scholarly journals The Power of English in Pakistan: Exploring the Views of University Students

2020 ◽  
Vol 6 (1) ◽  
pp. 84-103
Author(s):  
Asra Khan ◽  
Irshad Hussain ◽  
Zohra Khatoon
Keyword(s):  
University Students ◽  
English Language ◽  
National Level ◽  
Sampling Technique ◽  
National Language ◽  
Post Colonial ◽  
Self Confidence ◽  
Language Classrooms ◽  
Education Of Students ◽  
Global World

Pakistan is a multilingual country with Urdu as its national language. It is entrenched in one of the post-colonial effects; the influence of the English language and the power which it exerts in Pakistan with regards to the ever advancing global world. The case study aims at voicing the views of university students in a hope that their concerns are addressed at national level, which will ultimately lead to equity in English language classrooms in Pakistan. It seeks to explore the views of Banking and Finance students of Bahauddin Zakariya University, Multan, Pakistan, about the power which English language holds and the multiple ways it is exerted. Forty (40) students, taken through random sampling technique were the participants of study. Quantitative data were collected by administering a questionnaire; whereas, an interview protocol was used for collecting qualitative data. The tools collected data in six categories namely increase in self-confidence, seeking admission in foreign universities, a marker of modernity and social class, attaining a lucrative job, basic schooling and a tag of a good student. The results of the study demonstrated that English language holds a great deal of Power in Pakistan in different walks of life as well as in education of students. Keywords: English in Pakistan, Education, Power of English     

scholarly journals A Qualitative Study on Speaking Anxiety among Pre-Service Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 34-39
Author(s):  
Abdu Rahim III Kenoh
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Public Speaking ◽  
Sampling Technique ◽  
State University ◽  
Speaking Anxiety ◽  
High Expectations ◽  
Self Confidence ◽  
Actual Speech ◽  
Convenience Sampling

Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques such as exposure to speaking engagements, preparation, and believing in oneself.

scholarly journals University students’ preferences on English teachers’ nationality and teaching style

EduLingua ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 1-21
Author(s):  
Flora Komlosi-Ferdinand
Keyword(s):  
University Students ◽  
English Language ◽  
Practical Knowledge ◽  
Teaching Style ◽  
Well Being ◽  
English Teachers ◽  
English Language Teaching ◽  
Self Confidence ◽  
Gender Based ◽  
Local Students

Inspiration dynamics between students and teachers have great impact on learners’ perceptions, attitudes and psychological well-being in the ESL classroom. Gender-based differences in opinions about foreign-language acquisition often shape students’ approaches and learning structures. Nowadays, great emphasis is placed on the presence of native English-speaker teachers in English language teaching institutions. However, such teachers may struggle to understand local students’ attitudes. Seventy-four university students were asked about their perceptions and preferences on English teachers’ nationality and teaching-style in Blagoevgrad, Bulgaria. The data were analysed according to gender-based differences in opinions. The findings reveal that, in general, students have no preference for native or non-native teachers, yet prefer educators who teach exclusively through the medium of English. Female students expressed less self-confidence, more need for continuous reinforcement and social interaction in the classroom, while male students displayed more self-confidence, more autonomy and the need for practical knowledge-focused learning content and strategies.

scholarly journals THE RELATIONSHIPS BETWEEN STUDENTS’ SELF-CONFIDENCE AND THEIR ENGLISH-SPEAKING PERFORMANCE: A CASE STUDY OF ENGLISH-MAJORED STUDENTS AT A PRIVATE UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Anh Tuan Pham ◽  
Hieu Trung Hong ◽  
Tien Thuy Chau ◽  
Nhi Vo Anh Le ◽  
Phuc Thuy Thy Tran ◽  
...  
Keyword(s):  
English Language ◽  
Sampling Technique ◽  
Private University ◽  
Structured Interviews ◽  
Learning Methods ◽  
Self Confidence ◽  
Significant Relationships ◽  
English Speaking ◽  
Speaking Performance

<p>This research aimed to discover the relationships between students' self-confidence and their English-speaking performance. In our research, self-confidence was divided into three components which are affective confidence, behavioral confidence, and cognitive confidence. In addition, speaking performance included eight components which are vocabulary, grammar, pronunciation, fluency, coherence, comprehension, task, and content. A sample of 150 English-majored students at a university in Vietnam was surveyed in this study by using a convenience sampling technique, and then conducting semi-structured interviews to seek for qualitative information from 10 participants out of 150. The result from our study showed that there are significant relationships between the two variables. The more confident the students are, the more accomplished they would be in the presenting procedure since they have superior cognition and understand how to modify their learning methods to build a comprehensive individual in learning English language. We expect that these findings can help students adjust their learning methods to improve their self-confidence as well as English speaking performance and by that way, universities can add more speaking-related subjects so that students can have more opportunities to speak and learn more speaking skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

Malaysian Drama in English: Is there a Case for a Post-Mortem?

