scholarly journals Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-based Support Materials for Anxious Learners

2020 ◽  
Vol 2 (1) ◽  
pp. 57-89
Author(s):  
Neil Curry ◽  
Kate Maher ◽  
Ward Peeters
Keyword(s):  
Foreign Language ◽  
Coping Strategies ◽  
English Language ◽  
Behavioural Therapy ◽  
Situational Factors ◽  
First Year ◽  
Support Materials ◽  
Japanese Higher Education ◽  
Cognitive Behavioural ◽  
Using Data

Students describing feelings of anxiety and a lack of confidence for speaking in a foreign language can be a common phenomenon in the context of Japanese higher education. We believe that cognitive-behavioural therapy (CBT) techniques can be used to help such learners overcome these feelings. A scenario-based questionnaire, adapted from Gkonou and Oxford’s MYE (2016), was designed in order to examine a number of speaking situations which were thought to induce anxiety, the emotions students associate with these situations and why they feel them, whether there are any situational factors influencing their perceptions, and what coping strategies they may or may not use. Using data collected from 85 first-year English-language majors, we found that ‘You want to say something in English in class, but you don’t’ was the most negatively rated scenario. This was reported as a frequent occurrence and was also a scenario where they lacked coping strategies to deal with their negative emotions. The data also show that there are notable, significant correlations between how frequently students experience any of the given scenarios and how they rate their emotions, with the more frequently a scenario is experienced, the more negatively it is evaluated. This data will be utilised to design CBT-based activities to reduce anxiety in the foreign language classroom.

scholarly journals Teaching English as a Foreign Language in Iraq

2018 ◽  
Vol 2 (4) ◽  
pp. 409-446
Author(s):  
Bushra Saadoon Al - Noori
Keyword(s):  
Foreign Language ◽  
English Language ◽  
College Of Education ◽  
Language Teachers ◽  
First Year ◽  
Staff Members ◽  
Ibn Rushd ◽  
English Language Teachers ◽  
The Government ◽  
Daily Plan

Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

scholarly journals Attitudes and Motivation of Turkish Undergraduate EFL Students towards Learning English Language

2014 ◽  
Vol 2 (3) ◽  
pp. 314 ◽  
Author(s):  
Fatma Tokoz Goktepe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Motivational Orientation ◽  
Family Influence ◽  
Background Information ◽  
First Year ◽  
Integrative Motivation ◽  
First Year University ◽  
Learning English

<p><em>The purpose of this study is to investigate the attitudes and motivation of first-year Turkish undergraduates toward English language learning as a foreign language. The study was carried out with 90 students majoring in business studies at Cag University, Mersin in Turkey by administering a survey designed on a five-point Likert scale with 43 items including demographic questions about the learners’ background information such as gender, age, and how long they have been learning English. The items on the survey were chosen from Dörnyei and Csizér (2006) in a variety of Hungarian researches and from a recently designed questionnaire by Ryan (2005). The domains used for the purpose of the study were: integrativeness, attitudes to L2 community, cultural interest, attitudes to learning English, criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality (promotion and prevention), and fear of assimilation. </em></p> <p><em>The data collected were analysed through descriptive statistics in SPSS statistical program. The results revealed that Turkish first-year university students learn English as a foreign language mostly for instrumental reasons, and it also showed that integrative motivation is dominant motivational orientation for the participants in some</em> degree.</p>

Preventing harm related to CBT supervision: a theoretical review and preliminary framework

2020 ◽  
Vol 13 ◽  
Author(s):  
Derek Milne
Keyword(s):  
Large Scale ◽  
Behavioural Therapy ◽  
Situational Factors ◽  
Patient Harm ◽  
Staff Members ◽  
Healthcare Environment ◽  
Cognitive Behavioural ◽  
Do No Harm ◽  
Antecedents And Consequences ◽  
Host Organization

Abstract Like any treatment, cognitive behavioural therapy (CBT) may have negative as well as positive outcomes, and the same is true of CBT supervision. This is recognized in definitions of supervision, which prioritize helping supervisees to ‘do no harm’ to their patients. Client harm is associated with personal distress in supervisees (therapists), such as burnout, resulting in sub-standard therapy which causes harm to patients. Some supervisors have contributed to the supervisees’ distress, and consequently to patient harm. Harm may also arise from other staff members, or from situational factors that impact negatively on various aspects of the healthcare environment. At a more distal level, the host organization may create a context that allows such problems to go unchecked (e.g. a failure to train or support supervisors adequately). It follows that a large-scale framework is necessary to fully understand and address this multi-dimensional and systemic context for harm. Therefore, this theoretical review sketches out a preliminary ‘infidelity framework’ in order to classify ten types of problem behaviour that commonly contribute to harm that is linked to supervision. Drawing on related frameworks and neighbouring literatures, the infidelity framework also offers an understanding of the typical antecedents and consequences of each of these ten behaviours. This generic functional analysis leads to examples of evidence-based CBT supervision that might prevent or rectify harm.

