scholarly journals The Use of Non Linguistics Means Strategies as a Speaking-problem Solving in EFL Learning

2016 ◽  
Vol 4 (2) ◽  
pp. 42
Author(s):  
Syamsudin .
Keyword(s):  
Problem Solving ◽  
Communication Strategies ◽  
English Department ◽  
Efl Learners ◽  
Limited Knowledge ◽  
Speaking Skill ◽  
Linguistic Means ◽  
Efl Learning

<p>This study is about the use of non-linguistic means strategies as a part of communication strategies by the English Department students of one of the Islamic Universities of Malang as a means to solve their speaking problems. This paper aims at discussing the result of some observations and interviews to two students in the use of non-linguistic means strategies in EFL learning to handle their speaking problem. I am interested in discussing this topic because the use of non linguistic means strategies has helped EFL learners handle their speaking problems in EFL learning due to their limited knowledge on linguistic elements. It is necessary for the EFL learners to know more about non-linguistic means strategies as a part of communication strategies so that they might develop their speaking skill.</p>

scholarly journals COMMUNICATION STRATEGIES USED BY EFL STUDENTS IN IMPROVING SPEAKING SKILL

2018 ◽  
Vol 7 (1) ◽  
pp. 50-53
Author(s):  
Rahmi Aulia Nurdini
Keyword(s):  
Communication Strategies ◽  
Learning Processes ◽  
Code Switching ◽  
Literal Translation ◽  
Efl Students ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Linguistic Means

This study aimed to investigate communication strategies (CSs) used by EFL students in improving speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students have improvement in speaking when they used communication strategies (CSs). The strategies used by the students such as non-linguistic means, appeal for help, and fillers or hesitation device, message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to communication strategies (CSs) aspect to obtain the optimum results of teaching-learning processes. 

scholarly journals EFL Learners’ Perceptions towards their Self-Efficacy in Learning Public Speaking Course

2019 ◽  
Vol 3 (3) ◽  
pp. 377-391
Author(s):  
Ima Siti Maryam ◽  
R Bunga Febriani ◽  
Asep Dudi Kurnia
Keyword(s):  
Data Collection ◽  
Self Efficacy ◽  
Public Speaking ◽  
Research Result ◽  
The Other ◽  
Survey Study ◽  
English Department ◽  
Efl Learners ◽  
Speaking Skill ◽  
Public Speaking Courses

This article reports on EFL learners’ perception towards their self-efficacy in public speaking course. Self-ef?cacy has been de?ned as a person’s perceptions of his or her capabilities to complete a speci?c task with the skills that s/he possesses (Bandura, 1997). Thus, It is important for students to measure their skill in order to improve achievement in public speaking course. This research employed a survey study by means of two data collection techniques; questionnaire and interview. The sample of this research was 60 third year students of English department Galuh University. The research result showed that students’ self-efficacy improved after learning public speaking course and the students felt confident using English in front of people. Furthermore, self-efficacy affected not only in public speaking course but also in the other courses. Meanwhile, the high and low self-efficacy might be affected students’ achievements, however, they have similar purpose in public speaking courses, which they want to speak formally without feeling nervous. They have various efforts and strategies to achieve success in this course. This research concludes that self-efficacy in public speaking learning process to third year students of English department Galuh University was important to improve their achievement in speaking skill and improve their confident.

scholarly journals IMPROVING EFL LEARNERS’ SPEAKING SKILL THROUGH THE USE OF CODE SWITCHING STRATEGIES IN THE CONVERSATION

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Syamsudin Syamsudin
Keyword(s):  
Higher Education ◽  
Communication Strategies ◽  
Code Switching ◽  
Efl Learners ◽  
Self Confidence ◽  
Speaking Skill ◽  
Switching Strategies

<span class="fontstyle0">This study is about code switching strategies usage as a part of communication strategies used by the EFL learners in Higher Education to improve their speaking skill. This paper presents the discussion on code switching strategies usage employed by two EFL learners to improve their speaking skill. This topic is interesting to be discussed because the employment of code switching strategies during the conversation might facilitate EFL learners to learn speaking. This happens due to the opportunity of the EFL learners to use L1 to express some unfamiliar vocabularies during the conversation. Further, by<br />employing code switching strategies in conversation learners might feel comfortable so that they have courage and self confidence to practice speaking. Thus, it is crucial for the EFL learners to use code switching strategies in the process of learning speaking so that they might improve their speaking ability.</span>

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

scholarly journals Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Maryam Bagheri ◽  
Zohre Mohamadi Zenouzagh
Keyword(s):  
Student Engagement ◽  
Placement Test ◽  
Chi Square ◽  
Transcription Analysis ◽  
Efl Learners ◽  
Face To Face ◽  
Computer Mediated ◽  
Speaking Skill ◽  
L1 Use ◽  
Chi Square Analysis

AbstractThis study investigated the potentials of face –to- face and computer mediated conversation (CMC) as two speaking modalities on students’ engagement. To this end, 30 Iranian male intermediate EFL learners were selected on the basis of their performance on OPT (Oxford Placement Test) and assigned into the research groups. The progression of face- to- face and CMC groups from limited to elaborate engagement at verbal, paralinguistic and functional levels was assessed using transcription analysis in face-to-face group and chat log analysis in CMC group. The limited and elaborate student engagement indicators in two modalities were identified via Maxqda software. The results of Maxqda analysis indicated that limited engagement was associated with appeal for help, silence, pauses and hesitations, focus on syntax, involvement with procedural talk and L1 use. Respectively, elaborate engagement was associated with avoiding L1 use, focus on discourse, involvement with actual talk and strategic discourse management rather than pause and silence. Chi-square analysis on frequency of indicators of limited and elaborate engagements on verbal, paralinguistic and functional levels indicated that limited and elaborate engagements occurred with different proportions in face-to-face and CMC conversations. Teaching practitioners would benefit the findings of the study since the findings illustrate how students’ engagement in learning evolves and how speaking modalities may impact the pattern of students’ engagement over time. The finding also suggest one way for improving student engagement without over-intervening of teachers is using modalities such as forums where the teacher presence is limited and students have to manage the discourse themselves which in turn increases student engagement.

