scholarly journals Psychological Factors that Affect English Speaking Performance among Malaysian Primary School Pupils

2019 ◽  
Vol 2 (2) ◽  
pp. 55-68
Author(s):  
Nazifullah Nijat ◽  
Hamza Atifnigar ◽  
Kanageswary Chandran ◽  
Siva Letchumi Tamil Selvan ◽  
Vijayaletchumy Subramonie
Keyword(s):  
Primary School ◽  
Language Learners ◽  
Psychological Factors ◽  
Physiological Factors ◽  
Spoken English ◽  
English Speaking ◽  
The Common ◽  
Speaking Performance ◽  
Primary School Pupils

Speaking is considered as one of the most important skill in learning a language especially English but many language learners find it difficult and need much effort to produce acceptable utterances in English. The aim of this study is to investigate Psychological factors that become obstacles to spoken English among Malaysian primary school pupils, and suggest possible solutions from the student’s perspectives to overcome the obstacles. For conducting current research, a questionnaire was used to collect data and identify the factors that affect students speaking performance, and find out possible solution from the students’ perspectives. After the data analysed, it was noticed that majority of students were the victims of the common physiological factors such as fear in the class, shyness and anxiety.  Most pupils did not have confident to speak because they felt fear to speak in English. While some other were felling shy and anxious when speaking in the class. Thus, pupils suggested solutions like interesting activities, encouraging learning atmosphere, a good rapport between teacher and students to help them to overcome these psychological factors that hinder them to speak in English.

The progressive form and its functions in spoken learner English

2018 ◽  
Vol 4 (2) ◽  
pp. 164-194
Author(s):  
Lea Meriläinen
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learners ◽  
Home Country ◽  
International Database ◽  
Spoken English ◽  
Foreign Language Learners ◽  
English Speaking ◽  
Progressive Form ◽  
Influential Variable

Abstract Present-day English manifests ongoing changes in the frequency and semantic range of the progressive form, which presents a challenge for foreign language learners. This study examines the frequencies and semantic functions of the progressive in the Louvain International Database of Spoken English Interlanguage with the aim of finding out to what extent learners are adopting the ongoing changes. This study analyses the effects of an exposure-rich learning environment by comparing learners from countries where English is used in varying degrees outside formal educational contexts and by examining intra-corpus variation between learners who have vs. have not spent time in English-speaking countries. The results reveal that exposure to English in the home country explains some of the variation in the progressive frequencies, but most of all it shows in the extent to which the learners have adopted its new semantic uses. By contrast, stay in English-speaking countries was not found to be an influential variable for all learner groups.

scholarly journals ANALYSIS OF 8th GRADE STUDENTS' ENGLISH SPEAKING LEVELS ACCORDING TO CEFR

2021 ◽  
pp. 108-117
Author(s):  
M SEITOVA ◽  
А YERGABYLOVA
Keyword(s):  
Target Language ◽  
European Language ◽  
Performance Levels ◽  
8Th Grade ◽  
Share Data ◽  
English Speaking ◽  
The Common ◽  
Speaking Performance ◽  
Academic Year

The aim of this study is to analyse 8th grade students' English speaking levels in the academic year 2020–2021 according to the speaking criteria of the Common European Language Framework of Reference for Languages. This study also aims to identify the speaking difficulties which are experienced by the students and find out the possible problems related to being able to carry out tasks which necessitate share data on known themes and exercises such as describing experiences, events, hopes and ambitions, understanding what the discussion is about and having the option to keep the discussion going successfully. Being able to speak in English or any target language is a vital skill and can be difficult at times. For the speaking analysis, a questionnaire was administered to 32 8th grade students of N20 R. Isetov school in Turkistan, Kazakhstan in the academic year 2020–2021. The results of the questionnaires were assessed statistically. The findings in the research indicate that students think they are competent with the A1 speaking criteria the most according to the CEFR. In other words, as the students reach higher levels of competencies in their current levels (A1, A2, B1), the means that show their speaking performance levels tend to go down.

scholarly journals Flowchart: Scaffolding Narrative Writing in an English as a Second Language (ESL) Primary Classroom

2020 ◽  
Author(s):  
Melanie Selvaraj ◽  
Azlina Abdul Aziz
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Writing ◽  
Flow Chart ◽  
Narrative Writing ◽  
Pedagogical Strategies ◽  
Multiple Issues ◽  
Primary School Pupils