scholarly journals Mending Students’ Speaking Deficiencies in Moroccan EFL Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Assya El Hannaoui
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Process ◽  
Common Core ◽  
Teaching And Learning ◽  
English Language ◽  
Arab World ◽  
First Year ◽  
Learning Practices ◽  
Speaking Skills

This paper presents an attempt to help students enhance their speaking skills in Moroccan English as a foreign language (EFL) classes. It was observed that students in Moroccan high schools are generally not able to speak their minds out freely and imaginatively in English. This paper studies the causes for students’ weak speaking skills in the English language and suggests solutions to mend the situation. An observation of the teaching and learning practices took place in a sample Moroccan high school and interviews as well as questionnaires were administered for the aim of tracing the obstacles students face in their learning process as well as their preferences that they wish to have applied in the speaking sessions. Several speaking activities were tested and proved effective in encouraging students to speak English in class and defeat their shyness and reluctance to express their opinions. These activities are provided in this paper for teachers to use starting from common core classes passing by 1st year Baccalaureate( Bac )and ending with 2nd year Bac (common core being the first year of high school in Morocco and so on) and include watching films and conducting projects in the framework of a cooperative learning. They outline a project of forming good speakers of English in Morocco and maybe elsewhere in the Arab world.

scholarly journals TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

2021 ◽  
pp. 61-65
Author(s):  
Olha Draginda ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Foreign Languages ◽  
First Year ◽  
Evaluative Judgment ◽  
Teaching English ◽  
First Year Students ◽  
Approach To Teaching

This publication is a detailed lesson plan on the topic “Power and Money” within the course of the English language taught as the second foreign language to the first-year students majoring in the oriental languages. The lesson focuses on enhancing topical vocabulary through practicing speaking, listening, reading, and writing skills. It also aims at developing students’ skills of reasoning and evaluative judgment. The tasks are introduced in the plan in accordance with the principles of the contemporary communicative student-oriented approach to teaching foreign languages.

scholarly journals Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching

2021 ◽  
Vol 9 (2) ◽  
pp. 111-125
Author(s):  
Gülten Koşar
Keyword(s):  
Foreign Language ◽  
Professional Learning ◽  
English Language ◽  
Language Teachers ◽  
First Year ◽  
Distance Teaching ◽  
Foreign Language Teachers ◽  
Preparation Programs ◽  
Great Chance ◽  
Teaching Practicum

Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a great chance to put the pedagogical content knowledge they have acquired through the coursework into practice by teaching real students. Due to the outbreak of COVID-19 pandemic, pre-service English-as-a-foreign-language teachers in the context of the present study, had to do more than half of their teaching practicums via distance education. This qualitative case study explores 25 pre-service English-as-a-foreign-language teachers’ conceptions of the influence of distance teaching practicum on their preparedness for the first year of teaching. The data collected by emailed questionnaires were analysed adopting inductive content analysis. The results indicated they did not believe distance teaching practicum was effective in enhancing their professional learning and preparing them for the first year of teaching. In addition, they did not think teaching practicum conducted face-to-face could be replaced by distance teaching practicum.

scholarly journals English Language Anxiety: A Case Study on Undergraduate ESL Students in Malaysia

2020 ◽  
Vol 4 (1) ◽  
pp. p9
Author(s):  
Olivia Eloise James ◽  
Mansour Amini ◽  
Mojde Yaqubi
Keyword(s):  
Foreign Language ◽  
Coping Strategies ◽  
English Language ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Positive Thinking ◽  
Structured Interviews ◽  
Main Research ◽  
English Students ◽  
Basic English

The level of foreign language anxiety and the factors leading to the English anxiety level among English students were explored using a sequential mixed method with semi-structured interviews and survey. The interview was the main research tool to learn about students’ coping strategies in dealing with English language anxiety, while the survey was aimed to provide additional information to support the qualitative data. The questionnaire and the interview questions were adapted from Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The participants of the study (11 interviewees and 33 questionnaire respondents) were selected purposively from the “Basic English” of a private university students in Malaysia. Analysis of the findings revealed that the students’ of Basic English were “slightly anxious” because of Fear of Negative Evaluation (m=3.16), “slightly anxious” about Communication Apprehension (m=3.07), “slightly anxious” about tests (Test Anxiety, m=3.02), and “not very anxious” about being in the Basic English class (m=2.9). Therefore, overall, the students were “slightly anxious”. The most common coping strategies used by Basic English students were “enquiring friends and lecturer”, “referring to sources such as Google and dictionaries”, “self-helping”, “self-motivation”, “positive thinking”, “shifting focus”, “doing revision”, “listening and understanding”, “self-reflect”, “trying to perform”, “calming down”, “acceptance, exercise”, “taking time to think”, “entertainment”, and “land laugh back to hide embarrassment”. Language educators are advised to prioritize their students’ social and emotional needs by removing or lessening the obstacles and challenges that the students go through when learning English by creating relaxed and non-threatening setting for the teaching and learning.

