scholarly journals CHALLENGES IN OVERCOMING THE USE OF TOPIC FRONTING AMONG TESL TRAINEES IN MALAYSIA

2021 ◽  
Vol 6 (43) ◽  
pp. 13-29
Author(s):  
Megawati Soekarno ◽  
Irma Wani Othman ◽  
Ameiruel Azwan Ab Aziz ◽  
Nik Zaitun Nik Mohamed
Keyword(s):  
English Language ◽  
Communication Strategies ◽  
Verbal Communication ◽  
Communication Strategy ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Linguistic Strategies ◽  
Grammatical Rule ◽  
Paralinguistic Communication ◽  
Esl Learners

Communication strategies include the use of nonverbal or paralinguistic communication strategies such as the use of mime, gestures, facial expressions and eye contact as well as the use of pauses for emphatic expressions could be assimilated. Communication strategies also include the use of verbal communication strategies which need to be learned and developed. One of the verbal communication strategies is a Malaysian classified variety, topic fronting. The issue is that, despite being an achievement communication strategy, topic fronting does not abide by the English language grammatical rule. Thus, a high use of this strategy among ESL learners might affect them adversely especially in academic discourse. This study looked into this strategy among the TESL trainees in two universities from two states in Malaysia. The findings obtained from their focus group discussions (FGD) identified the utilisation of topic fronting in online interactions and methods of overcoming it as well as the inculcation of suitable communication strategies. This study’s findings show a low utilisation of topic fronting (1.142 per thousand words) with the highest theme on the “concession of topic fronting in teaching” at 2.20% average. In the effort to inculcate the TESL trainees’ awareness of their use of topic fronting communication strategy, they need to be involved in active FGDs and be provided with communication strategy trainings on alternative strategies, specifically linguistic strategies like exemplification, circumlocution and paraphrasing.

scholarly journals The siLang Simulation Tool for Business Secondary Technical Education E.S.P. Students

2016 ◽  
Vol 11 (04) ◽  
pp. 61 ◽  
Author(s):  
Charilaos Tsihouridis ◽  
Marianthi Batsila
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Technical Education ◽  
Language Skills ◽  
Simulation Tool ◽  
Listening Skills ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Learner Motivation ◽  
Quantitative And Qualitative Research

The purpose of the paper is to detect Technical Secondary Education learners’ views on the siLang software. Particularly the aim is to investigate its effectiveness on learners’ reading and listening English language skills competence. A number of 64 learners and their four teachers participated in the research, conducted with quantitative and qualitative research methods. According on the results of students’ questionnaire answers, focus group discussions and teachers’ interviews the particular software is considered to be an authentic-like tool for business purposes, relevant to learners’ future working needs, and capable of promoting learner motivation and participation in the lesson. The software was also found to improve learners’ reading and listening skills in English.

scholarly journals The Communication Strategies Used in English Classroom Presentation by the English Education Students of UNIMUDA Sorong

2018 ◽  
Vol 5 (2) ◽  
pp. 13-21
Author(s):  
Nurteteng Nurteteng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Communication Strategies ◽  
Video Recording ◽  
Code Switching ◽  
Communication Strategy ◽  
Education Students ◽  
English Classroom ◽  
Classroom Presentation

The study attempts to analyze the types of communication strategies used in English classroom presentation by the English education students of UNIMUDA Sorong and the reasons why they used the strategy. The study took place at UNIMUDA Sorong in TEFL class where 30 students were participated and observed during their presentation activity in this subject. The study employed descriptive method, where the data obtained through open interviewed and video recording. The result showed that from twelve features of communication strategies, there are six of them that the students used during presentation. They are appoximation, circumlocation, examplification, word coinages, code switching and use fo fillers. Circumlocation was used because the students wanted to make direct contact to the students in order to make the successful teaching and learning process. Examplification was used because it can reflect the meaning of the concept. Word coinages was used because they might forget the appropriate words/term. Code switching was used because they felt more comfortable in case she combined between Bahasa Indonesia and the English language. Use of fillers was used because the strategy was very significant particularly second or foreign language speaker. The most frequently communication strategy that the students used is use of fillers.

