scholarly journals EFL students’ perceptions of oral presentations: Implications for motivation, language ability and speech anxiety

2021 ◽  
Vol 17 (1) ◽  
pp. 600-614
Author(s):  
Cem Gürbüz ◽  
Neşe Cabaroğlu
Keyword(s):  
Language Ability ◽  
Speech Anxiety ◽  
Efl Students ◽  
Oral Presentations

Applying Genre-based and L2 Pragmatic Instruction to Teaching Oral Presentations on the Web

2015 ◽  
Vol 5 (4) ◽  
pp. 66-82
Author(s):  
Hung-Tzu Huang ◽  
Yu-Jung Chang
Keyword(s):  
Language Learning ◽  
Learning Goals ◽  
Key Factors ◽  
Web Based ◽  
Instructional Units ◽  
Efl Students ◽  
Based Instruction ◽  
Efl College Students ◽  
Corpus Selection ◽  
Oral Presentations

This article describes the development of an Internet-based instructional platform, which aims to guide EFL college students in learning and practicing oral presentation skills. Genre-based instruction and insights from L2 pragmatic instructional research inspired the platform's design. The instructional units in the online platform engage learners in a comparative analysis of rhetorical and language features at both expert speaker and learner speech levels and scaffold the learners in utilizing these features to deliver practice presentations. Documenting the four EFL students' experiences using the platform, the user reports show how the guided tasks expanded the students' understanding of ‘good presentations.' For learners whose language-learning goals are directed towards participating in a global community, it is suggested that key factors in developing web-based oral presentations materials are corpus selection and pedagogical tasks, which consider the learners' subjectivity in determining rhetorical and pragmatic norms.

scholarly journals Measuring Productive Derivational Knowledge of the Most Frequent Words

2021 ◽  
Vol 21 (1) ◽  
pp. 55-74
Author(s):  
Alireza Barouni Ebrahimi
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Vital Importance ◽  
Word Families ◽  
Spoken Text ◽  
Frequency Level ◽  
Efl Students ◽  
Written Assignments ◽  
Oral Presentations ◽  
Diagnostic Measurement

Derivational knowledge is associated with writing and speaking skills. These skills are essential for EFL students who express themselves in oral presentations or written assignments. Therefore, diagnostic measurement of productive derivational knowledge is of vital importance, especially in regard to the most frequent 1,000 word families that cover 81% and 85% of written and spoken text. This study measured 46 Iranian university EFL students’ productive derivational knowledge of the words at the 1,000 word frequency level. The findings indicate that while participants had the productive form-meaning knowledge of the words at 1,000 level, they did not seem to have extensive derivational knowledge of the same words. This assists in diagnosing area of weakness and placing instructional emphasis on high frequency words.

scholarly journals Study on Phonologycal Process: A Case on Indonesian EFL Students' Pronunciations

2021 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Hayria Mohamad ◽  
Hanisah Hanafi ◽  
Rahman Taufiqrianto Dako
Keyword(s):  
Present Article ◽  
Qualitative Method ◽  
Significant Contribution ◽  
Mother Tongue ◽  
Single Word ◽  
Phonological Process ◽  
Descriptive Research ◽  
Efl Students ◽  
Oral Presentations ◽  
Study Offer

The present article seeks to discuss the phonological process concerning the alterations in English sounds produced by Indonesian EFL students. This study drew on generative phonology and utilized Schane’s (1973) categories of the phonological process to highlight the changes in English sounds. This study applied a qualitative method with a descriptive research design. All data of this study were gathered through digitally recording eight EFL students’ oral presentations in the research proposal seminars. According to the results of this study, the transformations in the English sounds arose in both the consonant and vowel sounds of the English, where these changes attributed to the four categories of phonological process, including assimilation, dissimilation, deletion, and insertion. The present study also found the occurrences of a double and triple different phonological process in single word utterance produced by participants of this study. This study signified that such changes in English sounds occurred owing to the mother tongue influence. The results of this study offer a significant contribution to the insights into both linguistics and EFL instruction.

scholarly journals Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia

2019 ◽  
Author(s):  
Idris Sadri ◽  
Rahmah Fithriani ◽  
Saidurrahman . ◽  
Maryati Salmiah ◽  
Sholihatul Hamidah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
English Language ◽  
Language Ability ◽  
Teaching English ◽  
Language Competence ◽  
English Reading ◽  
Teachers And Students ◽  
Efl Students ◽  
Increasing Demand

