scholarly journals The Effect of L2 Exposure Environment on Nnests’ Teaching Skills and Beliefs about EFL Learning Beyond the Class

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Susilo Susilo ◽  
Bibit Suhatmady ◽  
Dyah Sunggingwati ◽  
Hany Farisa ◽  
...  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
T Test ◽  
Urban Region ◽  
Teaching Skills ◽  
Rural Region ◽  
Significant Difference ◽  
English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Learning

The study aims at investigating the effect of second language (L2) exposure environment on NNESTs’ teaching skills and beliefs about EFL learning beyond the classroom. This is a survey for non-native English speaking teachers (NNESTs) of Indonesian Senior High Schools ( or in Indonesian terms ‘SMA’) from different L2 environments, namely: 1) urban-region exposure environment schools (n=40), and 2) rural-region exposure environment schools (n=40). There were two instruments used in the present study, i.e. 1) observation scaling checklist, and 2) questionnaire. The observation scaling checklist was used for assessing the respondents’ performance when they were teaching in class. Meanwhile, the questionnaire using a four-point Likert scale was used to elicit data. The researchers used a series of independent t-test to analyze the data. The result reveals that: 1) there is a significant difference between teaching skills of NNESTs from the urban region schools and those of NNESTs from rural region schools, t (78)= 19.499, p=0.000; and 2) there is a significant difference between beliefs about English as a foreign language (EFL learning beyond the classroom of the NNESTs from urban region schools and those of NNESTs from rural region schools, t (78)= - 4.925, p=0.000

scholarly journals EFL Students’ and Teachers’ Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
Turgay HAN ◽  
Ahmet Serkan Tanriöver ◽  
Özgür Sahan
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
English Language ◽  
Speaking Anxiety ◽  
Significant Difference ◽  
Efl Students ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

<p class="apa">Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.</p>

scholarly journals NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

2019 ◽  
pp. 136216881985645 ◽  
Author(s):  
Ping-Jung Lee ◽  
Yeu-Ting Liu ◽  
Wen-Ta Tseng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Transient Nature ◽  
Significant Difference ◽  
L2 Learners ◽  
Comprehension Aids ◽  
The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

scholarly journals Language proficiency differences in second language learning anxiety

2018 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Nur Atikah Binti Noor Rashid ◽  
Asnadia Binti Alias
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Daily Basis ◽  
T Test ◽  
Learning Anxiety ◽  
Significant Difference ◽  
Average Students ◽  
Language Learning Anxiety

<p><em>In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS).  The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.</em></p>

scholarly journals STUDENT’S ABILITY IN ENGLISH SPEAKING SKILL BY USING PICTURE (A COMPARATIVE STUDY BETWEEN MUHAMMADIYAH ISLAMIC SCHOOL AND SMAN 1 SIMEULUE TIMUR)

2010 ◽  
Vol 1 (2) ◽  
pp. 65-74
Author(s):  
Indratmoko Ariwibowo
Keyword(s):  
Standard Deviation ◽  
T Test ◽  
School Students ◽  
Islamic School ◽  
Public School Students ◽  
Significant Difference ◽  
English Speaking ◽  
The Mean ◽  
Teaching Learning ◽  
2004 Tsunami

This study is intended to figure out if there is a significant difference in English speaking ability between public school students and Islamic school students. The population of this study is the second year students of both SMAN 1 Simeulue Timur and Muhammadiyah Islamic School Simeulue Timur. The samples of this study were 20 students taken from two classes at SMAN 1 Simeulu Timur and 20 students taken from two classes at Muhammadiyah Islamic School Simeulue Timur. So, the total number of samples from the two schools was 40 students. In collecting the data, the writer gave a picture of 26th December 2004 tsunami in Aceh. The students were asked to describe the picture by their own words. In analyzing the data, the writer used t-test formula to see the significant difference between the students of the two schools in English speaking ability. The mean and standard deviation scores for Muhammadiyah Islamic School Simeulue Timur are 35.25 and 8.20. While the mean and mean and standard deviation scores for SMAN 1 Simeulue Timur are 39 and 8. The result of t-test of the two schools is 13.20. It is considered higher than t value on the table if significance at level 0.05 and 38 for the degree of the freedom which is stated 2.02. The writer concludes that the speaking ability between SMAN 1 Simeulue Timur and Muhammadiyah Islamic School Simeulue Timur is significantly different. Furthermore, the writer found that students of SMAN 1 Simeulue Timur are better in speaking ability than those of Muhammadiyah Islamic School Simeulue Timur. Therefore, the writer suggests that the teachers of boarding school should evaluate their teaching learning process and have more motivation to improve their student’s ability English speaking

