scholarly journals The Influence of Motivation on EFL Learners’ Speaking Skills

2019 ◽  
Vol 2 (4) ◽  
pp. 612-619
Author(s):  
Wira Kafryawan
Keyword(s):  
Research Design ◽  
Psychological Factors ◽  
Quantitative Method ◽  
Efl Learners ◽  
Purposive Sampling ◽  
Speaking Test ◽  
Speaking Proficiency ◽  
Correlational Research ◽  
Research Problems ◽  
Speaking Skills

Motivation is one of some psychological factors which influences the speaking proficiency. Therefore, this study aims at finding out whether or not there is a significant correlation between EFL learners’ motivation and their speaking skills. With regard to the methodology applied in this study, a correlation research was used to determine whether, and to what degree, a relationship exists between two or more quantifiable variables in form of quantitative method. Purposive sampling was used in the correlational research due to the assumption that the selected students were able to give information or data in relation to the research problems based on the research design. Thus, 46 learners were chosen as the samples. The study was conducted at learners in SMA Negeri 1 Marisa, Pohuwato Regency, Gorontalo. Moreover, the quantifiable data were obtained from speaking test based on the Heaton assessment and motivation test based on the Likert Scale assessment which were distributed to the learners. The data were then analyzed by Pearson product moment. The findings showed that there was a significant correlation between EFL learners’ motivation and their speaking skills in degree of high correlation. In other words, the assumption views that that the higher motivation belongs to EFL Learners to speak the better ability they speak.

scholarly journals The Influence of Intelligence on Student's Speaking Skills

2018 ◽  
Vol 1 (2) ◽  
pp. 145-152
Author(s):  
Wira Kafryawan ◽  
Abdul Hakim Yassi ◽  
Nasmilah Nasmilah
Keyword(s):  
Psychological Factors ◽  
Quantitative Method ◽  
Intelligence Test ◽  
First Year ◽  
First Year Students ◽  
Speaking Test ◽  
Speaking Proficiency ◽  
Correlational Research ◽  
Research Problems ◽  
Speaking Skills

Intelligence is one of psychological factors which affect the speaking proficiency. Therefore, this study aims at finding out whether or not there is a significant correlation between students’ intelligence and their speaking skills. With regard to the methodology applied in this study, a correlation research was used to determine whether, and to what degree, a relationship exists between two or more quantifiable variables in form of quantitative method. Purposive sampling was used in the correlational research due to the assumption that the selected students were able to give information or data in relation to the research problems based on the research design. Thus, 40 students were chosen as the samples. The study was conducted at the first-year students of SMA Negeri 2 Makassar. Moreover, the quantifiable data were obtained from speaking test based on the Heaton assessment and intelligence test based on the Barret assessment which were distributed to the students. The data were then analyzed by Pearson product moment. The findings showed that there was a significant correlation between students’ intelligence and their speaking skills in degree of high correlation. In other words, the assumption views that the higher intelligence belongs to students the better ability they speak.

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

scholarly journals Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills

2021 ◽  
pp. 103-123
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Formative Assessments ◽  
Significant Finding ◽  
Preparation Time ◽  
Technical Problems ◽  
Efl Learners ◽  
Speaking Test ◽  
English Speaking ◽  
Speaking Skills

As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.

scholarly journals THE CORRELATION BETWEEN STUDENTS’ ANXIETY AND SPEAKING SKILL AT STKIP KUSUMA NEGARA JAKARTA (A survey research first semester academic year 2018/2019)

2019 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Megawati Megawati
Keyword(s):  
Foreign Language ◽  
Quantitative Method ◽  
First Semester ◽  
Speaking Test ◽  
Correlational Research ◽  
Language Classroom ◽  
Speaking Skill ◽  
Independent Variable ◽  
Academic Year ◽  
Smirnov Test

<p>The purpose of this research is to know whether there is any correlation between students’anxiety and speaking skill at STKIP Kusuma Negara Jakarta, first semester  academic year 2018/2019.</p><p>This research used quantitative method and the design was correlational research. The sample of this research consists of 25 students. The data of the students’anxiety were collected by using the questionaire which was adopted from foreign Language Classroom Anxiety Scale Horwitz et.at FLCAS, while the data of students’speaking skill were collected by using speaking test. In this research, researcher has two variables, independent variable which variable students’anxiety and dependent variable consists of students’ speaking skill.</p><p>The researcher use SPSS program, before doing the analysis the data normality was tested by using Kolmogorf-Smirnov test to see if the population was distributed normal. The result of this research concluded that there is significant correlation between variable (X) students’anxiety and variable (Y) speaking skill. Sig. (2-tailed) is 0.001 &lt; 0.05. It means that students who have higher speaking skill, they was influenced by anxiety. The value of correlation coefficient is -0.629 &lt;0.5. It means that there is negative correlation between students’anxiety and speaking skill. If the students’anxiety is high so speaking skill is low and if the students’anxiety is low so speaking skill is high.</p>

