scholarly journals Speaking Anxiety and Strategies Used by ESL Learners to Overcome in Their Classroom: a Case Study in Management and Science University (MSU) Shah Alam, Malaysia

2021 ◽  
Vol 7 (4) ◽  
pp. 785
Author(s):  
Nusrhamira Afiqah Binti Mohd Shamsuri ◽  
Anita Anita ◽  
Liyana Syahira Binti Kamaruddin ◽  
Nurin Auni Syauqina Binti Azhan
Keyword(s):  
Undergraduate Students ◽  
Second Language Learners ◽  
Negative Evaluation ◽  
Esl Students ◽  
Speaking Anxiety ◽  
English Class ◽  
Analysis Technique ◽  
Teachers And Students ◽  
Esl Learners

This research study aiming at identifying the sources of the ESL students’ speaking anxiety in English speaking comprehension and identifying the strategies used by ESL students to overcome speaking anxiety in English class. This research used a qualitative approach that employed a case study and gathrered the information through interviewing 8 undergraduate students from a private university in Shah Alam Malaysia. All the interview questions covered three components, they were communication apprehension, fear of negative evaluation and test anxiety and the strategies that were used by the respondents to overcome their speaking anxiety. The data analysis technique used was descriptive qualitative. As the result, the researcher found that anxiety, commonly felt by most second language learners contributed by some factors that came from the students and also from teachers. Therefore, to deal with these conditions, both teachers and students need to take part in contributing to what they can do to eliminate the speaking anxiety. Since the success of learning language mostly depends on the communication skills that definitely  requires a lot of effort to make the learning journey meaningful.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals A STUDY OF SPEECH ANXIETY AMONG ESL LEARNERS

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Amirul Mukmin Abu Bakar ◽  
Akmal Haziq Zamri ◽  
Aida Nasuha Roslan ◽  
Ain Zuhraa Zakaria ◽  
...  
Keyword(s):  
English Language ◽  
Public University ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Esl Students ◽  
Speech Anxiety ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
Different Types ◽  
Esl Learners

This research investigated English as a second language (ESL) speaking anxiety faced by university students. Data was obtained through a group of 44 students in the undergraduate course, in public university in Malaysia through questionnaires in a Google Form. This study examined reasons of anxiety, types of anxiety, and methods to cope with the anxiety. The instrument is a questionnaire. The data was analysed using SPSS. The result of the analysis revealed that ESL students suffered from English language speaking anxiety. Furthermore, fear of negative evaluation and lack of confidence was proven to be the source of ESL speaking anxiety. Additionally, different students have different types of anxiety such trait anxiety and situation anxiety. In order to cope with anxiety, development of self-confidence is important. Preparation is another way to relieve language anxiety for instance implementation of roleplay or simulations. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0740/a.php" alt="Hit counter" /></p>

scholarly journals An Investigation of Factors Causing ESL Learning Anxiety in Classroom: A Case Study of ESL Learners at Shah Abdul Latif University Khairpur

2020 ◽  
Vol 6 (2) ◽  
pp. 43
Author(s):  
Farah Naz Abbasi ◽  
Siraj Ahmed Channa ◽  
Shehla Anwar Kurd ◽  
Farheen Shaikh
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Research Study ◽  
Peer Pressure ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Structured Interviews ◽  
English Classes ◽  
Esl Learners