scholarly journals Deradicalization and Formation of Public Attitudes of Islamic Boarding School (Pesantren) in Sukoharjo, Indonesia

2020 ◽  
Vol 21 (1) ◽  
pp. 33
Author(s):  
Arkanudin Budiyanto ◽  
Subejo Subejo ◽  
Samsul Maarif
Keyword(s):  
Public Attitudes ◽  
Boarding School ◽  
External Factors ◽  
Communication Strategy ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Qualitative Approaches ◽  
The Government ◽  
Internal And External Factors ◽  
Weak Influence

The spread of religious radicalism in Indonesia has pervaded all levels of society without being able to be sorted are rigid. Responding to the situation, the government does the de-radicalization program, included Pesantren. This study aims to identify the communication strategy, internal and external factors in shaping public attitudes of Islamic Boarding School (Pesantren) towards the de-radicalization of religious with quantitative and qualitative approaches. The data collection is done by observation, interviews, questionnaires, and focus group discussions. Quantitative analysis tools using SEM. The results showed that the communication strategy of de-radicalization effect on public attitudes of Islamic Boarding School (Pesantren) through external factors significantly. External factors also influence the public's attitudes of Islamic Boarding School (Pesantren) directly with a strong and significant influence. The communications strategy of de-radicalization also directly affects the public's attitudes of Islamic Boarding School (Pesantren) with weak influence.[Penyebaran radikalisme agama di Indonesia telah merasuki semua lapisan masyarakat tanpa dapat dipilah secara rigid. Merespon situasi tersebut, pemerintah melakukan program deradikalisasi, termasuk di lingkungan Pesantren. Penelitian ini bertujuan untuk mengidentifikasi strategi komunikasi, faktor internal dan eksternal dalam membentuk sikap masyarakat pesantren terhadap deradikalisasi agama dengan pendekatan kuantitatif dan kualitatif. Pengumpulan data dilakukan dengan observasi, wawancara, kuesioner, dan FGD. Alat analisis kuantitatif menggunakan SEM. Hasil penelitian menunjukkan bahwa Strategi komunikasi deradikalisasi berpengaruh terhadap sikap masyarakat pesantren melalui faktor eksternal secara signifikan. Faktor eskternal juga mempengaruhi sikap masyarakat pesantren secara langsung dengan pengaruh yang kuat dan signifikan. Strategi komunikasi deradikalisasi juga berpengaruh langsung terhadap sikap masyarakat pesantren dengan pengaruh yang lemah.]

scholarly journals DEVELOPING EFL LEARNERS’ ACHIEVEMENT COMMUNICATION STRATEGIES IN A SPEAKING CLASS

2016 ◽  
Vol 14 (1) ◽  
pp. 66-89
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
Communication Strategies ◽  
Verbal Communication ◽  
Compensatory Strategies ◽  
Efl Learners ◽  
Topic Avoidance ◽  
Cooperative Strategies ◽  
Communication Problems ◽  
Head Nodding ◽  
Linguistic Strategies ◽  
Reduction Strategies

Communication strategies should be included in a speaking class in order to enable learners have strategies to cope with the communication problems  both as message delivers (speakers) and as message receivers (listeners) in taking turns speaking. When the learners face problems in taking turns speaking, they may employ achievement/compensatory strategies as an attempt to deal with problems in communication directly by using alternative in order to get the message across. The use these strategies are regarded as good learners’ behaviors because they are able to maintain communication, such as use of  word coinage, language switch, paraphrase, circumlocution, cooperative strategies, non-linguistic strategies, and so forth.  Otherwise, the learners may rely on the avoidance/reduction strategies if they are not able to convey or understand the message to or from the interlocutors. These behaviors affect interaction negatively and are common among low proficiency learners. The  avoidance message as such  topic avoidance, message abandonment, replace the message, reduce the content of the intended message, and so forth.  Learners as message delivers (speakers)  and  message receivers (listeners) may use verbal communication strategies to cope with communication problems, such as topic avoidance, message abandonment, approximation, word coinage, circumlocution, literal translation (interlingual transfer), language switch, appeal for assistance, foreignizing (interlingual transfer), paraphrase, self-correction, self-repetition, asking for repetition, asking for clarification, and so forth. Meanwhile, nonverbal CSs which may be employed by learners  as message senders (speakers) and  message receivers (listeners) are smiling, head nodding, head shaking, hand raising, hand moving, thumb up, drawing something, and so forth.

