scholarly journals Practising Online Approach via Skype Activities to Develop Speaking Skills among Malaysian Undergraduates

2021 ◽  
Vol 8 (2) ◽  
pp. 98-101
Author(s):  
Sarala Thulasi Palpanadan ◽  
Iqbal Ahmad
Keyword(s):  
Second Language ◽  
Thematic Analysis ◽  
Structured Interview ◽  
Public University ◽  
Reflective Journals ◽  
Speaking Proficiency ◽  
Speaking Skill ◽  
Technical Division ◽  
Esl Learners ◽  
Speaking Skills

Speaking skill pedagogy has always remained as a huge enigma for English as a Second Language (ESL) educators. Despite the challenge, the need to master the skills prevail in academia. The undergraduates especially those from the technical division seem to grapple with the ability to perform well in their studies and market products upon employment due to the inability to communicate well in English. Nowadays, there are numerous platforms available for ESL learners to improve their speaking proficiency. Thus, this paper intended to study the effectiveness of using Skype activities via online approach to help students enhance their confidence in speaking in English. Reflective journals were collected from 100 undergraduates who enrolled in an English course in a public university. Besides, 10 undergraduates were randomly selected to participate in a semi-structured interview. Thematic analysis was conducted using Transana software where four main themes emerged: account possession; familiarity; challenges; and features. It was found that many participants were aware of Skype but did not have the account prior to the study. Majority of the participants admitted that Skype activities helped them to converse better which enhanced their motivation to speak in English more confidently and fluently.

scholarly journals Malaysian Undergraduates’ Perceptions of Online Approach via Skype in Developing Speaking Skills

2021 ◽  
Vol 15 (18) ◽  
pp. 168
Author(s):  
Sarala Thulasi Palpanadan ◽  
Iqbal Ahmad ◽  
Tamil Selvan A/L Subramaniam
Keyword(s):  
Second Language ◽  
Structured Interview ◽  
First Year ◽  
Online Platform ◽  
Reflective Journals ◽  
Speaking Proficiency ◽  
Speaking Skill ◽  
Technical Division ◽  
Esl Learners ◽  
Speaking Skills

Speaking skill pedagogy has always remained a huge enigma for English as a Second Language (ESL) educators. Despite the challenges, the need to master the skills prevail in academia. The undergraduates especially those from the technical division seem to grapple with the ability to perform well in their studies and market their products upon employment due to the inability to communicate well in English. Nowadays, there are numerous platforms available for ESL learners to improve their speaking proficiency. Thus, this paper intended to study the effectiveness of using Skype as an online platform to help students enhance their confidence in speaking in English. 100 reflective journals of first year undergraduates who enrolled in an English course were collected. Meanwhile, 10 undergraduates were randomly selected to participate in the semi-structured interview. All the participants’ reflections and views were analyzed and thematized using Transana software. Four main themes emerged: account possession; familiarity; challenges; and features. It was found that many participants were aware of Skype but did not have the account prior to the study. Majority of the participants admitted that Skype activities helped them to converse better which enhanced their motivation to speak in English more confidently and fluently.

Spreekvaardigheidstoetsing

1988 ◽  
Vol 31 ◽  
pp. 149-159
Author(s):  
L.J.A. Nienhuis
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Group Discussion ◽  
Small Scale ◽  
Group Discussions ◽  
Oral Production ◽  
Speaking Proficiency ◽  
Wide Range ◽  
Speaking Skill

