scholarly journals EFL Learners’ Perceptions towards their Self-Efficacy in Learning Public Speaking Course

2019 ◽  
Vol 3 (3) ◽  
pp. 377-391
Author(s):  
Ima Siti Maryam ◽  
R Bunga Febriani ◽  
Asep Dudi Kurnia
Keyword(s):  
Data Collection ◽  
Self Efficacy ◽  
Public Speaking ◽  
Research Result ◽  
The Other ◽  
Survey Study ◽  
English Department ◽  
Efl Learners ◽  
Speaking Skill ◽  
Public Speaking Courses

This article reports on EFL learners’ perception towards their self-efficacy in public speaking course. Self-ef?cacy has been de?ned as a person’s perceptions of his or her capabilities to complete a speci?c task with the skills that s/he possesses (Bandura, 1997). Thus, It is important for students to measure their skill in order to improve achievement in public speaking course. This research employed a survey study by means of two data collection techniques; questionnaire and interview. The sample of this research was 60 third year students of English department Galuh University. The research result showed that students’ self-efficacy improved after learning public speaking course and the students felt confident using English in front of people. Furthermore, self-efficacy affected not only in public speaking course but also in the other courses. Meanwhile, the high and low self-efficacy might be affected students’ achievements, however, they have similar purpose in public speaking courses, which they want to speak formally without feeling nervous. They have various efforts and strategies to achieve success in this course. This research concludes that self-efficacy in public speaking learning process to third year students of English department Galuh University was important to improve their achievement in speaking skill and improve their confident.

scholarly journals Implementing Blended Learning Toward Students’ Self Efficacy in Writing Class: Students and Teachers’ Voice

2019 ◽  
Vol 3 (3) ◽  
pp. 270-286
Author(s):  
Jamila Hamidah ◽  
Ishak Said ◽  
Ratnawati .
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
The Other ◽  
Survey Study ◽  
English Department ◽  
Learning Achievement ◽  
Writing Classes ◽  
Teachers Perceptions ◽  
The Third ◽  
Writing Class

This article reports on students' and teachers’ perceptions and of their self-efficacy on implementing blended learning in writing class. Self-efficacy has been defined as the belief we have in our own abilities, specifically our ability to meet the challenges and complete a task successfully (Akhtar, 2008).This research employed a survey study by means of questionnaire and interview. Fifty one of the third year students of English Department Galuh University were employed as participants. The result of this research showed that students’ self-efficacy improved after learning in writing classes on implementing blended learning, the students felt confident, enjoy the class, and then the students felt more motivated when learning. Furthermore, most of the students stated that self-efficacy was necessary, because it affected not only on implementing blended learning in writing class but also in the other courses. Each student has different self-efficacy, high and low self-efficacy that is able to influence how their learning achievement. it is recommended to further research that self-efficacy measurements must be far better and more accurate from various aspects. Thus the results would be certainly more relevant and detailed.

scholarly journals EFL Students’ Perspectives on Their Self-efficacy in Speaking During Online Learning Process

2021 ◽  
Vol 2 (1) ◽  
pp. 28-34
Author(s):  
Rista Ananda Ningias ◽  
Lilia Indriani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Self Efficacy ◽  
Language Skills ◽  
Positive Outcome ◽  
Survey Study ◽  
English Department ◽  
Efl Learners ◽  
Efl Students ◽  
The Given

This article illustrates the EFL students' perspectives toward self-efficacy of them in speaking during the online learning process. Self-efficacy defined as a person believes that he/she could manage the situation and get a positive outcome. It points out to the intuition in one’s capacity to execute and organize the action required in producing the given attainments. Self-efficacy is very crucial for students in studying a language, especially for the fourth language skills. To achieve the qualification of English communication, mastering the fourth integrated skills is very necessary. Speaking includes in this term. The aim of this article was to analyze the EFL students’ perspective about their self-efficacy in speaking during the online class activity. The research was conducted on 35 EFL learners of English Department Student at Tidar University. The researcher uses the descriptive quantitative method in analyzing the data. In obtaining them, the researcher employed a survey study by using a questionnaire with 20 close-ended questions. The result showed that the learners have enough self-efficacy in speaking during online learning. The high percentage of neutral option still dominate them. However, the final result of the data shows that learners have strong self-efficacy. Keywords: EFL Students, Online Learning, Speaking, Self-efficacy

scholarly journals The Impact of Task-Based Approach on EFL Learner’s Performance