scholarly journals Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles

2016 ◽  
Vol 9 (2) ◽  
pp. 1 ◽  
Author(s):  
Latisha Asmaak Shafie ◽  
Aizan Yaacob ◽  
Paramjit Kaur Karpal Singh
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Group Discussion ◽  
Online Communication ◽  
Online Discussions ◽  
Structured Interviews ◽  
Group Discussions ◽  
L2 Learners ◽  
Esl Learners

<p>This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and passive participants. Facebook groups with international members usually uses English as the medium of communication in their group discussions. It is a norm for L2 learners to lurk in the group. These L2 learners often do not have the required English language proficiency and the confidence to participate actively in the group they join. This study explores lurking behaviours of three participants in learning English in informal Facebook contexts. This study uses a qualitative case study. The study involved three L2 learners who were university students and members of a Facebook group. The study involved online observation and semi-structured interviews with these three participants. Their Facebook accounts and a common Facebook group were observed for 14 weeks, and after the online observation, the participants were interviewed. Data collected from online observation and semi-structured interviewed were analysed and managed using Atlas.ti 7. The study reveals five emerging themes such as that lurkers have poor online communication skills, lack of confidence, learning by lurking, lack of a sense of belonging and lurking is the norm of Facebook groups.</p>

scholarly journals English Language Use in Malaysian Government and Private Civil Engineering Workplaces

2018 ◽  
Vol 6 (3) ◽  
pp. 84 ◽  
Author(s):  
Noor Shahariah Saleh ◽  
Siti Fatimah Murtaza
Keyword(s):  
English Language ◽  
Engineering Students ◽  
Language Use ◽  
Civil Engineering ◽  
Engineering Industry ◽  
Focus Group Discussions ◽  
Training Experience ◽  
Group Discussions ◽  
Industrial Training ◽  
Language Courses

Employers in the engineering sector require certain standard of English proficiency among their employees as the language is widely used for numerous job scopes. In order to understand the current demand of the civil engineering industry on the use of the English language in the workplace, this study was conducted on 20 undergraduates of the Civil and Environmental Engineering Faculty, Universiti Tun Hussein Onn Malaysia who undertook the industrial training. Based on focus group discussions, the participants learned and shared significant use of English language through their industrial training experience. The findings of the study highlighted the activities that were conducted in English for speaking, listening, reading and writing including the language skills. In addition, the amount of time spent on each activity in English was also identified in understanding the importance of English language in the civil engineering sector. The findings of the study are vital in making informed decisions for the design and development of appropriate English language courses for present and future civil engineering students.

scholarly journals Unravelling English Language Space Constituted in Model School Construction in Nepal

2019 ◽  
Vol 29 ◽  
pp. 30-44
Author(s):  
Kamal Raj Devkota
Keyword(s):  
English Language ◽  
School Management ◽  
School Construction ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Model Schools ◽  
Instructional Activities ◽  
Research Interviews ◽  
Teaching Learning ◽  
Model School

School Sector Development Plan (SSDP, 2016-2023) has envisaged the establishment and operation of ‘model schools’ to demonstrate improved management and teaching-learning therein. One thousand secondary schools representing all provinces and districts are planned to be developed as model schools, and three hundred and five have already been selected for initiating the project in 2017/18. Model School Guideline has been developed in the framework of SSDP; and in accordance with that, the selected schools are provided with certain financial support for building infrastructure, improving classroom delivery and instructional activities, and bringing efficiency in school management. Based on the fieldwork in four sample schools of Nepal, this study has unraveled how these ‘model’ schools have understood, experienced and enacted with English language space (ELS) in the course of model school construction. The analysis of the field data especially derived from school observation, qualitative research interviews and Focus Group Discussions with teachers, School Management Committee members and students unpacks how English language, which is often defined as the key for students’ and parents’ choice of school, is equally associated with confusion and ambivalence in the construction of model schools in Nepal. The analysis shows that the confusion and ambivalence concentrate around three major constructs: ELS as instrumental to school sustainability, ELS as a conflicting zone, and ELS as the educultural reality in the current educational discourses.

