scholarly journals “No trolls left behind!”: Using films to address communication apprehension in the English language classroom at Universiti Utara Malaysia

2021 ◽  
Vol 17 (3) ◽  
pp. 1258-1265
Author(s):  
Azrina Abdul Razak ◽  
Hariharan N Krishnasamy ◽  
Norzanita Othman
Keyword(s):  
English Language ◽  
Communication Apprehension ◽  
Left Behind ◽  
Language Classroom ◽  
Universiti Utara Malaysia

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

scholarly journals WHAT IS SO SCARY ABOUT LEARNING ENGLISH? INVESTIGATING LANGUAGE ANXIETY AMONG FILIPINO COLLEGE STUDENTS

2019 ◽  
Vol 8 (2) ◽  
pp. 127
Author(s):  
Al Ryanne Gabonada Gatcho ◽  
BONJOVI HASSAN HAJAN
Keyword(s):  
College Students ◽  
Language Learning ◽  
English Language ◽  
Communication Apprehension ◽  
The Philippines ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Target Language ◽  
Language Classroom ◽  
Learning English

Learning English as a foreign/second language is never a straightforward process. Several constraints may come along the way that tend to hinder students’ learning. Studies have shown that the successes and failures of L2 learners in an English language classroom are dependent upon various psychological and social factors including anxiety. This study examined the English language learning anxiety of Filipino college students. The Foreign Language Classroom Anxiety survey adapted from Horwitz, Horwitz and Cope (1986) was administered to a group of 150 students randomly selected from 5 programs at a private university in the Philippines to identify students’ anxiety level in terms of fear of negative evaluation, communication apprehension, fear of test, and anxiety of English class and to determine which factor is most probable to cause anxiety among them.. The results indicated that the students expressed different levels of anxiety among the four factors as majority provided answers ranging from neutral to strongly agree. However, it was discovered that fear of negative evaluation and communication apprehension were the most probable to cause anxiety among them. The study offers practical implications as to how L2 teachers can help students overcome their English anxiety and thus be successful in the learning of the target language.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

Students' Speaking Anxiety in EFL Classroom

2019 ◽  
Vol 2 (4) ◽  
pp. 581
Author(s):  
Asysyfa Asysyfa ◽  
Ayu Maulidia Handyani ◽  
Siska Rizkiani
Keyword(s):  
High School ◽  
Foreign Language ◽  
First Grade ◽  
Vocational High School ◽  
Speaking Anxiety ◽  
Causal Factors ◽  
Left Behind ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Research Questions

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that

Identities Left Behind

2017 ◽  
Author(s):  
Sunil Bhatia
Keyword(s):  
English Language ◽  
Structural Inequality ◽  
Unequal Distribution ◽  
Men And Women ◽  
Left Behind ◽  
Vernacular Language ◽  
Individual Trait ◽  
Urban India ◽  
Capacity To Aspire ◽  
Slum Settlements

In this chapter, stories of young men and women who live in basti (slum settlements) near one of the most affluent neighborhoods in Pune, India, are analyzed. It is argued that the basti youth’s “capacity to aspire” is not just an individual trait or a psychological ability. Rather, their aspirations are shaped by their caste identities, structural conditions of poverty, their narrative capacity, their schooling in vernacular language, and the prestige accorded to speakers of English language in urban India. The stories of the basti youth are characterized as dispossessed because they are shaped by and connected to the possessions of the dominant class who live nearby and the unequal structural conditions of their basti. These stories reveal that globalization, by and large, has exacerbated the structural inequality in the slum settlements in Pune. Structural inequality refers to a system that creates and perpetuates an unequal distribution of material and psychological privileges .

Sign in / Sign up

Export Citation Format

Share Document