scholarly journals Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners

2020 ◽  
Vol 11 (4) ◽  
pp. 66-77
Author(s):  
Saleh Alrasheedi
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
English Language ◽  
Peer Pressure ◽  
Target Language ◽  
Factors Affecting ◽  
Efl Learners ◽  
Affective Factors ◽  
Speaking Performance ◽  
Speaking Skills

Equal focus needs be placed on teaching all four basic skills of language learning: reading, writing, listening, and speaking. However, it is observed that due attention is not devoted to developing speaking skills in Saudi EFL learners; this task is especially challenging as English is not widely used or spoken in their day-to-day communication. The current study aims to investigate the psychological factors which affect learners’ speaking performance by: (a) examining the strategies learners use for developing speaking skills, (b) identifying obstacles confronted by learners in developing speaking skills, and (c) suggesting ways to facilitate the acquisition of English speaking skills. The research seeks answers to these questions: (1) What are some psychological factors affecting speaking skills of students? (2) Why do learners find speaking in English so difficult? . I distributed a questionnaire among 200 female and male participants majoring in various fields at Majmaah university in Saudi Arabia. I employed SPSS to analyze the accumulated data and displayed the results in descriptive tables. The results reveal that affective factors impacting students’ performance in speaking skills are shyness, peer pressure, anxiety, and fear of making mistakes. Other factors that hinder speaking performance are paucity of necessary vocabulary, lack of exposure to the target language, and scarce opportunities to practice speaking outside the classroom. The study contributes to the existing English language learning (ELL) literature through its focus on the affective factors impacting speaking performance in Arabic-speaking EFL learners.

scholarly journals DEVELOPING ENGLISH SPEAKING SKILLS: Barriers faced by the Bangladeshi EFL learners

2020 ◽  
Vol 7 (2) ◽  
pp. 118
Author(s):  
Md. Mohsin Mridha ◽  
Sheikh Md. Muniruzzaman
Keyword(s):  
Data Collection ◽  
Mother Tongue ◽  
Basic Skills ◽  
Data Collection Tool ◽  
Undergraduate Level ◽  
Efl Learners ◽  
Speaking Proficiency ◽  
Global Age ◽  
English Speaking ◽  
Speaking Skills

This study aimed at investigating the prevailing barriers for developing English speaking skills faced by the undergraduate level students in Bangladesh. The attempt was to locate the importance of speaking proficiency in English as one of the basic skills of a language in this “English” era. In this global age, the use of English has been inevitable, and it is used in different phases of our life. But Bangladeshi EFL learners often fail to attain proper speaking proficiency for some reason. This nature of the study was quantitative, and the data collection tool was questionnaire. This paper is presenting the problems and plausible recommendations in order to develop speaking. The reasons behind the incompetency in speaking skills are many and some of which are the influence of mother tongue, lack of vocabulary, lack of practice, unfavorable environment, teachers’ non-cooperation, shyness, fear, and language ‘fossilization.’

scholarly journals Self Disclosure dan Trust Pada Pasangan Dewasa Muda yang Menikah dan Menjalani Hubungan Jarak Jauh

2016 ◽  
Vol 7 (1) ◽  
pp. 9
Author(s):  
Ana Suryani ◽  
Desi Nurwidawati
Keyword(s):  
Research Design ◽  
Quantitative Method ◽  
Snowball Sampling ◽  
Long Distance ◽  
Self Disclosure ◽  
Married People ◽  
Correlational Research ◽  
Distance Relationship ◽  
Spearman Test