This article outlines the suggestion of critical-thinking and problem-solving into method to teach English reading to Indonesian EFL students. Since both terms could be elusively conceived by broad members of English language teacher or instructor and also the increasing demand of advance English proficiency, it could be perceived that picking up critical-thinking and problem-solving into teaching English reading in the EFL classroom would benefit to both teachers and students’ classroom achievement regarding to their distinguished purposes on the language ability. The study was conducted through reviewing a number of literatures outlining the implementation of the method in teaching English reading in the EFL classrooms. Moreover, the study also investigated the strengths and the weaknesses of the implementation of the method looked up through the vary of variables and cases on its implementation. It could be expected that this article could propose an idea to teaching English more effectively, efficiently, and advancing teachers and students’ level of English language competence

scholarly journals Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training

2018 ◽  
Vol 9 (3) ◽  
pp. 138
Author(s):  
Aiping Li ◽  
Tianxiao Peng
Keyword(s):  
Reflective Practice ◽  
Oral Presentation ◽  
Positive Impact ◽  
Reflective Learning ◽  
Learning Gains ◽  
Collaborative Reflection ◽  
Training Project ◽  
Efl Students ◽  
Group Interviews ◽  
Oral Presentations

This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Problems encountered by the students are identified and discussed in light of research and practice on how to support and enhance reflective learning.

scholarly journals IMPLEMENTING LEARNING MODEL BASED ON INTERACTIVE LEARNING COMMUNITY FOR EFL STUDENTS OF MUHAMMADIYAH UNIVERSITY

2020 ◽  
Vol 7 (1) ◽  
pp. 24
Author(s):  
Eny Syatriana ◽  
Geminastiti Sakkir
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Learning Community ◽  
Key Words ◽  
Oral Language ◽  
Sampling Technique ◽  
Language Ability ◽  
Efl Students ◽  
Speak Up ◽  
Speaking Skills

The main objective of this study was to investigate speaking ability of Muhammadiyah University students. It is the most intense language ability which is used in communicating with others. Speaking material plays an important role in various language productions. Such conversation can be in the form of discussion, speech, debate, dialogue, storytelling, retelling. The speakers use oral language to express their desires, feelings, thoughts with others, so that people can understand what they want, but there are still many misunderstandings that can affect the students’ mastery of accuracy, fluency, flexibility and comprehensibility. A total number  of 35 students in third semester studens have been involved in this study, who are sampled by using total  sampling technique. From this study, it was found that leaning community can motivate students to speak up effectivelly. The students’ competence in speaking skills of Unismuh Makassar are not fully in line with curriculum expectations in terms of the critical thinking. Therefore,  to achieve the goal of teaching speaking skills, lecturer are required to use the methods that can encourage the leaners’ interest and motivate  more until their speaking skills can be improved. The key words of the learning community method are learning and sharing experiences with others, working with others to create better learning among members of groups enhance the awareness, confidance, and sharing experience. The finding of this study can improve the speaking abiity from learning community stages futhermore it has been answer the researh question  in terms of the application of Learning Community can attract studets participation in oral skill.

Convergent and Predictive Validity of Implicit and Explicit Anxiety Measures as a Function of Specificity Similarity and Content Similarity

2008 ◽  
Vol 24 (4) ◽  
pp. 254-262 ◽  
Author(s):  
Tobias Gschwendner ◽  
Wilhelm Hofmann ◽  
Manfred Schmitt
Keyword(s):  
Implicit Association Test ◽  
Theoretical Models ◽  
Implicit Measures ◽  
Speech Anxiety ◽  
Behavioral Indicators ◽  
General Anxiety ◽  
Anxious Behavior ◽  
Content Similarity ◽  
Implicit And Explicit ◽  
Validation Strategy

In the present study we applied a validation strategy for implicit measures like the IAT, which complements multitrait-multimethod (MTMM) analyses. As the measurement method (implicit vs. explicit) and underlying representation format (associative vs. propositional) are often confounded, the validation of implicit measures has to go beyond MTMM analysis and requires substantive theoretical models. In the present study (N = 133), we employed such a model ( Hofmann, Gschwendner, Nosek, & Schmitt, 2005 ) and investigated two moderator constructs in the realm of anxiety: specificity similarity and content similarity. In the first session, different general and specific anxiety measures were administered, among them an Implicit Association Test (IAT) general anxiety, an IAT-spider anxiety, and an IAT that assesses speech anxiety. In the second session, participants had to deliver a speech and behavioral indicators of speech anxiety were measured. Results showed that (a) implicit and explicit anxiety measures correlated significantly only on the same specification level and if they measured the same content, and (b) specific anxiety measures best predicted concrete anxious behavior. These results are discussed regarding the validation of implicit measures.

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