At higher levels of second language proficiency, the speaking skill is frequently measured in interviews, but the use of guided tests and group discussions is common too and can improve efficiency. Guided test and discussion create rather different speech situations and might well elicitate dissimilar kinds of oral production: the informal setting of group discussion is certainly less 'anxiety-provoking' and elicitates more natural speech, but it may lead to the use of elementary and unmonitored, minimally correct speech. In this article we report on a small-scale empirical investigation intended to lay bare differences between the language used in a guided test and in a group discussion at the level of 1st year university students of French. Although the discussion subject was defined in such a way that it would enable students to discuss a rather wide range of aspects, even superficial analysis of guided test and discussion subject suggested the first to be more content valid: this quality manifested itself in the higher proportion of different words used in the guided test answers. In other respects, there were no systematic differences between test and discussion: proportions of unique words and of less frequent words, in relation to the number of different words, were nearly the same in the two kinds of speech production. Contrary to intuitive expectation, the number of lexical and grammatical errors was greater in test production (i.e. in the formal setting) than in discussion, the guided test being perhaps a more demanding task, but the possible conclusion that the overall quality of second language use was less good in the guided test was not supported by other findings: mean scores of the three raters did not show systematic differences between test and discussion. Correlations between test scores and discussion scores were about .77, suggesting that as tests of speaking proficiency when the criterion is correctness, guided test and discussion are not as different as they may seem. The main difference between the two is in rater reliability: interrater correlations for the test were about .82; for the discussion the mean of three correlations was .52, but two of them approximated .60. One of the problems of rating discussions may be the rather unequal participation of the members of the group. The quality of discussion as a speaking proficiency test can, in our opinion, be improved by defining its subject in such a way that the aspects discussed will be sufficiently diverse and by training or instructing students: they should all participate actively and pay attention to regular turn-taking.

scholarly journals ‘Desire to learn, learn to shine’: Idolizing motivation in enhancing speaking skill among L2 learners

2021 ◽  
Vol 16 (1) ◽  
pp. 411-422
Author(s):  
Tribhuwan Kumar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Data Collection ◽  
Mean Value ◽  
Motivational Factors ◽  
English As Second Language ◽  
Excellent Teaching ◽  
Language Data ◽  
Speaking Skill ◽  
Speaking Skills

This paper aims to analyze the effect of motivation in the development of English speaking skills on second language acquisition. There are so many excellent teaching methods that vary in effectiveness. Motivation is the driving force for learning another language, and integration of that language into the person’s identity. Motivation is the practical reason for learning a second language. Data collection was done from two Indian universities named: Patna University and Patliputra University, from each university 50 students were randomly selected. Speaking English is one of the best needs of individual in both the students’ academic and a professional field. The second language students should be encouraged not only in the classroom but also outside to speak in English. In achieving this goal, motivation can be used as magical catalyst in learning L2. With this viewpoint, this research focuses on 3 main motivational factors to analyze the role of motivation in developing speaking skills: identifying the motivation function in promoting speaking skills; researches on motivational factors for English as second language; suggesting impact and strategies in stimulating learners in developing speaking skills. close-ended questionnaires using relevant types of questions are chosen to conduct data collection. For the research, descriptive statistical analysis was performed using SPSS software. The mean value was used to represent the analysis results. Within this paper, the researcher identified several factors that affect students’ motivation to learn second language. Motivation is surely, of great importance in this phenomenon, and is often critical in its development.   Keywords: language skills, L2 learner, motivation, second language; speaking skill;

scholarly journals Humanization in the work of nursing faculty

2020 ◽  
Vol 73 (1) ◽  
Author(s):  
Magda Ribeiro de Castro ◽  
Regina Célia Gollner Zeitoune ◽  
Gisele Massante Peixoto Tracera ◽  
Katerine Gonçalves Moraes ◽  
Kely Cristine Batista ◽  
...  
Keyword(s):  
Interpersonal Relationships ◽  
Thematic Analysis ◽  
Nursing Faculty ◽  
Exploratory Study ◽  
Structured Interview ◽  
Public University ◽  
Work Relationships ◽  
Process Data ◽  
Health And Wellbeing

ABSTRACT Objective: To identify how nursing faculty perceive humanization at work; to describe the factors that enhance humanization and its implications on the health of nursing professors. Method: This was a descriptive and exploratory study carried out at a Brazilian public university with 19 nursing professors who answered a semi-structured interview. Thematic analysis was used to process data, yielding three analytical categories. Results: The faculty indicated that humanization at work and the factors that enhance it are associated with interpersonal relationships, including dialogue and respect in work relationships, positively impacting their health. Final considerations: The effective achievement humanization at work is a possibility that generates health and wellbeing for nursing faculty.

scholarly journals Exploring the Effectiveness of Audacity Readers’ Theatre in Increasing Reading Motivation and Fluency Among Lower Primary ESL Learners

2021 ◽  
Vol 3 (2) ◽  
pp. 120-130
Author(s):  
Hemalatha Devarajoo ◽  
Hamidah Yamat
Keyword(s):  
Thematic Analysis ◽  
Structured Interview ◽  
Decoding Skills ◽  
Written Information ◽  
Motivation Level ◽  
Readers Theatre ◽  
Main Instrument ◽  
Esl Learners ◽  
Low Motivation

