Challenges in speaking classrooms among non-English majors

2021 ◽  
Vol 5 (2) ◽  
pp. 26-31
Author(s):  
Ngoc Boi Trinh ◽  
Duy Thuy Thi Pham
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Well Being ◽  
Psychological Problems ◽  
Face To Face ◽  
English Majors ◽  
The Face ◽  
Topical Knowledge ◽  
Speaking Skills

As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.

scholarly journals Challenges in Speaking Classrooms among Non-English Majors

2021 ◽  
Vol 5 (2) ◽  
pp. 37-42
Author(s):  
Ngoc Boi Trinh ◽  
Duy Thuy Thi Pham
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Well Being ◽  
Psychological Problems ◽  
Face To Face ◽  
English Majors ◽  
The Face ◽  
Topical Knowledge ◽  
Speaking Skills

As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Engaging Foreign Language Learners in a Web 2.0-Mediated Collaborative Learning Process

2015 ◽  
Vol 17 (2) ◽  
pp. 137-146 ◽  
Author(s):  
Gabriel Eduardo Cote Parra
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Shared Knowledge ◽  
Classroom Setting ◽  
Pedagogical Intervention ◽  
Face To Face ◽  
Foreign Language Learners ◽  
The Face ◽  
Supporting Tool ◽  
Points Of View

<p>The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants’ posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.</p><p>El propósito de esta investigación acción fue explorar el tipo de interacciones que estudiantes de lenguas extranjeras presentaron al utilizar una wiki como herramienta de soporte de un curso presencial. Este diseño me permitió desempeñar un doble papel. Por una parte, estudié mi propio salón de clase y estudiantes; por otra, implementé una intervención pedagógica con base en una interacción colaborativa en línea. La información se recolectó por medio de 128 aportes hechos por los participantes. Los hallazgos revelan que las actividades de clase permitieron una interacción asincrónica voluntaria entre los participantes en la cual ellos compartieron saberes y experiencias, a la vez que expresaron opiniones y puntos de vista que les permitieron participar activamente en la clase presencial.</p>

scholarly journals Dynamics of the anxiety level of Moscow students during the educational process in the setting of the COVID-19 pandemic

2021 ◽  
Vol 50 (2) ◽  
pp. 325-339
Author(s):  
Sofya N. Zimina ◽  
◽  
Ainur A. Khafizova ◽  
Anastasia M. Yudina ◽  
Irina M. Sineva ◽  
...  
Keyword(s):  
Well Being ◽  
Educational Process ◽  
Psychological Consequences ◽  
Place Of Residence ◽  
Face To Face ◽  
Demographic Questionnaire ◽  
Situational Anxiety ◽  
The Face ◽  
Personal Anxiety ◽  
Restrictive Measures

The COVID-19 pandemic and the unprecedented measures to contain it have disrupted the daily life of most people and affected their psychological well-being negatively. Despite the increasing worldwide relevance of exploring the psychological consequences of COVID-19, this study is one of the first Russian papers on this subject. In order to study the changes in the level of anxiety of students, that took shape during the forced self-isolation regime, the authors carried out two surveys involving the students of Moscow universities, according to Spielberger’s State-Trait Anxiety Inventory and a socio-demographic questionnaire. The primary testing took place on March 2-16, 2020 in the face-to-face format; the subsequent online testing during the second stage was held from May 25 to May 30, 2020. The testing covered 13 young men and 29 girls aged from 18 to 25. The survey results showed that over 70% of the respondents regularly infringed the forced stay-at-home regime; 26.8% did not leave their place of residence with the exception of permitted absence cases; 12.2% strictly followed the established prescriptions and did not leave their place of residence at all. The average values of personal anxiety indicators before and during the introduction of restrictive measures did not differ significantly and amounted to 45.1 and 44.9 points respectively (p = 0.94). The level of situational anxiety increased markedly among the majority of respondents (from 38.0 to 45.6 points on the average, p = 0.0002). The intensity of changes in situational anxiety depended on its initial level – the respondents from the group showing the lowest original degree of anxiety suffered from stress most of all. The specific features of compliance with the forced self-isolation regime and the level of labour engagement did not affect the anxiety indicators; however, the stress connected with the examinations and the presentation of qualifying graduation papers was an additional factor affecting the psychoemotional state of the students during the pandemic.

