Mobile Phones' Video Recording Tool

2021 ◽  
Vol 11 (2) ◽  
pp. 16-32
Author(s):  
Van Huynh Ha Le ◽  
Huy Ngoc Nguyen
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Mobile Applications ◽  
Video Recording ◽  
Structured Interview ◽  
Foreign Language Anxiety ◽  
Oral Performance ◽  
Speaking Anxiety ◽  
The Past ◽  
The Impact

Foreign language anxiety (FLA) has a debilitating influence on the oral performance of EFL speakers. Over the past decade, most research in MALL has emphasized the use of mobile applications on improving language skills, but little research has explored the impact of using video recording tool to decrease foreign language speaking anxiety (FLSA). Hence, this study examines the effect of using video recording tool on students' EFL speaking anxiety. Twenty-eight pre-intermediate freshmen at Van Lang University, Vietnam, participated in a seven-week project. In this research, mixed method was used in combination with three data collection instruments: questionnaire, observation notes, semi-structured interview. The results indicated that video recording tool significantly lowers EFL speaking anxiety. Therefore, this study makes a major contribution to research on FLA by exploring freshmen's anxiety causes and its impacts on learners' oral performance and offering a technique to help them overcome that phobia: mobile phone video recording.

What Do They Want From My Life? Parent-Child Relationships as Perceived by Druze Adolescents in Israel

2018 ◽  
Vol 34 (3) ◽  
pp. 261-281
Author(s):  
Randa Abbas ◽  
Sherri P. Pataki ◽  
Vered Vaknin-Nusbaum ◽  
Salman Ilaiyan
Keyword(s):  
Family Relationships ◽  
Intergenerational Conflict ◽  
Modern Society ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
The Past ◽  
Supportive Family ◽  
The Impact ◽  
Parent Child Relationships ◽  
Parent Child

This research examined Druze adolescents’ perception of their relationships with parents in Israel. Israeli Druze is a small group accounting for only 2% of Israel’s population. The Druze society is patriarchal; it demands absolute loyalty to the values of religion, family, and clan. Our goal was to explore the impact of increasing intercultural contact with modern Israeli society and the outside world on parent-child relationships in a traditional society that demands absolute loyalty and obedience to elders. The researchers used the phenomenological approach to understand parent-child relationships from the perspective of the adolescents themselves. Twelve Druze adolescents, six females and six males ranging in age from 16 to 18, completed a semi-structured interview in which they were asked to describe their relationships with parents. Participants were prompted to describe a recent conflict, if any, and the way in which the conflict was resolved, as well as a positive and a negative interaction with parents in the past year. Thematic analyses revealed intergenerational conflict related to perceived acculturation gaps. Other consistent themes portrayed supportive parent-child relationships and the adolescents’ commitment to Druze heritage. Overall, findings suggest that although increasing exposure to modern society may lead to intergenerational conflict, Druze adolescents remained grounded in supportive family relationships and their religious heritage.

scholarly journals The Impact of Text Messaging on Iranian University Students as an English as a Foreign Language Instructional Tool to Enhance Learner Autonomy and Perception

2020 ◽  
Vol 19 (11) ◽  
pp. 184-202
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Text Messaging ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Control Group ◽  
Instructional Tool ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.

scholarly journals Speaking Anxiety of Students Learning Turkish as a Foreign Language: Instructors’ Experiences

2021 ◽  
Vol 5 (2) ◽  
pp. 333-352
Author(s):  
İzzet Şeref ◽  
Enes Çinpolat
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Sampling Technique ◽  
Structured Interview ◽  
Snowball Sampling ◽  
Internal Factors ◽  
Speaking Anxiety ◽  
Analysis Technique ◽  
Common Causes ◽  
Foreign Language Instructors

The purpose of present research is to examine the speaking anxiety observed by the instructors in their students in teaching Turkish as a foreign language settings. For this aim, phenomenology, one of the qualitative research methods, was used. The participants of the research are the instructors working in the Turkish teaching centers of various state universities who were reached through the snowball sampling technique. A semi-structured interview was used to collect the data from these tutorials. To analyze the data a content analysis technique with MAXQDA 2020 program was utilized. Instructors of Turkish as a foreign language stated that material and instructor proficiency are the most common factors in foreign language teaching, while motivation, attitude and anxiety are the most common internal factors. According to the results of the study, speaking is the language skill most affected by anxiety. It was concluded that the most common causes of speaking anxiety experienced by the students were the fear of being ridiculed, the thought of failure, and the lack of personal development. Instructors think that speaking anxiety occurs mostly with a shy attitude while speaking. In addition, the instructors stated that they took various measures to solve this situation in their students who they thought had speaking anxiety. These are mostly creating a flexible and relaxing learning environment, applying interesting activities, and allocating special time for the student.

scholarly journals The impact of contemplative practices on foreign language anxiety and learning

2017 ◽  
Vol 7 (4) ◽  
pp. 573-599 ◽  
Author(s):  
Emily E. Scida ◽  
Jill E. Jones
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Classroom Climate ◽  
Group Analysis ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Contemplative Practices ◽  
Post Test ◽  
The Impact

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context—affect and learning in foreign language courses.

scholarly journals The Effects of Anxiety Toward Acehnese Students' English Speaking Ability

2020 ◽  
Author(s):  
Habiburrahim Habiburrahim ◽  
Risdaneva Risdaneva ◽  
Ghina Putri ◽  
Syarifah Dahliana ◽  
Safrul Muluk
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Structured Interview ◽  
Target Language ◽  
Depth Information ◽  
Negative Effects ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
English Speaking ◽  
The Subject