scholarly journals Instructional Efficacy of Portfolio for Assessing Iranian EFL Learners’ Speaking Ability

2016 ◽  
Vol 9 (3) ◽  
pp. 102
Author(s):  
Mahshad Safari ◽  
Mansour Koosha
Keyword(s):  
Alternative Form ◽  
Control Groups ◽  
Self Assessment ◽  
Chi Square ◽  
Efl Learners ◽  
Instructional Efficacy ◽  
Advanced Students ◽  
Advanced Control ◽  
Speaking Skill ◽  
Advanced Proficiency

<p>Regarding the fundamental role of speaking in language skills, this study intended to investigate the effects of speaking portfolio as an alternative form of assessment for assessing Iranian EFL learners’ speaking ability at the intermediate and advanced proficiency levels and also its impact on their attitudes. Accordingly, from the population of 72 students studying at Kowsar Language Institute in Esfahan, a sample of 64 male and female intermediate and advanced students were randomly selected based on their scores on an OPT test and they were assigned to 4 groups: intermediate and advanced experimental groups and intermediate and advanced control groups. In order to collect the data, a pretest and a posttest as well as a questionnaire were employed. To analyze the data, an ANOVA and a series of Chi-square were run in the study and the findings indicated that the experimental groups using speaking portfolios performed better than the control groups in terms of speaking ability. Moreover, the result shed light on the advantages of speaking portfolios such as self-assessment, peer-feedback, and improvement of speaking skill. This study provides instructors, administrators, and test developers with alternative ways to improve and assess speaking skill through speaking portfolios.</p>

Collaborative dialogue: opportunities and challenges in vocabulary acquisition and retention of threshold EFL learners

2020 ◽  
Vol 58 (2) ◽  
pp. 133-160
Author(s):  
Moussa Ahmadian ◽  
Azar Tajabadi
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Knowledge Building ◽  
Convincing Evidence ◽  
Collaborative Dialogue ◽  
Efl Learners ◽  
Joint Problem ◽  
Interactionist Perspective ◽  
Joint Problem Solving

AbstractBelonging to the interactionist perspective, the collaborative dialogue is a technique which engages learners in joint problem-solving and knowledge building. With the aim of investigating the link between this technique and vocabulary acquisition and retention, this study was conducted with 18 threshold English as a Foreign Language (EFL) learners who were randomly chosen and put in 6 groups. They were given 6 lexical-focused tasks to be completed collaboratively and their interaction was audio-recorded. The instances of lexical-based language-related episodes (LREs) were identified in the transcribed dialogues and their outcomes were coded as “correctly resolved”, “incorrectly resolved”, and “unresolved”. The frequency of the LREs was computed; it was found that the learners were able to solve the lexical problems they encountered to a very large extent. Furthermore, the analysis of LREs and the comparison of posttest and delayed posttest scores provided convincing evidence of a link between the outcomes of LREs and the learners’ vocabulary acquisition and retention, suggesting that “correctly resolved” LREs resulted in learning and retaining the target words, while “unresolved” LREs led to non-significant learning and “incorrectly resolved” LREs led to learning the wrong meaning of the vocabulary items. The findings along with the opportunities and challenges of collaborative dialogue are discussed and possible implications for language teaching are explained.

scholarly journals Phonological Analysis of Errors in the Consonant Cluster System Encountered by Saudi EFL Learners

2021 ◽  
Vol 11 (10) ◽  
pp. 1237-1248
Author(s):  
Eman M. Al-Yami ◽  
Anwar A. H. Al-Athwary
Keyword(s):  
Optimality Theory ◽  
Language Instruction ◽  
English Department ◽  
Consonant Cluster ◽  
Freshman Year ◽  
Efl Learners ◽  
Inadequate Knowledge ◽  
Correct Pronunciation ◽  
Efl Students ◽  
Language Influence

This study investigates the pronunciation difficulty of selected English consonant clusters (CCs) encountered by Saudi EFL learners. The sample consisted of 134 female Saudi EFL students in their freshman year in the English Department at Najran University. Two instruments were used: a pronunciation test that assessed participants’ CC pronunciations in the onset and coda positions and a questionnaire that explored participants’ attitudes towards their CC pronunciations. This study provides detailed data on the participants’ pronunciation difficulties using Optimality Theory (OT). The results showed that the participants encountered CC pronunciation difficulties in both the onset and coda positions. However, most errors occurred in the coda position, especially for the four-consonant pattern (-CCCC). Participants used different strategies to simplify their CC pronunciations: epenthesis, deletion, substitution, or some combination thereof. Questionnaire data indicated that the participants attributed their pronunciation difficulties to inadequate knowledge of the pronunciation rules, insufficient language instruction, and native-language influence. The participants proffered some remedies to their difficulties, which included doing more pronunciation drills and offering a new course focused primarily on correct pronunciation. OT analysis revealed that onset clusters were mainly influenced by L1 ranking constraints whereas coda clusters were more influenced by universal Markedness constraints. OT indicated that the tendency to satisfy Markedness constraints over the Faithfulness constraints led the participants to use the above-mentioned simplification strategies.

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