scholarly journals The benefits of good tutor-student relationships in the first year

2019 ◽  
Vol 10 (2) ◽  
pp. 23-33
Author(s):  
Ella R Kahu ◽  
Catherine Picton
Keyword(s):  
Help Seeking ◽  
Well Being ◽  
First Year ◽  
Student Relationships ◽  
Face To Face ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Hands On ◽  
The Face ◽  
Affective Dimensions

Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.

scholarly journals Practical, Technical, and Affective Aspects of Teaching English Online during the Pandemic: Instructors’ Voices

2021 ◽  
Vol 10 (1) ◽  
pp. 1-9
Author(s):  
Bora Demir ◽  
Görsev Sönmez
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Learner Engagement ◽  
Negative Attitudes ◽  
Face To Face ◽  
The Face

The aim of this study was to investigate English as a Foreign Language (EFL) instructors’ apperceptions about practical, technical, and affective aspects of online teaching as a result of the Covid-19 pandemic. Our study involved qualitative data collection using an open-ended interview form, including three sections developed by the researchers. EFL instructors (N =18) from randomly selected three state and three private universities of Turkey participated in the study. The results of the content analysis indicated that instructors perceived the distance teaching environment less favorably than the face-to-face environment, although they generally feel competent using the technology. However, the instructors were also found to have negative attitudes towards the psychology of distance teaching by reporting it as boring and an awkward way of teaching. The study concluded that EFL instructors regard distance teaching as inconvenient since teaching and learning foreign languages involve face-to-face interaction and higher learner engagement and motivation.

scholarly journals A Feasibility Study of a One-to-One Mindfulness-Based Intervention for Improving Mood in Stroke Survivors

Mindfulness ◽  
2021 ◽  
Author(s):  
Wendy Wrapson ◽  
Marlies Dorrestein ◽  
Jill Wrapson ◽  
Alice Theadom ◽  
Nicola M. Kayes ◽  
...  
Keyword(s):  
Feasibility Study ◽  
Well Being ◽  
Stroke Survivors ◽  
Evidence Based Treatment ◽  
Face To Face ◽  
Cognitive Component ◽  
The Face ◽  
Trauma Informed ◽  
Potential Trial

Abstract Objectives Mindfulness is an evidence-based treatment for depression but has never been rigorously tested with stroke survivors with depression. This feasibility study examined several issues relevant to a potential trial of a mindfulness-based intervention (MBI) for improving mood after stroke. Methods In 2017–2019 in New Zealand, we recruited 20 stroke survivors with low mood to undergo a 6-week, one-on-one MBI course delivered by an occupational therapist experienced in MBIs. Pre, post, and 4-week follow-up assessments were completed. Results Fifteen participants completed all six sessions and a 4-week “booster” or top-up session. The 1-hour session duration was considered appropriate by participants and all enjoyed the face-to-face individualized format. Mean Beck Depression Inventory-II scores improved by more than one standard deviation and this was maintained at follow-up. However, the baseline assessment package was too long for some participants due to the cognitive component. Three participants indicated feeling emotionally challenged by some of the practices. These effects were managed by the mindfulness facilitator by adjusting the practice, so participants maintained their sense of agency, well-being, and overall benefit from the program. Conclusions MBI training delivered individually over six weekly sessions was acceptable to stroke survivors with 14/15 participants reporting improved mood. Three participants reported feeling emotionally challenged by some of the practices and we recommend MBIs for stroke survivors be provided by practitioners experienced in mindfulness, working with stroke, and trauma-informed therapy. It is important now to conduct rigorous randomized controlled trials to test the effectiveness and efficacy of MBIs for stroke survivors.

The Juvenile Justice and Welfare Act Of 2006: Does It Rehabilitate?