The problematic of second language errors

2014 ◽  
Vol 37 (2) ◽  
pp. 123-144
Author(s):  
M. Obaidul Hamid ◽  
Linh Dieu Doan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Detection ◽  
English Teachers ◽  
Error Identification ◽  
Teacher Interview ◽  
Text Interpretation ◽  
Significant Difference

The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers’ ability to interpret L2 learner intentions in idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Findings show that: (1) there is a significant difference between L2 students’ intentions and teachers’ interpretations of those intentions; and (2) L2 English teachers’ knowledge of students’ L1 is not an advantage in error detection. Teacher interview data were drawn on to explicate text interpretation, reconstruction and error identification, suggesting implications for L2 research and pedagogy.

PERSONALITY TYPE TENDENCY TOWARD STUDENTS’ SPEAKING ANXIETY

2020 ◽  
Vol 8 (1) ◽  
pp. 57
Author(s):  
Balqis Husain ◽  
Megawati Basri ◽  
Jasmal Martora ◽  
Amrin Sibua ◽  
Irwan Gogasa
Keyword(s):  
Foreign Language ◽  
Personality Types ◽  
Personality Test ◽  
Speaking Anxiety ◽  
Speaking Test ◽  
Eysenck Personality Inventory ◽  
Significant Difference ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
English Speaking

Pupils at the eleventh grade of SMA N 1 Morotai have different personality types, most of whom often feel anxious when speaking. This research is aimed at finding out whether or not introvert and extrovert personality types have correlation with pupils’ level of anxiety in speaking English. This research is quantitative in nature, using causal- correlative method. The population of the research was all pupils in the seventh grade of SMA N 1 Pulau Morotai. The total number of population was 140 pupils but 105 pupils were selected to participate as the sample of this research. In choosing the sample, the researchers applied Krejchie- Morgan’s table with 5% error rate. In terms of data analysis, the researchers took two instrument tests; namely personality test and level of anxiety during English speaking test. To know the personality types of the pupils, the researchers utilized Eysenck Personality Inventory (EPI) test. Questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS), on the other hand, was used to know the students’ level of anxiety. Result of hypothesis testing analysis shows that there was no significant difference in the level of speaking anxiety between the pupils who have introvert and extrovert personality types. The value of sig 0.264 was found to be higher than α = 0.05.

Review of Research on EFL Teachers’ Knowledge, Beliefs and Classroom Practices

2020 ◽  
Vol 17 (2) ◽  
pp. 51-65
Author(s):  
Elena Coyle
Keyword(s):  
Foreign Language ◽  
Classroom Practices ◽  
Environmental Support ◽  
Knowledge And Beliefs ◽  
Efl Teachers ◽  
English Speaking ◽  
Similarities And Differences ◽  
Native English Speaking ◽  
Native English Speaking Teachers

At the time of globalization, a need for teachers of English is growing. Teachers who teach English without environmental support are called teachers of English as a foreign language, or EFL teachers. EFL teachers are divided into native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). To gain a greater understanding of NESTs’ of EFL and NNESTs’ of EFL work, I reviewed research on the teachers’ knowledge and beliefs and classroom practices and compared and contrasted those. Such comparing and contrasting showed that there are both similarities and differences between the teachers’ knowledge and beliefs and classroom practices.

scholarly journals Noun-noun collocations in learner writing

2021 ◽  
Author(s):  
Jean Parkinson
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Academic Writing ◽  
First Language ◽  
Noun Phrases ◽  
Learning Contexts ◽  
Esl Learners ◽  
Efl Learning

© 2015 Elsevier Ltd. Studies of collocations to date have emphasised use and learning of noun-verb and adjective-noun collocations. This study uses three sub-corpora of the ICLE corpus to investigate use of noun-noun collocations by learners in their academic writing. The literature to date has focused on contexts where English is being learnt as a foreign language rather than as a second language. The study therefore compares the influence of ESL and EFL learning contexts on learner use of noun-noun collocations. Findings are that accuracy of noun-noun phrases is significantly greater in the writing of ESL learners. A second question considered is what influence the presence or absence of noun-noun phrases in the first language (L1) has on learner use of these phrases in English. For this purpose, production of noun-noun phrases in written English by L1 Mandarin writers (a language that permits noun-noun phrases) is compared to writing by L1 Spanish writers (a language that does not allow noun-noun phrases). Findings are that learners whose L1 permits noun-noun phrases produce significantly more of them in English than learners whose L1 does not. Problems that learners had in forming noun-noun phrases are discussed qualitatively, and implications for EAP teaching are suggested.

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