Being constantly motivated and capable to read fluently is one of the crucial aspects that should be acquired by an individual. This receptive skill is necessary in order to be able to decode written information and symbols of a language. The inability to read fluently imposes great threats to individuals as it may affect decoding skills and literacy. Low motivation and dysfluency in reading are regarded as the most blatant issues faced by learners in reading. This case study aimed to explore the effectiveness of Audacity Readers’ Theatre in increasing Year 2 pupils’ motivation and fluency in reading. The three Year 2 pupils were purposively selected due to their inability to read fluently and lack of motivation in reading. The main instrument used was the observation checklist where the lessons were observed and recorded by two observers. The pupils were interviewed to find out how Audacity Readers’ Theatre motivated and helped them to read more fluently. The researcher wrote journals after the lessons to keep a record on pupils’ behaviour and improvement throughout the lessons. Thus, the data from the semi structured interview and journal were used to triangulate the data from the observation checklist. The data which was analysed using thematic analysis illuminated on how Audacity Readers’ Theatre aided the pupils in heightening their motivation level and reading more fluently. The findings of the study revealed the necessity of incorporating Audacity Readers’ Theatre in the primary ESL classrooms to remedy problems of low motivation and dysfluency in reading.    

scholarly journals Teachers’ Perceptions of using Gamification Apps in Teaching Speaking Skill to EFL Young Learners

2021 ◽  
pp. 81-97
Author(s):  
Nguyen Thi Thanh Thuy ◽  
Luu Nguyen Quoc Hung
Keyword(s):  
English Education ◽  
Structured Interview ◽  
Related Factors ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Raising Awareness ◽  
Speaking Skill ◽  
Teachers Perspectives ◽  
Giving Feedback ◽  
Speaking Skills

Gamification is a concept that is commonly used in sectors such as education, information studies, human–computer interaction, and health. Recently, gamification apps have been widely used in teaching English in order to increase learners’ interests, engagement and joyfulness. In addition, there have been plenty of prior studies about the effectiveness of gamification in English education but there seemed to be little research about the correlation between gamification and teaching speaking skills. As a result of this, the current study investigated teachers' perspectives on the benefits and challenges of using gamification in teaching speaking skills to young learners. The study enlisted the help of 69 teachers. To explore teachers’ perceptions of gamifying apps, a questionnaire and a semi-structured interview were administered. The findings indicated that gamifying applications benefited teaching speaking to young learners in 4 stages: raising awareness, appropriation, autonomy and giving feedback. Still, there were some challenges involving external factors and teacher- related factors that must be considered and overcome when using gamification applications.

Note on Self-Rated Second-Language Proficiency

1988 ◽  
Vol 66 (1) ◽  
pp. 40-42 ◽  
Author(s):  
Stan Dornic ◽  
Bo Ekehammar
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Spoken Language ◽  
Social Relevance ◽  
Second Language Proficiency ◽  
Speaking Proficiency ◽  
Comprehension Skills ◽  
Speaking Skills

Self-ratings of second-language proficiency were collected from 168 bilinguals. Ratings of comprehension skills were higher than racings of production skills. The highest mean rating was obtained for listening (understanding spoken language), followed by reading, speaking, and writing, with the over-all proficiency in the language falling in the mid-die. The over-all self-rated proficiency was most closely linked to the rating of speaking proficiency ( r = 88), which seems to be related to the high social relevance of speaking skills in a nondominant language.

scholarly journals MECHANISMS OF PROMOTING PROFICIENCY OF SPEAKING SKILLS IN THE RA HIGH SCHOOLS/ԱՆԳԼԵՐԵՆԻ ԽՈՍՔԱՅԻՆ ՀՄՏՈՒԹՅՈՒՆՆԵՐԻ ԶԱՐԳԱՑՄԱՆ ՄԵԹՈԴՆԵՐԸ ԵՎ ԴՐԱՆՑ ԱՐԴՅՈՒՆԱՎԵՏՈՒԹՅԱՆ ԲԱՐՁՐԱՑՄԱՆ ՈՒՂԻՆԵՐԸ ՀՀ ԱՎԱԳ ԴՊՐՈՑՆԵՐՈՒՄ/МЕТОДЫ РАЗВИТИЯ НАВЫКОВ ВЛАДЕНИЯ АНГЛИЙСКИМ ЯЗЫКОМ И СПОСОБЫ ПОВЫШЕНИЯ ИХ ЭФФЕКТИВНОСТИ В СРЕДНИХ ШКОЛАХ АРМЕНИИ