2019 ◽  
Vol 14 (1) ◽  
pp. 58-80
Author(s):  
Anne Mariquit D. Oppus ◽  
Frances Mae C. Trabajo
Keyword(s):  
Juvenile Justice ◽  
Group Discussion ◽  
Well Being ◽  
Rehabilitation Center ◽  
Face To Face ◽  
Interview Methods ◽  
The Face ◽  
The Law ◽  
Study Participants ◽  
Structured Questionnaire

 This study was conducted to record the perception of the Children-in-conflict with the Law (CICL). The services assessed the following: Physical, Moral, Spiritual, Intellectual, and Social Well-being; it further assesses the effectiveness delivered by the RRCY and whether RA 9344 rehabilitates. The methods used are qualitative through interview methods on implementing the Juvenile Justice and Welfare Act of 2006 (RA 9344), as amended by RA 10630, at the Regional Rehabilitation Center for the Youth (RRCY) in Argao, Cebu.  The study participants were then identified as Children-in-conflict with the law (CICL) who come from the Province of Bohol. A researcher-made semi-structured questionnaire was used to guide the face-to-face interviews conducted and supported by a focused-group discussion. It was, however, a short-term interview with the participants, limited to the perception of the CICL, their parents, and the staff while the CICL were undergoing rehabilitation thereat. The study revealed the effectiveness of the services delivered by the RRCY and the narrative of the respondents, RA 9344 rehabilitates. Thus, continuity in the services rendered by the rehabilitation center and that of the community shall be reintegrated. Therefore, a Barangay-based Reintegration Program is recommended.

Education online in lockdown: limits and possibilities. The vision of families in Spain

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Enrique-Javier Díez-Gutiérrez ◽  
Katherine Gajardo Espinoza
Keyword(s):  
Well Being ◽  
School Curriculum ◽  
State Of Emergency ◽  
Content Type ◽  
Autonomous Communities ◽  
Face To Face ◽  
Digital Divides ◽  
The Face ◽  
The Impact ◽  
Policy Proposals

PurposeMarch 14, 2020, marked the beginning of an unexpected state of emergency in Spain due to the impact of the coronavirus disease 2019 (COVID-19). From that moment on, the educational system had to adapt so that millions of students could continue their education at home. Through a descriptive study, the reality and perceptions that Spanish families have about the educational actions that took place during the compulsory lockdown of the Spanish population is presented.Design/methodology/approach3,400 representatives of family units from 17 autonomous communities answered a survey, the data were analyzed using descriptive and frequency statistics.FindingsRelevant conclusions were drawn from the results. Despite the efforts of the authorities, the economic, cultural, social and digital divides leave many households without access to the fundamental right of education; families value the support of technologies but consider that they should not replace the face-to-face education that is necessary for the development process of minors; it is necessary to adapt the school content for a future postpandemic, discriminating the expendable from the essential in the school curriculum; priority must be given to the integral well-being of people in educational policies and also to the most vulnerable ones.Originality/valueThe study allows progress in the analysis of educational policy proposals in the face of future crisis.

scholarly journals Sumud Freedom Camp: Levinas’ Face-to-Face in Praxis

Religions ◽  
2019 ◽  
Vol 10 (4) ◽  
pp. 256
Author(s):  
Robin Podolsky
Keyword(s):  
Well Being ◽  
Relationship Building ◽  
The Other ◽  
The Political ◽  
Human Society ◽  
Direct Experience ◽  
Face To Face ◽  
Political Program ◽  
The Face ◽  
The Subject

In Levinas’s thought, the subject emerges and is founded in relationship with the other, in the face-to-face. In response to other’s summons, the call to respond with discourse, not violence to the vulnerable face of another person, the subject is constituted, and all human society, hence all justice, becomes possible. This relationship, in which the other is always higher than oneself, is complicated by questions of justice and politics. The subject is obliged to respond unreservedly to her neighbor, but what happens when neighbors disagree and the necessity to adjudicate claims arises? This paper describes, based on the author’s direct experience and study, the nonviolent practice of relationship-building initiated at Sumud Freedom camp by diaspora Jews, Palestinians and Israelis who came together in the south Hebron desert hills to form a nonviolent community in which to encounter one another. Initiatives such as Sumud Camp do not represent retreats from the political. They do prioritize the interhuman face-to-face, relationship-building, and they seek to evolve political program based on personal investments in other people’s well-being. Thus, they represent an instance of Levinasian praxis from which a grass new roots politics might emerge.

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