2016 ◽  
Vol 3 (2) ◽  
pp. 301
Author(s):  
Dr. Omer Elsheikh Hago Elmahdi
Keyword(s):  
Relevant Literature ◽  
The Other ◽  
Factors Affecting ◽  
Efl Learners ◽  
Other Hand ◽  
Speaking Skill ◽  
Based Instruction ◽  
Task Based Instruction ◽  
The Impact ◽  
Teaching Instruction

<p><em>The aim of this study is to investigate the extent to which task-based instruction affecting EFL learners’ performance. This paper covers the impact of task approach on EFL learners’ performance. It shades light on the relevant literature reviewed and studies on TBLT. At the same time, t</em><em>he speaking skill and s</em><em>peaking sub-skills are introduced as a base for t</em><em>eaching and developing speaking activities. On the other hand, the paper reflects on implementing task-based instruction and the p</em><em>rinciples for implementation by drawing a framework for implementation, and factors affecting implementation of TBI. On the above findings, the researcher recommends that teaching instruction should be given more attention in EFL classes in the light of using task-based approach. Also the researcher suggests that further research is needed to explore more in the effectiveness of task-based programs on EFL learner’s performance as well as its fluency.</em></p>

scholarly journals Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

2018 ◽  
Vol 42 ◽  
pp. 00017 ◽  
Author(s):  
Ida Bagus Nyoman Mantra ◽  
Wayan Maba
Keyword(s):  
Adult Learners ◽  
Research Result ◽  
Active Engagement ◽  
Efl Learners ◽  
Classroom Activities ◽  
Questionnaire Result ◽  
Speaking Skill ◽  
The Subject ◽  
Based Instruction

This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were s t rongly focused on the learners’ active engagement in various communicative classroom activities to ensure that the learners gain higher level of speaking ability. The research result showed that the learners’ speaking skill improved significantly in the second cycle compared to the first cycle. The questionnaire result also showed that the learners strongly enjoyed learning speaking through the integration of folktales based instruction.Therefore it is recommended that teachers should consider utilizing folktales based instruction in teaching speaking skill.

scholarly journals THE EFFECTIVENESS OF USING TED TALKS VIDEO IN IMPROVING STUDENTS PUBLIC SPEAKINGS SKILLS IN SENIOR HIGH SCHOOL

2019 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Miftah Farid
Keyword(s):  
Data Collection ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Public Speaking ◽  
Post Test ◽  
Speaking Skill ◽  
Ted Talks ◽  
Qualitative Data Collection ◽  
Speaking Skills

This study tried to analyse the effectiveness of using TED talks video in improving students public speaking skill and also the students’ perception about using TED talks video in improving students’ public speaking skills. Participant of this study were thirty four students. A mixed method was used to collect quantitative and qualitative data. To achieve the aims of this study,      pre-test and post-test were administered as the quantitative data collection, and close-ended questionnaires as the qualitative data collection. From the data taken, the result showed that the students’ perception about using TED talks video in improving students’ public speaking skills is that the students response positively towards how the writer taught them. In addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the strategies were tried to find based on the students need in many ways. Therefore, it was concluded that the use of TED Talks is very useful to improve students’ public speaking skill.  Key words: Effectiveness, Ted Talks Video, Public Speaking Skills

scholarly journals Examining the Digital Nativity Levels of Digital Generations: From Generation X to Generation Z