In this study, we analyzed the effects of speaking anxiety of Acehnese students in English learning classroom by looking at the causes of students’ speaking anxiety and their strategies in coping with it. The researchers used purposive sampling to select the participants of this research. Ten respondents from sophomore students of Department of the English Education at Teacher Training Faculty of Ar-Raniry State Islamic University in Aceh, Indonesia were selected by identifying their answers of Foreign Language Speaking Anxiety questionnaires developed by Horwitz et al. (1986). To have in-depth information on the subject matter, a semi-structured interview was employed. The results of this research showed that speaking anxiety caused some negative effects to Acehnese students’ speaking ability, which could be observed through the difficulties in constructing sentences and expressing the idea when they spoke in the target language. Low self-confidence, lack of competency, and being afraid of making mistakes were some of the factors considered as the major causes of speaking anxiety that could debilitate students’ classroom participation.

scholarly journals The Impact of Class Size on Teaching and Learning English as a Foreign Language: The Case of the Department of English at Abdelhamid Ibn Badis University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hayat Aoumeur
Keyword(s):  
Foreign Language ◽  
Class Size ◽  
Teaching And Learning ◽  
Huge Number ◽  
Large Classes ◽  
The Past ◽  
Quality Of Teaching ◽  
The Impact ◽  
Learning English

This paper is devoted to the study of the impact of class size on teaching and learning English as a foreign language. The investigation was conducted at the department of English at Abdelhamid Ibn Badis University. The department has witnessed a huge increase in the enrolment figure in the past decade which resulted into an increase in class sizes. This has created problems for staff and students alike. Despite the steps taken by the administrators to reduce the number of students, the problem of class crowding still persists. The department of English, alone, has an enrolment of almost 3000 students, it is a huge number indeed if we take into consideration the availability of facilities and resources. The aim of this study is to explore the organizational and pedagogical difficulties that are frequently encountered by the teachers dealing with large classes and the effects on student learning. Additionally, this paper proposes some suggestions on how to deal with class overcrowding. As part of our research, we have given questionnaires to 200 students and 40 teachers. The findings of the survey clearly demonstrate that large class sizes have an adverse impact on the quality of teaching and learning.

scholarly journals Speaking Up without Freaking Out

2019 ◽  
Vol 6 (2) ◽  
pp. 292-300
Author(s):  
Nurul Adillah
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
Oral Presentation ◽  
Online Questionnaire ◽  
Speaking Up ◽  
Speaking Anxiety ◽  
The Impact ◽  
Presentation Skill ◽  
Esl Classroom

It has been reported that language learners use various strategies in learning a second or foreign language. And a lot of research has been done in this area. However, few studies have explored the impact of using scaffolding impromptu speaking activities in ESL classroom on alleviating speaking anxiety. Thus, the current study is an attempt to investigate whether scaffolding impromptu speech activities could help the students to perform better during oral presentation and reduce their speaking anxiety. At the beginning of the study, the students were asked to answer online questionnaire on speaking anxiety experience while holding an oral presentation tasks or assessment. 38 undergraduate students did the prepared impromptu speaking activities such as they have to do self-video recorded, impromptu speech in group and online discussion. This intervention was carried out for six weeks. After that, another online questionnaire on the effectiveness of scaffolding impromptu speaking activities was distributed. However, we only received 25 responses from the participants. Besides that, participants' views about the impromptu speaking activities were also examined through focus group interview. The results of the study indicated that by scaffolding impromptu speaking activities in ESL classroom, the students were able to reduce their speaking anxiety and enhance their oral presentation skill.

scholarly journals Investigating Foreign Language Speaking Anxiety among the Kurdish EFL Students: A Case Study at a Public University

2021 ◽  
Vol 60 (1) ◽  
pp. 77-92
Author(s):  
Rawezh Mohammed Ibrahim ◽  
Latif Yahya Hamad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Negative Evaluation ◽  
First Year Students ◽  
Speaking Anxiety ◽  
English Classes ◽  
Efl Students

In the English as a Foreign Language EFL contexts from different settings, the issue of language learning anxiety has been extensively studies and investigated. However, in the Kurdish settings a few studies carried out about this issue, specially about speaking anxiety in English classes. Therefore, the aim of the present study is to investigate the level, major factor of foreign language speaking anxiety among the Kurdish EFL students and the students’ perspectives about foreign language speaking anxiety in the context of a university in Kurdistan. For achieving the study purpose, first year students (N=91) from English Department at a state university participated. The data regarding the level of EFL speaking anxiety gathered through administering a questionnaire (Foreign Language Anxiety Classroom Scale FLCAS) by (Horwitz et al. 1986), as well as through a semi-structured interview with the participants (N=18). The quantitative data were analyzed through descriptive statistics by using the SPSS software program (version 25), and the qualitative data were analyzed by content analysis. The results of the quantitative data illustrated that the students experienced a moderate level of EFL speaking anxiety, and the qualitative data confirmed the results whilst the participants perceived speaking as the most anxiety provoking factor. It was also found that fear of making mistakes, fear of negative evaluation, fear of speaking in front of others and immediate questions were as the major causes of the students’ speaking anxiety. This research contributes to the literature as it is the first to target FL speaking anxiety among Kurdish freshmen EFL learners.

scholarly journals Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

2017 ◽  
Vol 19 (1) ◽  
pp. 105 ◽  
Author(s):  
Constanza Tolosa ◽  
Claudia Lucía Ordóñez ◽  
Diana Carolina Guevara
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Language Writing ◽  
Language Data ◽  
Attitudinal Changes ◽  
The Impact ◽  
Writing Activity

We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students’ learning with a free writing activity done as pretest and posttest and used a semi-structured interview to explore their attitudes towards language learning and their perceived development of their native language. Data analysis indicated statistically significant gains in foreign language writing and positive attitudinal changes toward foreign and native language learning.

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