English language plays crucial role as an official language of Pakistan and it is applied normally as a medium of instructions crossway over instructional institutions and business organizations. Since anxiety hinders the studying and learning techniques, in this way it's been widely inquired approximately the world and indicates to be underneath seemed into Pakistani context. As a result the important aim of this research is to investigating factors causing language anxiety in learning to speak English in classroom among undergraduate students of Shah Abdul Latif University Khairpur, Sindh, Pakistan. This Study followed a case study with mixed method approach using both quantitative and qualitative tactics. The population of this research study was 214 learners of English from Faculty of social sciences, Departments of Economics, International Relations and Media Studies. In this research study sampling size of 150 students was taken randomly who participated. Questionnaire used “to know students’ level of anxiety was adopted from FLCAS scale, developed by Horwitz et al (1986)”. Qualitative data was also obtained by conducting semi-structured interviews from 15 students randomly from three departments, 5 from each, and classroom observation was also carried out for three weeks. The results showed that anxiety of English classes is high rated Mean=31.98, Secondly fear of negative evaluation Mean=30.62, thirdly communicative apprehension Mean= 25.01 and fourthly test anxiety Mean= 13.89. It indicated that students have problem of anxiety. The statistics was analyzed in element eventually each quantitative and qualitative findings have been mixed to attain the end result of the study. The Findings of study mostly shown anxiety factors in classroom and are prominent such as fear of teacher, other student’s fear of being mocked, fear of making mistakes, lack of confidence, peer pressure, anxious personality, unsure about their abilities, fear of negative evaluation, worry of failing in examination tests, low proficiency, lack of vocabulary. Therefore results are significant that students have problem of anxiety while learning to speak English in classroom.

Academic language and literacy socialization through project-based instruction

2005 ◽  
Vol 15 (1) ◽  
pp. 191-206 ◽  
Author(s):  
Gulbahar H. Beckett
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Research Study ◽  
Academic Language ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Esl Students ◽  
Teachers And Students ◽  
Based Instruction ◽  
Esl Learners

Project-based instruction has been heralded as a most promising activity that can socialize students into academic language and literacy skills (e.g., Beckett, 1999; Stoller, 1997). However, there is scanty research on project-based instruction in general and fewer still on ESL students’ perceptions of it (Thomas, 2000); furthermore, the few available studies show conflicting results (see Beckett, 2002). This article reports the findings of part of a larger research study conducted to understand how secondary school immigrant ESL students were socialized (taught) to acquire academic language and literacy skills in a public school in Vancouver, Canada. The findings of the study confirm the findings of earlier studies that ESL learners actively construct meaning from project-based instruction, and that some clash exists between language policy, teacher perceptions, and ESL students’ perceptions of this activity. I conclude by taking the discussion of clashes between teachers and students beyond the current cultural model and by making recommendations for further research and practice.

scholarly journals Factors Contributing to Speaking Anxiety: A Case Study of Pre-Service English Teachers

2019 ◽  
Vol 3 (3) ◽  
pp. 412
Author(s):  
Afrianto Daud ◽  
Fakhri Ras ◽  
Novitri Novitri ◽  
Clara Putri Audia
Keyword(s):  
English Teachers ◽  
Negative Evaluation ◽  
Mixed Method Research ◽  
Personal Factors ◽  
Structured Interviews ◽  
Related Factors ◽  
Speaking Anxiety ◽  
The Social ◽  
Language Classroom

This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre-service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.

scholarly journals Teachers and Students’ Stereotypes about the Teaching and Learning of English

2016 ◽  
pp. 75-92
Author(s):  
Eliana Edith Roberto Flórez ◽  
Gladis Leonor Arias Rodriguez
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Private University ◽  
Language Teachers ◽  
Work Behavior ◽  
Academic Majors ◽  
Structured Interviews ◽  
English Class ◽  
Grounded Theory Method ◽  
Teachers And Students

This article is the result of a research study that examined teachers and undergraduate students’ stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to collect data were semi-structured interviews and questionnaires from both teachers and students. A grounded theory method was used to analyze the gathered information. Findings demonstrate that language teachers created stereotypes about students’ academic work, behavior, and attitudes due to their experiences with them as their teachers, and particularly according to students’ academic majors. Students also evidence stereotypes about the teaching and learning of English, according to their experiences in English class.

scholarly journals Gamifying Portuguese Language Learning: A Case Study Examining a Quest-Based Website to Prompt Oral Production and Interaction in Learners of Portuguese L2

2020 ◽  
Vol 20 (4) ◽  
pp. 733-760
Author(s):  
Carla Cristina Munhoz Xavier
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Social Constructivism ◽  
Extrinsic Motivation ◽  
Second Language Learners ◽  
Novel Studies ◽  
Oral Production ◽  
Robust Response