2021 ◽  
Vol 9 (4) ◽  
pp. 433-434
Author(s):  
Ahmet Naci Çoklar ◽  
Ali Tatli
Keyword(s):  
Data Collection ◽  
Generation X ◽  
Self Efficacy ◽  
Internet Use ◽  
Digital Technologies ◽  
The Other ◽  
Data Collection Tool ◽  
Digital World ◽  
Generation Z ◽  
The Relationship

Adaptation to the digital world is explained by the concept of digital nativity, which includes competencies such as grow up with technology, being comfortable with multitasking, being reliant on graphics for communication, thrive on instant gratifications and rewards. On the other hand, one of the sources of differentiation in digital technologies is the concept of the digital generation (X, Y and Z), which is about the year of birth or age. In this study, the digital nativity levels of digital generations were examined. The participants were 270 people, 90 from each of the X, Y and Z generations. Digital nativity level determination scale was used as a data collection tool. As a result of the research, it was found that the level of digital nativity increases as we move from the X generation to the Z generation. In terms of gender, while males in the X and Y generations have a higher level of digital nativity than females, there was no difference in the Z generation. While having a computer is an important source of differentiation for the X and Y generations, it is not important for the Z generations. Finally, it has been observed that there is a difference in the relationship between digital nativity levels of the X, Y and Z generations and computer self-efficacy, and the duration of computer and internet use.

scholarly journals Effects of Using Consciousness-Raising Tasks on Iranian Intermediate EFL Learners’ Self-Efficacy and Autonomy in Speaking

2020 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Hadi Salehi
Keyword(s):  
Self Efficacy ◽  
Placement Test ◽  
Control Group ◽  
Consciousness Raising ◽  
Traditional Methods ◽  
Efl Learners ◽  
Language Class ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Speaking Skill

This study investigates different methods for improving speaking skill and compares using traditional methods with using consciousness-raising (CR) tasks. The aim of this study was three fold: (i) to explore whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of self-efficacy, (ii) to examine whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of autonomy, and (iii) to explore Iranian EFL learner’ attitudes towards the effects of using CR tasks on their speaking skill in terms of self-efficacy and autonomy. To achieve these aims, 30 L2 learners studying English at Payam Persa language institute in Zarinshahr were selected, after taking part in an Oxford Quick Placement Test (OQPT), as the participants of the study. They were subsequently divided into two groups of equal size in order to obtain the required data. The study was a quasi-experimental one, which employed a pretest-treatment-posttest design. The experimental group (EG) was exposed to the treatment (i.e., Consciousness-Raising), while the control group (CG) was taught based on the pattern drill practice and traditional methods. The required data were obtained from a Face to Face Oral Placement Test (FFOPT), speaking pretest/posttest, speaking self-efficacy questionnaire, and speaking autonomy questionnaire. The findings showed that using CR tasks had significant effects on the learners’ self-efficacy. Furthermore, using CR tasks had a significant effect on the autonomy of the learners. In addition, the participants had significantly positive attitudes towards using CR tasks for the purpose of speaking self-efficacy and speaking autonomy in language class. The use of CR tasks has many pedagogical benefits for the teachers and they are enjoyable among the EFL learners. 

scholarly journals THE ROLE OF SOCIODRAMA IN ENGLISH SPEAKING CLASS

2019 ◽  
Vol 2 (1) ◽  
pp. 66-78
Author(s):  
Berita Mambarasi Nehe
Keyword(s):  
Student Motivation ◽  
Student Perception ◽  
Research Result ◽  
English Department ◽  
Learning Material ◽  
The Third ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
English Speaking

This study aims to improve the process of students’ speaking skill through sociodrama method on students of English Department of STKIP SetiaBudhiRangkasbitung in Banten region. The participants include 33 students in the third semester. This study uses qualitative descriptive to draw the phenomenon in the classroom when sociodrama applied. Class activity, learning material, class structure in applying sociodrama, student’ perception, sociodrama value, and sociodrama tasks are described to understand the class applied by sociodrama. From the research result, it can be concluded that learning by using sociodrama based task is an effective way and provide students to produce language frequently with the groups and grow student’  motivation well.

Sign in / Sign up

Export Citation Format

Share Document