scholarly journals Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance?

2021 ◽  
Vol 16 (01) ◽  
pp. 94
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Kemboja Ismail
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Mixed Methods Research ◽  
Flipped Classroom ◽  
English Language ◽  
Teaching Method ◽  
Efl Learners ◽  
Significant Difference ◽  
English Speaking ◽  
Speaking Performance

Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve English proficiency, especially in speaking performance. In response, this study sets out to use the Flipped Classroom Model (FCM) as a teaching method to investigate the effective-ness of the FCM on EFL learners’ anxiety in English speaking performance. A mixed-methods research design was utilized whereby 27 Omani under-graduate students majoring in English as a foreign language at Buraimi Uni-versity College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The collected data involved the Anxiety in English Speaking Performance Questionnaire (AESPQ) that was distributed in three stages: pre, midway and post the implementation of FCM. Another set of da-ta was elicited in the focus group interviews and students’ reflective jour-nals. Findings indicated that after twelve weeks of using FCM, a considera-ble improvement occurred on EFL learners’ anxiety in English speaking per-formance across time. The results of the One-way ANOVA showed that there were significant differences among the EFL learners’ levels of anxiety in speaking English, F (₂, ₅₂) = 111.492, P<0.001, η2= 0.811), and MANOVA results revealed that there was a significant difference between the four di-mensions of AESPQ over time (Wilks Lambda =0.017, F= 134.718, 2=0.983). FCM was found to be appropriate to all the students in this study since it satisfied their needs and suited their learning styles. Essentially, the findings reported in this research would contribute to advancing English language teaching, not only in instructional design but also in promoting EFL instructors to be more interested in using FCM.

scholarly journals Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zahra Banitalebi ◽  
Ali Akbar Jabbari ◽  
Shouket Ahmad Tilwani ◽  
Mohammad Hasan Razmi
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
English Language ◽  
Oral Proficiency ◽  
Bilingual Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Third Language ◽  
English Reading ◽  
Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

scholarly journals EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Self Assessment ◽  
Efl Learners ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Performance ◽  
The Difference ◽  
Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

scholarly journals USING GOOGLE SEARCH FOR ENGLISH GRAMMAR LEARNING

2021 ◽  
Vol 6 (2) ◽  
pp. 318-339
Author(s):  
Mona Tavakoli
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
The Body ◽  
Efl Learners ◽  
English Grammar ◽  
Grammar Learning ◽  
Significant Difference ◽  
Google Search ◽  
The Impact

Background/Purpose: Second/foreign language learners face problems in different areas such as correct word usage, grammatical accuracy, and pronunciation fluency. This paper responds to one of these problems by investigating the impact of strategic Google Search on Iranian English as a foreign language (EFL) learners’ grammar learning.   Methodology: Sixty Iranian intermediate EFL learners from a private English language institute in Isfahan, Iran were selected and randomly divided into two groups. To find which areas of grammar are most problematic among the participants, a multiple-choice grammar pretest which was validated by five English experts was given to them. Then 10 questions that most participants answered wrongly were selected as the most challenging ones. During 10 class sessions, the participants were taught how to select the correct choice through Google Search. In fact, each participant in the class had a laptop connected to the internet. The researcher taught them how to search on Google strategically and the participants found out that in Google sites there are some sentences which are grammatically wrong and they should not trust them. They learned how to search strategically for the correct choices. At the end of the sessions they answered a posttest containing different questions but in the same grammatical areas. The pretest and posttest both were conducted while the participants were connected to internet sites.   Findings: Data analysis was done through running t-test using SPSS software and statistically significant difference was revealed. The findings showed that those participants who were taught how to strategically use Google Search performed better in the posttest. Therefore, the results revealed that correct Google Search had improved the Iranian intermediate EFL learners’ grammar knowledge.    Contributions: This study has several implications for both language learners and teachers regarding the use of Google platform for English grammar learning. In addition, it contributes to the body of knowledge that strategic Google Search does not only improve the Iranian EFL learners’ English grammar but also make them less dependent on teachers thus promoting autonomous learning.   Keywords: Google search, EFL learners, grammar learning, intermediate EFL learners, Iran, web-based instruction.   Cite as: Tavakoli, M. (2021). Using Google search for English grammar learning. Journal of Nusantara Studies, 6(2), 318-339. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339

scholarly journals EFL Students’ and Teachers’ Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
Turgay HAN ◽  
Ahmet Serkan Tanriöver ◽  
Özgür Sahan
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
English Language ◽  
Speaking Anxiety ◽  
Significant Difference ◽  
Efl Students ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

<p class="apa">Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.</p>

scholarly journals Implementation of Flipped Classroom Model and Its Effectiveness on English Speaking Performance

2019 ◽  
Vol 14 (09) ◽  
pp. 130 ◽  
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Kemboja Ismail
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Sampling Technique ◽  
Oral Proficiency ◽  
Proficiency Tests ◽  
Willingness To Participate ◽  
Significant Difference ◽  
Quasi Experimental ◽  
English Speaking ◽  
Speaking Performance

In this study, combined method using pre and post oral proficiency tests, observation, and focus group interviews were used to examine the effectiveness of using flipped classroom model on English speaking performance. The study population consists of 27 undergraduate students who were attending the course of Advanced Communication Skills, in the academic year of 2018. A purposeful sampling technique, specifically quasi-experimental procedure was employed in this study. The analysis of quantitative and qualitative data showed that the application of FCM was an effective approach in the EFL speaking classroom. The results of paired-sample t-test indicated that there was a significant difference between pre and post oral proficiency tests t (26) = -14.83, p<0.001. Moreover, it was found that students’ involvement and willingness to participate in the English conversational tasks and their level of commitment and English speaking performance have increased gradually. In light of the findings, the study recommended encouraging teachers to employ modern technologies in their teaching strategies, particularly FCM.

scholarly journals Field Dependent vs. Field Independent EFL Learners’ Perceptions of Their Instructors’ Teaching Methods in English Language Classes

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Reza Kafipour ◽  
Nooreen Noordin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Effective Teacher ◽  
Efl Learners ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Efl Teaching

Teachers are the core component of teaching and learning a second or foreign language; therefore, they should know what the learners consider as the most effective teachers’ characteristics which may enhance their learning. Accordingly, the main aim of the present study was to compare field dependent and field independent Iranian learners in terms of their perceptions about effective language teaching. Fifty intermediate Iranian learners of English as a Foreign Language (EFL) participated in this study and three instruments were utilized to collect the data. The first instrument was Oxford Placement Test (OPT, 2001) to test the homogeneity of the EFL learners. The second instrument was Group Embedded Figures Test (GEFT) to classify field dependent learners from field independent ones and the third instrument was an effective EFL teaching questionnaire to record the participants’ perceptions of effective EFL teaching. The obtained results revealed that field dependent and field independent learners had different expectations in class. That is, for field dependent learners, confidence and open-mindedness in class were important characteristics of an effective teacher while for field independent learners, teachers’ knowledge and proficiency were important. Indeed, there was no significant difference between the perceptions of field dependent participants and the field independent EFL learners about the overall characteristics of an effective teacher. Knowing EFL learners’ cognitive styles can open new insights in the second language (L2) domain and lead to more influential teaching.

scholarly journals USING ENGLISH MOVIES AND TV PROGRAMS FOR DEVELOPING LISTENING SKILLS OF EFL LEARNERS

2019 ◽  
Vol 70 (2) ◽  
pp. 227 ◽  
Author(s):  
Rastislav Metruk
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Listening Skills ◽  
Literature Study ◽  
Listening Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Preliminary Study ◽  
Post Hoc

The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.

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