scholarly journals Fluctuations in willingness to communicate of an EFL lecturer: An observation study in Indonesia

2021 ◽  
Vol 6 (2) ◽  
pp. 26-38
Author(s):  
Marhamah Ika Putri
Keyword(s):  
Classroom Interactions ◽  
Willingness To Communicate ◽  
Heuristic Model ◽  
Classroom Learning ◽  
Learning Session ◽  
Online Classroom ◽  
Observation Study ◽  
Video Recordings ◽  
Authentic Classroom ◽  
English Students

Despite the growing number of research on Willingness to Communicate (WTC) in English students, research of teachers’ WTC in English is still scarce. At the same time, the fluctuations of WTC in English in authentic classroom interactions are still under research. This study aims to observe the fluctuations in WTC of the English lecturer in the Indonesian context. The data were collected through video recordings during an online classroom learning session where participants were teaching their students. The data were then transcribed, coded, and analyzed thematically by drawing from MacIntyre et al.’s (1998) Heuristic Model. From the results of the analysis, WTC fluctuations in English are divided into four factors: (1) modeling the use of English in the classroom, (2) the power of affirmation, (3) focusing on the message, and (4) showing language similarity. The implication of this study is also discussed.  DOI: 10.26905/enjourme.v6i2.5983

scholarly journals A STUDY ON ENGLISH STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH IN SOCIAL MEDIA

2019 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Yupika Maryansyah
Keyword(s):  
Social Media ◽  
English Education ◽  
Willingness To Communicate ◽  
Dominant Factor ◽  
Study Program ◽  
Factors Affecting ◽  
Self Confidence ◽  
Five Factors ◽  
English Students ◽  
Academic Year

This research aims to investigate factors affecting willingness to communicate in English in social media. This research was conducted in a descriptive method framework. Specifically, the research described factors that affect students' willingness to communicate in English in social media at English study program at the fourth semester of Muhammadiyah University of Bengkulu academic year 2018. The subjects of this research were fourth-semester students of English Education study program of Muhammadiyah University of Bengkulu Academic Year 2018 consisted of class A, B, and C.  The populations of the study were 77 students. The instruments used were questionnaire and interview. The data obtained from both questionnaire and interview were then analyzed by the process of checking, classifying, determining, and analyzing the data by using the percentage formula. The results of the study showed that there were five factors affecting willingness to communicate in English in social media. They were self-confidence, personality, motivation, attitude, and anxiety. The dominant factor was motivation since it had the highest percentage. In addition, the study also revealed some reasons why students have the willingness to communicate through social media.    

scholarly journals Analysis on English Speaking Performance: Exploring Students’ Errors and The Causes

2017 ◽  
Vol 2 (1) ◽  
pp. 130
Author(s):  
Dayat Dayat
Keyword(s):  
Focus Group ◽  
Focus Group Interview ◽  
Communication Strategies ◽  
Learning Context ◽  
Video Recordings ◽  
Causes Of Errors ◽  
English Speaking ◽  
Data Credibility ◽  
Speaking Performance ◽  
English Students

<p>This study was aimed to analyze students’ errors and the causes during speaking performance by twenty-nine fourth semester English students of in IKIP PGRI Pontianak who had low speaking performance. In collecting the data, video recordings were used to find errors and frequencies, while, focus group interview investigating factors of speaking errors. The data were analyzedby identifying the errors, grouping and tabulating into category codes. To analyze the interview, 1) listening to talking data, 2) shaping talking data, 3) communicating talking data with an interpretative intent, 4) reproducing or (re)constructing data, and building data credibility. The findings showed speaking errors with five categories: 28% of incorrect omissions, 26% of unnecessary words, 24% of misused forms, 19% of confused forms, and 3% of misplaced forms. Furthermore, other findings mostly included the causes of errors that influenced them in speaking were interlingual transfer, intralingual transfer, learning context, and communication strategies.</p>

scholarly journals Enhancing Critical Thinking Skills through Political Cartoons: A Pedagogical Implementation

2018 ◽  
pp. 141-163
Author(s):  
Maria Teresa Esteban Nuñez ◽  
Adriana Marquez Medina ◽  
Jhon Everth Ortiz Cubides
Keyword(s):  
Critical Thinking ◽  
Research Question ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teacher Preparation Program ◽  
Political Cartoons ◽  
Political Issues ◽  
Video Recordings ◽  
English Students