scholarly journals Teacher Communication Strategy in SMA Swasta Pencawan Medan

2020 ◽  
Vol 3 (2) ◽  
pp. 247-257
Author(s):  
Helmida Barus ◽  
Dorsita Sitohang ◽  
Meyna Malango ◽  
Seprosari Simbolon
Keyword(s):  
Qualitative Research ◽  
Student Achievement ◽  
Language Learning ◽  
English Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
English Language Learning ◽  
Learning Method ◽  
Teacher Communication ◽  
Improving Student Achievement

This study aims to discuss teacher communication strategies to students in improving student achievement. According to researchers obstacles what teachers face in improving student achievement is concerned free time or opportunity to gather (discuss) between the teacher and student. This research is a type of qualitative research, which researchers as the key instrument, from the interview results the researcher gave a picture of that teacher communication strategies in creasing student achievement in more schools to rewards, in reality teacher often misinterterpret strategies this, The teacher only understands the form of punishment given to students who guilty, even thought the reward should also be given to students who achievers in the form of gifts, praise and others. From the three studies above it can be concluded In the learning process still found 15 students from 30 students who have difficulty in communicating, so it is very influential in the participation and achievement of students learning. To solve the problem, it is by using a learning method that requires students to be actively communicating, dare to express opinions. The problem that is examined in this research is how the form of teacher communication with the students occurs Keywords : communication strategies, English language learning.

Communication Strategies Used by Middle Estern Postgrduate Students at Service Encounters in Univsersty Malaya

2016 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Suo Yanju ◽  
Suo Yanmei
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Middle Eastern ◽  
Oral Communication ◽  
Communication Strategy ◽  
Video Tape ◽  
Communication Breakdown

Communication strategies are important in helping L2 learners to communicate successfully when they are faced with a problem in speech production. This study looked at one of the components in Communication Competence, i.e strategy competence or the use of Communication Strategies (CS) in oral interactions among Middle Eastern students and counter staff in institute of postgraduate studies (IPS) at University of Malay. Data collected from video-tape and interviews were analyzed quantitatively and qualitatively. It was found that the most frequently used communication strategy was the use of “modification devices‟. The other strategies used frequency were“interaction strategies”, “compensatory strategies” “avoidance strategies” and “L2-based strategies”. The results showed that students used different communication strategies to overcome their communication difficulties. The main aim of using the communication strategies is to avoid communication breakdown. Consequently, Second language learners should be encouraged to use communication strategies to develop their oral skills and help them more effective in oral communication with their limited English language proficiency. The implications and suggestions from this study towards development the teaching and learning of ESL were also presented.

Gender and Communication Strategy Use in Learning English as a Second Language

2009 ◽  
Vol 157 ◽  
pp. 93-108
Author(s):  
Su-Hie Ting ◽  
Tiee-Pai Kho
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Learning Contexts ◽  
Interaction Partners ◽  
Gender Dyads ◽  
Esl Learners ◽  
Gender Interactions

Abstract The study examined the use of communication strategies in same- and cross-gender interactions by learners of English as a Second Language (ESL). Analysis of oral data from 10 female same- and 10 cross-gender interactions using an integrated psycholinguistic, social interaction and discourse-based framework showed that communication strategies were mainly used to overcome linguistic inadequacies rather than to enhance the message. Female learners used considerably more restructuring while male learners preferred approximation to bridge communication gaps when understanding of meanings may not be shared. The ESL learners were found to accommodate in their use of communication strategies to the gender of their interaction partners. In cross-gender dyads, there were attempts at a more careful formulation of the message, as indicated by a decrease in the use of approximation by both female and male speakers and an increase in restructuring of the message by male learners. The results revealed that it was not the gender of the learners but the gender of the interaction partners that heightened the use of message-enhancing communication strategies, particularly, topic fronting by female speakers and lexical repetition by male speakers. The potential of cross-gender interactions in ESL language learning contexts is discussed.

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