This research is aimed to test the correlation  between self disclosure and trust among married people experiencing long distance relationship. This research used quantitative method with correlational research design. Participants in this research were 34 people whose spouses are in other cities or overseas with a chance of meeting is no more than once in a month. Participants were selected using snowball sampling. This research used self disclosure and trust scales to collect data and data were analysed using Rank Spearman test. The result shows that coeficient correlation (r) is 0,656 and the significance value is 0,000 (p>0,05), which means that the hypothesis of this research “there is correlation between self disclosure and trust among adult married people experiencing long distance relationship” is accepted.Abstrak: Penelitian ini bertujuan untuk menguji hubungan self disclosure dengan trust pada pasangan dewasa muda yang menikah dan menjalani hubungan jarak jauh. Penelitian ini menggunakan metode penelitian kuantitatif dengan rancangan penelitian korelasional. Partisipan penelitian ini berjumlah  34 orang  yang memiliki karakteristik berusia dewasa muda yang telah menikah dan sedang menjalani hubungan jarak jauh dengan pasangannya baik luar kota maupun luar negeri dengan intensitas bertemu setidaknya satu kali perbulan. Teknik sampling dalam penelitian ini menggunakan snowball sampling. Penelitian ini menggunakan instrumen skala self disclosure dan skala trust. Analisis data yang digunakan adalah Rank Spearman test. Hasil analisis koefisien korelasi menunjukkan (r) sebesar 0,656 dan nilai signifikasi 0,000 (p>0,05), artinya analisis tersebut menunjukkan bahwa hipotesis “ada hubungan self disclosure dengan trust pada pasangan dewasa muda yang menikah dan menjalani hubungan jarak jauh” diterima.

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 The Correlation between Moroccan EFL Learners’ Attitudes towards Speaking in the Classroom and their Speaking Proficiency

2020 ◽  
Vol 1 (3) ◽  
pp. 58-80
Author(s):  
Boutaina Guebba
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Positive Attitude ◽  
Efl Learners ◽  
Speaking Test ◽  
Speaking Proficiency ◽  
Proficiency Level ◽  
Efl Students ◽  
Cognitive Attitude ◽  
Major Data

The present paper addresses the correlation between Moroccan EFL learners’ attitudes towards speaking and their speaking proficiency. It is an investigation of the validity of Gardner’s (1985) study, which claims that language proficiency is achieved if learners display a positive attitude towards language learning. Hence, the present study explores Moroccan EFL learners’ attitudes towards speaking in the classroom, first, and identifies the correlation between their attitudes towards speaking in the classroom and their speaking proficiency, second. The research study is conducted using two major data collection instruments: a questionnaire and a speaking test. The questionnaire generates data about EFL learners’ attitudes towards speaking in the classroom, whereas the speaking test generates data about their speaking proficiency level. The participants of this study are EFL students, belonging to Ibn Abbad secondary high school, located in Kenitra city. The participants, both females and males, are 1st year baccalaureate students majoring Art stream. The total number of the participants is 80 students.Unlike Gardner’s study, the present study indicates that the correlation between attitudes and speaking proficiency is negative. As far as the participants’ attitudes towards speaking in the classroom, the study findings show that they possess a positive emotional and cognitive attitude towards speaking in the classroom and a negative behavioral attitude towards it. The correlation findings, on the other hand, indicate that the informants’ positive attitude towards speaking in the classroom and their proficiency level are negatively correlated. This negative correlation is explained by a variety of linguistic and non- linguistic factors. The present study also provides some pedagogical implications and suggestions for further research.

EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience

2019 ◽  
pp. 136216881989186
Author(s):  
Antonio Fernández-García ◽  
M. Carmen Fonseca-Mora
Keyword(s):  
Foreign Language ◽  
Emotional Response ◽  
Willingness To Communicate ◽  
Musical Experience ◽  
Emotional Understanding ◽  
Efl Learners ◽  
Individual Interviews ◽  
Speaking Proficiency ◽  
Song Lyrics ◽  
Speaking Skills

One of the main reasons for studying a foreign language is communicating with others, but many students do not feel confidently enough when trying to develop their speaking skills. Among adolescents’ frequent activities are that of listening to music while paying attention to song lyrics. We hypothesize that these musical experiences could influence their speaking skills. The present study aims to consider different factors that could influence students’ speaking proficiency. Among these factors, students’ emotional understanding, their willingness to communicate in a FL and their musical experience are considered. One hundred and twenty-four students of English as a foreign language (EFL) in the fourth year of Secondary Education from three different high schools in Spain took part in the study. Oral data were collected through individual interviews and three scales were administered to measure the different factors. Students’ musical experience and emotional response to music were measured through The Absorption in Music Scale, their emotional understanding of verbal texts through The Situational Test of Emotional Understanding – Brief, and their willingness to communicate in the EFL class through Willingness to Communicate Scale. Although no direct connection was found between students’ musical experience and their speaking proficiency, results demonstrate that students with high emotional understanding show better speaking skills and that students with musical experience exhibited higher emotional understanding. We detected a significant positive connection between emotional understanding and all the five parameters considered to assess students’ speaking proficiency. The connection between willingness to communicate in the EFL class and students’ speaking skills is even greater.

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