1983 ◽  
Vol 8 (3) ◽  
pp. 234-246
Author(s):  
Margaret Yong
Keyword(s):  
English Language ◽  
National Language ◽  
The Political ◽  
National Context ◽  
Indian Languages ◽  
National History ◽  
Race Riots ◽  
Quarter Century ◽  
Post Colonial ◽  
History Of

Malaysian drama in English (MDE) is an inelegant name, but it describes exactly a curious breed of theatre in Malaysia: Englishlanguage drama, which seeks to be locally appropriate, in a country whose polycultural history has resulted in the presence of a diverse mixture of languages including Malay (the National Language), the major dialects of Chinese, Hindi, Tamil and other Indian languages, as well as English. Malaysian drama in English has existed for some twentyfive years – not a long history, even measured by the standards of the New Literatures of post-colonial nations. Its quarter century of life has been short and turbulent. MDE has followed a course marked by race riots, language demonstrations, defections from its fold, institutional indifference, censorship, and the gradual withering of the English language itself as a medium viable within the national context. Much of the history of MDE has been affected by the major socio-political changes of the nation. It is not possible, then, to see MDE as an autonomous, selfenclosed entity. Its life cannot be extricated from the national history out of which it grows, and its story is inseparable from the political fortunes of the English language in Malaysia.

scholarly journals Medium of Instruction (L1 versus L2): Which is in Automobile Engineering?

2014 ◽  
Vol 32 ◽  
pp. 81-86
Author(s):  
Victor Dagala Medugu ◽  
Amirmudin bin Udin ◽  
Mohammad Zameri bin Saman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Motor Vehicle ◽  
Technical Colleges ◽  
Sampling Technique ◽  
National Language ◽  
Automobile Engineering ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Level Of Significance

The main purpose of the study was to establish the effects of National language (L1) as supplement to English Language (L2) in teaching and learning Motor Vehicle Mechanics (MVM) Trade as a pre- requisite course for Automobile engineering training in Technical Colleges. This was because of the massive failures of students in the said subject compared to other related engineering courses. Four specific objectives were stated to guide the study. Four corresponding research questions and two hypotheses respectively were stated based on the objectives and were tested at 0.05 level of significance. The design of the study was Quasi experimental (None equivalent) design covering all Technical Colleges in the State that offers Motor Vehicle Mechanics (MVM) Trade. There was no sampling technique used. Twenty multiple choice objective questions were administered by the researcher and the research assistant after face and content validation. Test- Retest method was used to determine the reliability of the items. Data collected were analysed using mean, standard Deviation and t-test. The results showed that the students taught (MVM) Trade using L1 as supplement performed significantly better and had positive attitudes towards MVM trade than those taught using L2.

scholarly journals CAUSES AND STRATEGIES TO COPE ENGLISH LANGUAGE SPEAKING ANXIETY IN PAKISTANI UNIVERSITY STUDENTS

2021 ◽  
Vol 9 (3) ◽  
pp. 579-597
Author(s):  
Syed Qaiser Hussain ◽  
Naeem Akhtar ◽  
Nida Shabbir ◽  
Nazia Aslam ◽  
Samra Arshad
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Coping Strategies ◽  
Learning Process ◽  
English Language ◽  
Negative Attitude ◽  
Peer Pressure ◽  
Sampling Technique ◽  
Speaking Anxiety ◽  
Self Talk

Purpose of the study: This study aims to explore the possible causes of speaking anxiety among Pakistani university students in an engineering university in Karachi. Another aim of this study is to find out the strategies used by these students to cope with the anxiety they have while speaking English as a second or foreign language. Methodology: The research was qualitative and used an open-ended questionnaire to take the detailed responses of the participants. 80 (40 males and 40 females) participants were selected for this study using the purposive sampling technique. The researchers also translated the tool into the Urdu language to make it more intelligible for the participants. Main Findings: The causes of speaking anxiety were lack of confidence, vocabulary, fear of being ridiculed, peer pressure, facing a lot of people, rules of grammar, lack of preparation, fear of making mistakes, and negative attitude of the teacher and the coping strategies were avoiding the audience, taking help from teacher or peer, preparing well, taking deep breaths, facilitating anxiety, distracting the anxiety, self-talk/praise, restarting, physical movement, using humor and maintaining eye contact with only one person. Applications of this study: This study is useful for the teachers teaching courses related to speaking English as a second or foreign language. This study will help the teachers in tracing the explored elements of anxiety in a class in general and in a student in particular. They will try to mold their pedagogy to make the learning process more enjoyable and less anxious. Novelty/Originality of this study: The current study explores the elements of speaking anxiety in the Pakistani context. Earlier studies have implemented pre-invented tools rather than unearthing the anxiety-provoking elements. Hence, this study can be considered as an ice breaker when it comes to exploring the elements of speaking anxiety in the Pakistani context.