ABSTRACT One of the major challenges when teaching second language learners is to maintain them motivated and eager to learn and work on the proposed activity. The literature showed that a combination of social constructivism and technology-integrated learning is crucial for achieving the goals set by modern educational objectives. However, in order to have a robust response from students, one should take into account the psychological aspect of intrinsic and extrinsic motivation. This paper proposes a gamified activity in Portuguese L2 that aims to intensify the students’ motivation. Ten undergraduate students participated in this study. Their responses show that novel studies based on awards and gamification can boost the students’ motivation when learning Portuguese.

scholarly journals COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2147
Author(s):  
Gádor Indra Hidalgo ◽  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Face To Face ◽  
Analysis Technique ◽  
Student Profiles ◽  
Cluster Analysis Technique

Distance learning due to the COVID-19 lockdown, commonly called emergency remote teaching (ERT), substantially changed the methodology of teaching and possibly students’ perceptions of the quality of lectures. Students’ opinions should be collected and analyzed jointly with other data such as academic performance to assess the effect of this pandemic on learning. A 20-question, 4-point Likert scale specific questionnaire was designed and validated twice by a panel of experts. The survey was sent to the 365 industrial engineering undergraduate students enrolled in a chemistry course. Responses (n = 233) and academic data were collected, and four student profiles were identified by using the k-means cluster analysis technique: ‘The Lucky’, ‘The Passive’, ‘The Autonomous Learner’ and ‘The Harmed’. Students experienced the ERT differently according to their profile. Undergraduates who were better autonomous learners excelled in academic performance and were more participative in the survey. In general, students preferred face-to-face classes over distance learning. Undergraduates’ learning has been impaired due to the circumstances. However, contrary to their beliefs, the situation has benefited them with respect to grades when comparing their performance with students from previous years. Discovering what challenges students faced to adapt to the situation is key to giving students tools to grow as autonomous learners and to enable educators to apply tailored teaching techniques to improve the quality of lectures and enhance student satisfaction.

scholarly journals Understanding the concept of the Pi (π) number for pre-service teacher

2021 ◽  
Vol 10 (4) ◽  
pp. 1366
Author(s):  
Yus Mochamad Cholily ◽  
Beti Istanti Suwandayani
Keyword(s):  
Classroom Environment ◽  
Single Case ◽  
Descriptive Analysis ◽  
Case Study Method ◽  
Elementary School Mathematics ◽  
Analysis Technique ◽  
Teachers And Students ◽  
Pre Service Teacher ◽  
Academic Year

<span>This study examined the learning of Pi (π) numbers in elementary school mathematics. This research was conducted by employing case study method containing a single case concerning the Pi (π) numbers. A total of 432 pre-service teachers participated in the study from the academic year of 2019-2020. This research employed observation, interview, and document analysis as the data collection tool. The conduct of the research involving the teachers and pre-service teachers was made in the classroom environment. The practice that participants posed for the account of Pi (π) number were analyzed by descriptive analysis technique in the scope of qualitative analysis. The data obtained from the participants were summarized and interpreted according to the predefined theme, and findings were arranged by a direct citation of the problems. Based on the analysis of the research, it showed that participants had problems in determining Pi (π) numbers as Pi (π) numbers are only taught by memorization methods. The teachers also did not understand about the source of Pi (π) number. Learning Pi (π) numbers are directly practiced through problems and formulas. Understanding the formula of plane figures is also not yet understood, so teachers and students basically only memorize the formula.</span>

ACTIVITIES TO ENCOURAGE SPEAKING ENGLISH AS A FOREIGN ANGUAGE (A CASE STUDY OF ENGLISH CLUB PARTICIPANTS IN STMIK PROVISI SEMARANG)

2020 ◽  
Vol 10 (1) ◽  
pp. 15-22
Author(s):  
Qorinta Shinta
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
English Class ◽  
Information Gap ◽  
Key Aspects

Abstract Speaking is one of the four macro skills to be developed as means of effective communication in both first and second language learning contexts. In the English as a Foreign Language pedagogy environment, how to increase speaking competence and confidence for undergraduate students tends to be an important question. This concern led to a qualitative research. The findings indicated that confidence and mastery of gramar andvocabulary, the teacher’s roles as prompter and feedback provider, and speaking activities such as information gap and role play were the key aspects that encourage students to communicate in English class better.

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