
Regional Hospital ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Quasi Experimental ◽  
High Level ◽  
Chi Square Analysis

Compliance to achieve treatment success can be improved by providing drug information services (PIO) and counseling to improve understanding of treatment instructions. The general objective of this study was to determine the effect of drug information service and counseling on the level of medication adherence in patients with diabetes mellitus (DM) with hypertension in the Banjarbaru Regional Hospital. This study uses a quasi experimental method with a cross sectional approach and takes patient data prospectively. The results of this study indicate that the group given PIO and counseling showed a high level of adherence as many as 20 respondents (100%). Whereas in the group that was not given PIO and the counseling level of adherence was low, there were 4 respondents (20%). Based on the mann-whitney analysis p-value = 0,000 (<α = 0.05) so that there are differences in the group with PIO and counseling with groups without PIO and counseling, while the chi square analysis p-value = 0.004 (<α = 0 , 05) so that PIO and counseling have a significant effect on the level of adherence to taking medication in patients with DM with hypertension at the Banjarbaru Regional Hospital.

Sign in / Sign up

Export Citation Format

Share Document