2021 ◽  
pp. 144-155
Author(s):  
Irina Mkhitaryan ◽  
Knarik Meloyan
Keyword(s):  
High Schools ◽  
Teaching And Learning ◽  
Communicative Language Teaching ◽  
Efl Learners ◽  
International Language ◽  
Speaking Proficiency ◽  
Speaking Skill ◽  
The Republic ◽  
Efficient Mechanisms ◽  
Speaking Skills

In this day and age, English is a dominant international language and correspondingly is the indispensable inkling to the ever-changing world of science. Yet from this perspective, it becomes paramount to promote speaking skill for better employability. Speaking English is extremely important to all, especially for EFL learners since they must make sure first that the hearer understands what is being said or delivered before speaking. During speaking activities, students confront some difficulties and to solve these problems the researchers of this article have determined to explore the efficient mechanisms to improve the pupils’ speaking proficiency and identify the favorable atmosphere in the process of implementing games and activities in the scope of the teaching and learning process, particularly in high schools of the Republic of Armenia. In order to minimize the learners’ problem, the Communicative Language Teaching (CLT) method has been applied to improve EFL pupils’ speaking skills undertaken during classes.

scholarly journals Students' perception on utilizing podcast in learning speaking skill

2021 ◽  
Vol 5 (1) ◽  
pp. 101-107
Author(s):  
Wulan Rahmasari ◽  
◽  
Yousef Bani Ahmad ◽  
Acep Bahrum Kamil ◽  
◽  
...  
Keyword(s):  
High School ◽  
Thematic Analysis ◽  
First Grade ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Vocational High School ◽  
Positive Perception ◽  
Reflective Journal ◽  
Speaking Skill ◽  
Academic Year

This research aimed to find out students’ perception of utilizing podcasts in learning speaking skills. The researchers used a qualitative approach and basic interpretative design to explore students’ perceptions. Three students were involved in this study. They are first-grade students of the vocational high school in the academic year 2019/2020. The data was gathered from the reflective journal and semi-structured interview. To obtain the data, the researchers analyzed it by thematic analysis. Results of this research, researchers classified three aspects that are the instruction in the podcast, the benefits of the podcast, and the use of podcast. The findings illustrated that students had a positive perception of the utilization of podcasts in learning speaking. Students perceive that podcast is interesting media because it has many contents or topics that they can listen and practice their speaking skill whenever they want. They also agree that podcast is beneficial for speaking achievement, for example, students can increase their vocabularies and word pronunciation.

The Use of Technology to Enhance English as a Second Language (ESL) Learners’ Descriptive Writing

2021 ◽  
Vol 12 (3) ◽  
pp. 961-972
Author(s):  
Nurul Atiqah Shararuddin Et.al
Keyword(s):  
Thematic Analysis ◽  
Sampling Method ◽  
Research Study ◽  
Structured Interview ◽  
Analysis Method ◽  
Use Of Technology ◽  
Interview Session ◽  
Time Restriction ◽  
Esl Learners ◽  
Descriptive Writing

This research investigates on the use of technology to enhance ESL learners’ descriptive writing. The purpose of this study being carried out is to find out the underlying reasons behind ESL learners’ inability to write good descriptive writing. Apart from that, this research was also carried out to find out why technology was the approach chosen to solve the raised issues in descriptive writing as well as finding out students’ perception on the use of technology to act as an aid to their descriptive writing skill. This is an action research study in which thirty-four students of Form 4 participated. The instruments used to obtain data from students were open ended questions, semi structured interview and teacher’s reflective entry. Only three students were chosen for the semi structured interview session using purposive sampling method, the justification for this is that they vary in terms of their proficiency and the researcher had a time restriction to interview all thirty-four students. Data was analysed using thematic analysis method. The result of this study shows that the incorporation of technology has enhanced students’ performance in descriptive writing.

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