Learning to write can be a nightmare, be it on the natives or second language. Various approaches, methods, and techniques were tested by researches to improve the writing skills of learners with multiple issues in mastering the craft. Nevertheless, the standards of writing achievements among second language learners are remarkably frustrating. In Malaysia, teaching writing to the primary school pupils is one of the biggest concerns as pupils expected to compose narratives as assessment in the public primary education. Concerning this, this research aimed to measure the effectiveness of the flow chart to improve pupils' narrative writing and to investigate pupils’ achievement levels in each narrative writing component. Besides, it identifies the pedagogical strategies that lead to the scaffolding of narrative writing. Action research carried out with 12 intervention sessions in two cycles. Each Cycle involved three stages: planning, action, and reflection. A total of 25 Year Four urban primary school pupils participated in this study. The researcher obtained the data via pre and posttest, analysis of pupils’ narrative writing, and classroom observations. The findings showed that there was a significant improvement in pupils’ posttest scores and narrative writing assessment components. This study is essential to improve narrative writing achievement and benefit teachers who teach narrative writing in primary and secondary schools to enhance pupils’ performances. Studies in the future should include pupils from rural area schools with low proficiency levels to compare the findings in employing flow chart in narrative writing.

scholarly journals Using Vocabulary Journals to Improve Vocabulary Learning among Primary School Pupils in Malaysia

2019 ◽  
Vol 4 (2) ◽  
pp. 108-120
Author(s):  
Li Li Kee ◽  
Joanna Chong Wan Ting
Keyword(s):  
English Language Learners ◽  
Action Research ◽  
Primary School ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
Vocabulary Test ◽  
Reflective Journals ◽  
Primary School Pupils

This action research was to investigate the effects of vocabulary journals on Malaysian primary school pupils’vocabulary learning. English language learners (ELLs) are often unable to retain new vocabulary learning. This could be attributed to the fact that the traditional method of vocabulary learning does not appeal to them in terms of engagement and interest. Therefore vocabulary journals were conceived as an interesting and engaging method to improve pupils’ vocabulary learning. The action research design was used which integrated both qualitative and quantitative data (i.e., pupils’ work, semi-structured interview, pre-vocabulary test, and post-vocabulary test). The results show that vocabulary journals helped the participants to learn vocabulary more effectively. It is an effective scaffolding tool for vocabulary learning among the primary school pupils, though the journals could be further improved. Further suggestions were to improve on the questions in interviewing and to use reflective journals to increase the validity of the research.

scholarly journals Development of English Speaking Skills Through Task-Based Learning Among Primary School Students in Malaysia

2021 ◽  
Vol 11 (11) ◽  
pp. 1499-1506
Author(s):  
Isyaku Hassan ◽  
Izatil Aqmar Mohd Zamzam ◽  
Mohd Nazri Latiff Azmi ◽  
Ahmad Taufik Hidayah Abdullah
Keyword(s):  
Primary School ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Data Gathering ◽  
School Students ◽  
Self Confidence ◽  
Post Test ◽  
Quasi Experimental ◽  
English Speaking ◽  
Primary School Pupils

Effective teaching and learning activities are required to provide language learners with chances to develop communicative competence. In 2000, the Malaysian Ministry of Education introduced a program entitled “Literacy and Numeracy Screening” (LINUS) to enhance learners’ language proficiency. Despite the existence of this program, research shows that students in Malaysia face difficulties in developing English speaking abilities. This study, therefore, focuses on the application of task-based learning, particularly under the LINUS program. Specifically, the study aims to explore primary school pupils’ English speaking achievements and determine the extent of their improvements after learning through the task-based approach. This study employed a quasi-experimental method in which English-speaking tests (pre-test and post-test) were used as data-gathering instruments. The data were collected from a sample of 30 first-year primary school pupils at a national primary school using purposive sampling. The findings showed that as most of the pupils scored higher marks in the post-test compared to the pre-test. Further analysis revealed that task-based learning under the LINUS program enhances pupils’ English speaking achievement significantly. The task-based learning approach provides learners with chances to interact with peers and teachers to develop self-confidence, which in turn, helps them acquire language skills. It was envisaged that this study could provide English instructors, particularly primary school teachers, with valuable insights into the development of a more creative approach to teaching English speaking subjects through task-based learning under the LINUS program.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils
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