This article reports a pedagogical implementation carried out with pre-intermediate English students, in an English teacher preparation program at a public university in Colombia. This pedagogical implementation aimed to provide this population with a space to enhance their critical thinking skills through the implementation of a variety of task-based workshops where they were asked to observe, analyze, reflect and discuss about some political cartoons. The data to answer the research question was collected using class video-recordings, students’ artifacts and a focus group. As a result of the pedagogical implementation, it was possible to identify how these students became aware of some social and political issues affecting them and their close context, and the importance of stating a position in front of them. Furthermore, students suggested that the workshops developed had shown them a possible pedagogical path they could follow in their future as language teachers.

scholarly journals Critical Thinking and Willingness to Communicate among EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 375
Author(s):  
Ahmad Yaghoubi
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Willingness To Communicate ◽  
Psychological Constructs ◽  
Argument Evaluation ◽  
Efl Students ◽  
Major Variable ◽  
Tehran Province ◽  
English Students ◽  
Determining Factor

The purpose of the study has been to determine the existence of any significant relationship between willingness to communicate as a determining factor in language learning and critical thinking and its psychological constructs. The five psychological levels of critical thinking are inference ability, recognizing assumption ability, deduction ability, interpretation ability and argument evaluation ability. There were two instruments implemented so as to obtain as valid data as possible. First, Willingness to Communicate Questionnaire (WTCQ) was adapted from MacIntyre, Baker, Clément and Conrod (2001) to measure students’ willingness to communicate. The second instrument was Critical Thinking Questionnaire (CTQ) which was adapted from Watson & Glaser (1994), and it was intended to gauge critical thinking and the related psychological constructs. The sample of the study included 360 BA English students who were selected based on the multistage random sampling from the English students at Islamic Azad University branches of Tehran province. The research has been conducted based on a descriptive correlational study which resulted in the existence of significant positive correlation between all psychological levels of critical thinking and willingness to communicate. Moreover, critical thinking as a major variable was also found significantly correlated with willingness to communicate.

Identifying the Impact of Acquisition and Learning on Education

2019 ◽  
pp. 1669-1692
Author(s):  
Abigail G. Scheg
Keyword(s):  
Teacher Training ◽  
Online Education ◽  
Classroom Learning ◽  
Online Classroom ◽  
Background Material ◽  
Online Teacher ◽  
Online Teacher Training ◽  
The Impact ◽  
Unique Part ◽  
Practice Skills

Acquisition, or the opportunity to practice skills within the classroom to the point of understanding and mastery, is different than formal learning. For the purposes of this text, acquisition refers to the opportunity to practice skills and technologies appropriate to the online classroom. Learning, in this context, refers to the background material necessary for understanding online education and the metacognitive understanding of choosing one technology for an online classroom over another. Learning, although a unique part of online teacher training, works in conjunction with acquisition in order to create a well-rounded and sufficient online educator. This chapter examines the role that acquisition and learning play in education and the necessary balance of these in order to provide setup for the following chapter incorporating acquisition and learning into an online teacher training program.

Identifying the Impact of Acquisition and Learning on Education

2014 ◽  
pp. 171-198
Keyword(s):  
Teacher Training ◽  
Online Education ◽  
Classroom Learning ◽  
Online Classroom ◽  
Background Material ◽  
Online Teacher ◽  
Online Teacher Training ◽  
The Impact ◽  
Unique Part ◽  
Practice Skills

Acquisition, or the opportunity to practice skills within the classroom to the point of understanding and mastery, is different than formal learning. For the purposes of this text, acquisition refers to the opportunity to practice skills and technologies appropriate to the online classroom. Learning, in this context, refers to the background material necessary for understanding online education and the metacognitive understanding of choosing one technology for an online classroom over another. Learning, although a unique part of online teacher training, works in conjunction with acquisition in order to create a well-rounded and sufficient online educator. This chapter examines the role that acquisition and learning play in education and the necessary balance of these in order to provide setup for the following chapter incorporating acquisition and learning into an online teacher training program.

Learning about midwifery in another country from a distance: Evaluation of a virtual classroom learning session

2019 ◽  
Vol 75 ◽  
pp. 47-52 ◽  
Author(s):  
Deirdre Daly ◽  
Annemette Vibeke Rasmussen ◽  
Annette Dalsgaard
Keyword(s):  
Virtual Classroom ◽  
Classroom Learning ◽  
Learning Session
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