Transition to cognitive behavioural therapy from different core professional backgrounds: three grounded theory studies

2020 ◽  
Vol 13 ◽  
Author(s):  
Matthew D. Wilcockson
Keyword(s):  
Grounded Theory ◽  
Clinical Practice ◽  
Coping Strategies ◽  
Cognitive Behavioural Therapy ◽  
High Intensity ◽  
Behavioural Therapy ◽  
List Type ◽  
Cognitive Behavioural ◽  
Mandatory Requirement ◽  
The Impact

Abstract Aim: Transition between roles is widely recognised to be a complex process that involves training, socialisation into the new culture, exiting a previous role culture, and dealing with the transition process itself, and dealing with loss of identity and initial incompetence in the new role. Moving from core profession to high intensity (CBT) therapist is an example of such a role transition. As a result, complete transition is not guaranteed, which may affect completeness of learning, and how CBT is practiced post qualification. It is recognised in a number of studies that professional cultures are present in professions such as nursing and counselling, and these professions may have different filters for viewing CBT, and different training needs. Method: A grounded theory analysis (Glaserian) of each of three core professions’ (mental health nurses, counsellors, and an unprofessionalised group) reflective reports (7 per profession) was undertaken, incorporating information from their learning journals throughout the year independently of each other. The reflective reports incorporate reflections on the process of transition and learning, and is a mandatory requirement of the course. Through an inductive process described in the article, a theory of transition was developed for each group. Results: Three different theories of transition are presented. Nurses absorbed knowledge but resisted practice changes, especially being clinically observed. Practice changes occurred through behavioural consequences and cognitive dissonance and reflection is structured and compartmentalised generally. The conflict between counselling and CBT is felt more deeply emotionally but resolved through experiencing ‘self as client’ for most counselling participants. Practice conflicts are mostly resolved with this group, but some ideological ones are not. The KSA group have a relatively smooth transition unaffected by previous experiences. Inability to use previous coping strategies for dealing with distress is influential, inducing crises for the nursing and counselling groups. Implications: Learning is delayed by trying to avoid clinical practice, and excessive identification only with the aspects of CBT that fit with existing identity and practice with nursing and counselling groups. Adaptations to training may be beneficial to enforce observation of practice at an earlier stage to drive change. The nursing role does appear to undermine learning. Reflection does eventually drive the learning process as noted in other studies, but this does not occur spontaneously with nurses or counsellors. Identification with the new role appears influential in a relatively complete change, which is consistent with theory. Recommendations to adopt CBT coping strategies early in the training are made, as is a session of individual support to address profession-based conflicts. Potential implications for the evidence base are noted. Transitional models provide a framework for educators and students. Key learning aims (1) To appreciate the importance of successful role transitions and their effect on future practice. (2) To become familiar with the key issues in transitioning between different core professions and an IAPT high-intensity role. (3) To critically reflect on personal experience in transitioning to cognitive behavioural therapy, and the impact it has had on clinical practice.

scholarly journals Post-traumatic stress disorder and coping strategies in psychotraumatized refugees

2008 ◽  
Vol 61 (1-2) ◽  
pp. 11-15 ◽  
Author(s):  
Tamara Cavic ◽  
Dusica Lecic-Tosevski ◽  
Mirko Pejovic
Keyword(s):  
Coping Strategies ◽  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
Self Regulation ◽  
Behavioural Therapy ◽  
Post Traumatic Stress ◽  
Group Cognitive Behavioural Therapy ◽  
Cognitive Behavioural ◽  
Post Traumatic

Introduction. In extreme life events basic assumptions are frequently reassessed and changed. Therefore, trauma requires re-education. Effective coping strategies enable individual to tolerate, minimize, accept or ignore what one cannot manage and to moder?ate the consequences of stressful, traumatic events. Materials and Methods. The aim of this study was to evaluate coping strategies in refugees with post-traumatic stress disorder prior and after group cognitive-behavioural therapy. The sample included 70 refu?gees who experienced multiple stressors such as organized violence, ethnic conflicts, bombing, expelling from their homes and life in exile. Impact Event Scales-Revised, Ways of Coping-Revised, Scale of Cognitive Self-regulation and Scale of Coping Strategies were administered before and after six months of group cognitive-behavioural therapy. Results. Post-traumatic stress disorder in refugees after therapy significantly decreased. Cognitive self-regulation was improved by moving locus of control from external to internal resources. Coping was qualitatively different, with a wider repertoire of adaptive strategies. Discussion. Cognitive group work facilitates processes of grieving, working-through of traumatic material, increasing emotional awareness and developing creativity in coping. Conclusion. Our findings highlight the positive impact of cognitive-behavioural treatment on post-traumatic stress disorder and post-traumatic adjustment. .

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