scholarly journals The Role of Classroom Culture and Psychological Safety in EFL Students' Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaowei Tu
Keyword(s):  
Language Learning ◽  
Positive Emotions ◽  
Critical Role ◽  
Psychological Safety ◽  
Classroom Culture ◽  
Classroom Activities ◽  
Whole Process ◽  
Personal Variables ◽  
Efl Students

Language learning is a complex phenomenon that is the outcome of an interplay of numerous inter/intra-personal variables. Out of these factors, emotions play a critical role in the whole process of learning. Research approves that positive emotions lead to positive outcomes. This is only obtainable in a positive classroom culture where students feel psychologically safe. If so, they actively engage in the classroom activities for a longer period. However, the macro-effect of classroom culture in EFL/ESL contexts has been limitedly explored. Against this shortcoming, the present article provides a brief account of the definition and conceptualization of classroom culture and its impact on two learner psychology variables (i.e., psychological safety, engagement). Moreover, the dimensions and factors influencing these variables are discussed. Finally, the study offers some implications for different stakeholders in EFL/ESL contexts and enumerates a number of research gaps and future directions for future scholars in this line of inquiry.

Reaping the benefits of task conflict in teams: The critical role of team psychological safety climate.

2012 ◽  
Vol 97 (1) ◽  
pp. 151-158 ◽  
Author(s):  
Bret H. Bradley ◽  
Bennett E. Postlethwaite ◽  
Anthony C. Klotz ◽  
Maria R. Hamdani ◽  
Kenneth G. Brown
Keyword(s):  
Safety Climate ◽  
Critical Role ◽  
Psychological Safety ◽  
Task Conflict

scholarly journals The Interplay of EFL Students’ Enjoyment, Hope, Pride and Self-Regulation

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuehong Yin
Keyword(s):  
Language Learning ◽  
Positive Emotions ◽  
Positive Impact ◽  
Self Regulation ◽  
Academic Community ◽  
Self Control ◽  
Present Review ◽  
Academic Organizations ◽  
Efl Learners ◽  
Efl Students

Nowadays, emotions are among the most significant issues in the route of learning a language that should be taken into consideration. Consistent with the fundamental function of positive psychology (PP) and also the theory of broaden-and-build, enjoyment in language learning especially the foreign language is among those positive emotions that encourage EFL learners to develop their perspective to achieve. Efforts to apprehend and develop the academic achievement of EFL learners have also progressively concentrated on self-regulation as it boosts learners’ enjoyment, hope, pride, self-control, and learning. Besides, in line with the investigations of these positive emotions, principles of PP, the present review makes every effort for the interplay and its effects in language learning. It is pertinent to state that the present review of studies can benefit academic organizations, professional development centers, policymakers in the academic community to consider the role of emotions, namely positive ones and their positive impact on language learning.

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

Understanding the Language Learning Approaches of EFL Students in an Intensive English Course

Relay Journal ◽  
2019 ◽  
pp. 137-148
Author(s):  
Brien Datzman
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Approaches ◽  
Intensive English ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Efl Students ◽  
Emerging Themes

In this paper, the author presents case studies of two Japanese university learners of English, specifically in reference to psychological factors that may help understand differences in their English learning outcomes. Data was collected in semi-structured interviews, coded for emerging themes, and presented in summary form for analysis. Emerging themes included learner beliefs, motivation, and language learning strategies. Findings stress the role of prior language learning experiences and motivation in the development of learner beliefs and choice of language learning strategies.

Language, Nineteen eighty-four, and 1989

1994 ◽  
Vol 23 (4) ◽  
pp. 555-578 ◽  
Author(s):  
Michał Buchowski ◽  
David B. Kronenfeld ◽  
William Peterman ◽  
Lynn Thomas
Keyword(s):  
Language Learning ◽  
Cognitive Dissonance ◽  
Central Europe ◽  
Language Change ◽  
Critical Role ◽  
Semantic Theory ◽  
Theoretical Explanation ◽  
George Orwell ◽  
Early Language

ABSTRACTThe article examines the fact that the push for democracy and the end of Communist rule in Central Europe was phrased in terms of traditional European notions of freedom and democracy, in spite of longlived Communist attempts to redefine these and related terms in order to make them a Communist reality. Communist language usage was forcefully brought home to the West by George Orwell in Nineteen Eighty-Four, especially in his notion of “doublethink”. We use the semantic theory of David Kronenfeld, along with Leon Festinger's theory of cognitive dissonance and Jean Piaget's views of how children's cognitive systems develop (including natural language), to derive a theoretical explanation for the failure of the Orwellian prediction and of the Communist linguistic efforts on which it was predicated. The explanation involves Ferdinand de Saussure's central idea that language is an interlinked system which is crucially social, and points to the critical role of childre's early language learning (in mundane, everyday contexts) on the development and structuring of their adult system. (Extensionist semantics, politics and language, cognitive dissonance, Central Europe, Poland, George Orwell, propaganda, language change)

scholarly journals THE REALIZATION OF MORPHOSYNTAX, PRAGMATICS, PHONOLOGY, AND LEXICON IN VIVIAN’S CONTEXT OF ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 3 (2) ◽  
pp. 1-8
Author(s):  
Imam Munandar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cognitive Theory ◽  
English Language Teaching ◽  
Learning Theories ◽  
Visual Aids ◽  
Classroom Activities ◽  
Semantic Fields ◽  
Learning Language