scholarly journals Studying the Role of Positive Reinforcement for Motivation to Learn the English Language at Secondary Level in Pakistan

2021 ◽  
Vol 3 (1) ◽  
pp. 14-20
Author(s):  
Muhammad Safdar Bhatti ◽  
Asif Iqbal ◽  
Rafia Mukhtar ◽  
Shaista Noreen ◽  
Zahida Javed
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Careful Consideration ◽  
Language Classroom ◽  
Language Courses ◽  
Language Classrooms

English is being used all over the world as an international language. It is a Lingua Franca that enjoys a supreme status in society. Learners have to wrestle with new vocabulary, rules of grammar, pronunciation, and more. So, the current study explores the students’ motivation and the perceptions of English teachers about positive reinforcement in an English language classroom. Motivation and attitudes in learning a language in the classroom are very important and may make language courses more stimulating. The study contained a quantitative paradigm of control and experimental group as the research design. One hundred students and thirty teachers were selected using a simple random sampling technique. The data were collected using a close-ended self-developed questionnaire of 30 items with five main indicators subdivided into six indicators. The collected data was analysed in SPSS. The results demonstrated that Pakistani students were motivated in learning the English language and have shown a positive attitude towards using reinforcement in the classrooms. The study also spotlighted that if the motivation is used efficiently in the classroom, it will be a high-ranking tool for language learning. The recommendations and findings of this study should be taken into careful consideration, and steps should be taken to implement them in Pakistani English language classrooms.

scholarly journals Pengaruh Inovasi, Kepercayaan Diri Dan Pengambilan Risiko Terhadap Intensi Berwirausaha Pada Mahasiswa Universitas Tarumanagara

2020 ◽  
Vol 2 (1) ◽  
pp. 12
Author(s):  
Nathasia Nathasia ◽  
Rodhiah Rodhiah
Keyword(s):  
University Students ◽  
Risk Taking ◽  
Sampling Technique ◽  
Entrepreneurial Intentions ◽  
Self Confidence ◽  
Positive Effect

The purpose of this study was to determine the effect of innovation, self-confidence, and risk taking on entrepreneurial intentions. The sample was chosen using nonprobability sampling technique with a number of 100 respondents from Tarumangara University students. The questionnaire was distributed using Google Form and analyzed using the SmartPLS 3.0 program. Individually and as a whole, the results of this study indicate that innovation, self-confidence, and risk taking have a positive effect on entrepreneurial intentions. This means that in entrepreneurial intentions are needed which is innovation, confidence, and risk taking. Tujuan penelitian ini adalah untuk mengetahui pengaruh inovasi, kepercayaan diri, dan pengambilan risiko terhadap intensi berwirausaha. Sampel dipilih menggunakan teknik nonprobability sampling dengan jumlah 100 responden mahasiswa Universitas Tarumangara. Kuesioner disebar menggunakan google form dan dianalisis dengan menggunakan program SmartPLS 3.0. Secara individu dan keseluruhan, hasil penelitian ini menunjukkan bahwa inovasi, kepercayaan diri, dan pengambilan risiko berpengaruh positif terhadap intensi berwirausaha. Artinya dalam intensi berwirausaha dibutuhkan antara lain inovasi, kepercayaan diri, dan pengambilan risiko.

scholarly journals Indonesian University Students’ Perception and Expectation towards ICT Use in Learning English as a Foreign Language

2019 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Tubagus Zam Zam Al Arif
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Sampling Technique ◽  
State University ◽  
Ict Use ◽  
Positive Attitudes ◽  
Learning English

This study aims to know the use of ICT frequency and purposes among EFL university students. It is also examines the students’ perception and expectation towards ICT use in learning English as a foreign language. This research applied quantitative approach with a survey research design. The data were collected from a survey which involved 337 students who were selected using stratified random sampling technique from 13 faculties of a state university in Jambi, Indonesia. The instrument used in collecting the data was a questioner adapted from Tri and Nguyen (2014). Data collected were analyzed by using SPSS 23 in form of descriptive quantitative. The findings indicated that the students spent more time in using ICT for general purposes than English learning purposes. On the other hand, they showed positive attitudes towards the use of ICT in learning English. The students perceive that ICT has the important role in improving their English language skills, and they expected that the teachers use ICT more frequently in teaching and learning process. Furthermore, they expected that campus can provide sufficient equipment and ICT access in each classroom in order to make the learning process become effective.

scholarly journals Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers

2002 ◽  
Vol 24 (1) ◽  
pp. 5 ◽  
Author(s):  
Greta Gorsuch
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Team Teaching ◽  
English Language ◽  
National Level ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Classrooms ◽  
English Speaking

For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.

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