scholarly journals The Investigation of Using Out-Classroom Experiences to Enhance Indonesian EFL Learners’ Speaking Performance

2021 ◽  
Vol 3 (1) ◽  
pp. 21-29
Author(s):  
Ezis Japar Sidik ◽  
Dhafid Wahyu Utomo ◽  
Yudi Juniardi
Keyword(s):  
Undergraduate Students ◽  
Performance Test ◽  
Language Teachers ◽  
Classroom Experiences ◽  
Classroom Experience ◽  
Efl Learners ◽  
National Education ◽  
Study Approach ◽  
Classroom Activities ◽  
Speaking Performance

The role of English in Indonesia can be said quite special because English is the only compulsory foreign language included in secondary curriculums. However, the special status of English in national education is not accompanied by satisfactory results. Out-classroom experience (OCE) is believed to overcome this issue and has been applied successfully. Therefore, this study investigates the use of out-classroom experience in enhancing Indonesian EFL learners’ ability in speaking English. By conducting a case study approach, the research used triangulation data collection techniques consisting of classroom observation, interview, and speaking performance test. The study involved 40 undergraduate students from one of the public universities in Banten province as its subjects. The result showed that the use of OCE positively contributes to the development of students’ speaking development. Out-classroom activities can facilitate the learners to access or even create language exposures by themselves. This study provided some implications about using OCE for language teachers and educational practitioners. Keywords: Out-Classroom experiences, speaking, college students, EFL context

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals TEACHING ANECDOTE WRITING BASED ON THE 2016 REVISED CURRICULUM TO THE TENTH GRADERS OF SMKN 1 GONDANG SRAGEN

2017 ◽  
Vol 2 (3) ◽  
pp. 191-202
Author(s):  
Rasyid Manshur ◽  
Sarwiji Suwandi ◽  
Suyitno Suyitno
Keyword(s):  
Lesson Plan ◽  
Language Teachers ◽  
Data Sources ◽  
Case Study Approach ◽  
National Education ◽  
Tenth Graders ◽  
Study Approach ◽  
Teachers And Students ◽  
Improve Planning

           This study describes: (1) process of writing anecdote text based on the 2016 revised curriculum conducted by Indonesian Language teachers to the tenth graders of SMKN 1 Gondang, Sragen, (2) problems in the process of writing, and  3)  efforts to overcome the problems made by the teachers. This qualitative research uses case study approach. The data sources in this research were events (the process of writing anecdote text), informants (teachers and students), and documents (syllabus and lesson plan). The results show that teaching to write anecdote text based on the 2016 revised curriculum needs more in-depth evaluation in order to improve planning, implementation, and assessment. It is also based on the encountered obstacles occurred in the learning process. The evaluation should uncover concepts, regulations and national education objectives implied in the curriculum the schools should attain. 

scholarly journals THE INFLUENCE OF ATTRIBUTIONAL BELIEFS ON INDONESIAN EFL LEARNERS’ READING COMPREHENSION

2020 ◽  
Vol 7 (2) ◽  
pp. 297-320
Author(s):  
Nancy Agatha Florida ◽  
Concilianus Laos Mbato
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Learned Helplessness ◽  
Pearson Correlation ◽  
Language Teachers ◽  
Capital City ◽  
Efl Learners ◽  
Monitoring Strategies ◽  
Reading Text ◽  
Successes And Failures

This research investigated how Indonesian EFL learners attributed their successes and failures in reading comprehension and whether or not there was any correlation between attributional beliefs and EFL learners’ monitoring strategies in reading. The researchers distributed Attributional Beliefs Questionnaire (ABQ) and Reading Monitoring Strategies Questionnaire (RMSQ) to undergraduate students in the third semester (n=36) of a private university in Kupang, the capital city of East Nusa Tenggara (NTT) Province. The data were analyzed using Pearson Correlation scale. Six students were selected to be interviewed to obtain qualitative data. Based on the results, 56% of students attributed their successes and failures in reading to the internal factors (efforts and strategies) rather than the external ones (reading text and learning environment). There was a moderate and insignificant correlation between attributional beliefs and reading monitoring strategies with r=0.51. It indicated that students need to regulate themselves and navigate their learning based on their attributional beliefs or they would experience learned helplessness. This research offered two implications for the teaching of reading among Indonesian EFL learners. In order to gain a greater opportunity to experience more reading success, language teachers were recommended to introduce attribution concepts and implement all reading strategies to their students.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals First Person and Second Person Markers as Representatives of a Case in a Verb Form

2021 ◽  
Vol X (3) ◽  
pp. 66-73
Author(s):  
Liliya Makovskaya ◽  
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Research Study ◽  
Language Teachers ◽  
Structured Interviews ◽  
Second Person ◽  
Oral Feedback ◽  
Electronic Feedback ◽  
Language Writing

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals Writing Skills Development for Graduate Studies and Career Readiness in Science and Aging Fields: A Case Study Approach

2021 ◽  
Vol 9 ◽  
Author(s):  
Amanda Stafford McRell ◽  
Betty L. Wilson ◽  
Sue E. Levkoff
Keyword(s):  
Undergraduate Students ◽  
Qualitative Interviews ◽  
Writing Skills ◽  
Underrepresented Students ◽  
Fellowship Training ◽  
Career Readiness ◽  
Graduate Studies ◽  
Study Approach ◽  
Writing Class

Increasing the number of racially and ethnically underrepresented students who pursue scientific graduate studies in programs focusing on science and aging offers an opportunity to increase the number of aging specialists while simultaneously promoting diversity in the research labor market and supporting new ideas. This case study aims to better understand how students participating in an academic preparatory program experience a writing class contextualized within (1) students' writing background and (2) students' future ambitions related to science and aging. The individually-tailored writing class was taught as a critical component of a comprehensive educational program that targets underrepresented racial and ethnic minority undergraduate students who are interested in pursuing scientific graduate studies in fields related to aging. The researchers conducted semi-structured qualitative interviews with students (n = 4) enrolled in the 24-month fellowship training program, which included participation in the writing course during the summer prior to their senior year of undergraduate education. All participants were young adult college students who identified as Black or African American and female. Using thematic coding, statements about professional writing skills were divided into four primary themes: (1) prior experiences, (2) class experiences, (3) future goals and ambitions, and (4) structural considerations. These themes suggest potential implications for effective interventions aimed to advance the writing skills and academic and career readiness of racially and ethnically diverse students entering fields of science and aging.

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