This research has found that he language and language learning theories in Vivian’s classroom follow the communicative and cognitive/ interactionism approach. Vocabulary, pronunciation, morpho-syntax and pragmatics were learnt interactively in the classroom. Cognitive theory crucially considers learning language as a process, and interactionism views language as acquired when learners are involved in interaction. These approaches are finely exemplified in the classroom activities. Interactionist centralizes the role of input, interaction and output. Input and interaction are modified to make it comprehensible for the students. Noticing is central to input to be uptake. In Vivian’s classroom, opportunity for output is provided for the students to exercise their emergent language. Furthermore, feedback is given to indicate learners’ incorrect forms of the language, leading them to notice the form of language they need to work on. Knowing a word involves the identification of form, meaning, and use. In lexicon learning, it is important for teachers to the build semantic fields of the words. Attaining this, as Vivian showed, it is helpful to provide input with visual aids to enhance learners’ conceptualization of a particular word.

scholarly journals EFL students’ perception of the role of teaching novels in enhancing writing skills

2020 ◽  
Vol 10 (4) ◽  
pp. 224-239
Author(s):  
Mutahar Qassem
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Writing Skills ◽  
Authentic Materials ◽  
Positive Role ◽  
Teaching Literature ◽  
Efl Students ◽  
Undergraduate Programs ◽  
The Relationship

Applied linguists have different viewpoints on the relationship between teaching literature and language. Language through a literature approach theoretically corroborates the role of literature in developing language skills because it exposes students to different styles of writing and authentic materials. Language-structure-based syllabuses might not be sufficient for developing students' language skills. By contrast, an authentic-based syllabus such as novels and short stories motivates language learning and fosters the development of thinking and language skills. In this vein, this study attempts to investigate undergraduates' attitude towards the role of teaching novels in enhancing writing skills, using a survey in which students provided their opinions on the areas that teaching novels helped improve their writing skills. The students’ responses were analysed, and a one-sample t-test revealed the students’ agreement of the positive role of teaching novels in developing their writing skills at sentence and paragraph levels. Based on these findings, the author recommended the incorporation of novels in the courses of English undergraduate programs, following adequate methods of teaching and selection of appropriate novels that matches’ students’ linguistic levels.   Keywords: Writing skills, teaching novels, EFL students, perception, enhancement

scholarly journals Teachers’ and Learners’ Perceptions toward Using Social Media for Developing Oral Proficiency

2019 ◽  
Vol 10 (6) ◽  
pp. 1341
Author(s):  
Ehsan Namaziandost ◽  
Mehdi Nasri ◽  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Oral Proficiency ◽  
Efl Context ◽  
The People ◽  
Efl Students ◽  
University Level

Social media is one of the most important sources of communication in this technological age which enables the people to share their views and thoughts with other friends, relatives, colleagues, class fellows, and teachers without any problem of distance. Therefore, the main purpose of this study was to highlight the role of social media, and to compare the views of teachers and learners regarding the use of various social media sources in English language learning proficiency at university level. The data for this descriptive study was collected through self-made questionnaire. The participants of this study were two hundred (200) university level English learners and teachers (100 learners and 100 teachers). The outcome of the study showed that the frequent usage of Social media by EFL students as well as teachers constitutes a significant impact on both users. It has also reflected the teachers’ readiness to integrate Social media in EFL context by means of a convenient pedagogy. The result of this study showed that both teachers and learners had positive attitude toward using social media in oral proficiency at university level.

scholarly journals EFL STUDENTS’ MOTIVATION IN WRITING, WRITING PROFICIENCY, AND GENDER

2020 ◽  
Vol 31 (2) ◽  
pp. 162
Author(s):  
Bambang Yudi Cahyono ◽  
Titik Rahayu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Male Students ◽  
Writing Proficiency ◽  
Language Writing ◽  
Efl Students ◽  
And Gender ◽  
Level Of Motivation ◽  
Motivation In Education

There have been a lot of research studies on the role of motivation in education and language learning. However, research on the role of motivation in the area of EFL (English as a foreign language) writing is a rare undertaking. This study aimed to examine the correlation between EFL students’ motivation in writing and their writing proficiency. It also compared female and male students in terms of their motivation in writing and their writing proficiency. This study involved 55 university students of English department (17 female and 38 male students) who were required to write essays and respond to a motivation in writing questionnaire. The results showed that there was a high correlation between the EFL students’ motivation in writing and their writing proficiency. It was also revealed that there were significant differences in the motivation in writing as well as writing proficiency of the female and male students. The findings of this study suggested that the EFL students who had a higher level of motivation in writing had better writing proficiency. The study also showed that female students outperformed male students in terms of both motivation in writing and writing proficiency.

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