scholarly journals Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 99 ◽  
Author(s):  
Nazeer Ahmed ◽  
Zahid Hussain Pathan ◽  
Faria Saeed Khan
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Official Language ◽  
Speaking Anxiety ◽  
Postgraduate Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The World

English language enjoys its glory as an official language of Pakistan and it is used widely as a medium of instructions across educational institutes. Since anxiety retards the learning process, therefore it has been widely researched in the world and seems under researched in Pakistani context. Thus, the prime aim of this research is to explore the factors that cause English language speaking anxiety among Postgraduate Students of University of Balochistan (UoB), Pakistan. This study also aimed at determining the statistical significant difference if any across gender. The quantitative research design was employed in which a questionnaire comprising of eighteen items was adapted from the study by Horwitz et al. (1986). Both descriptive and inferential statistics were performed in the SPSS (version, 21). The findings revealed that UOB students were experiencing anxiety due to myriad factors in EFL classroom. The findings of the t-test revealed no statistical significant difference across gender. This paper has implications on both teaching and learning of English as a foreign language in Pakistani context.

scholarly journals MOVIES AND SERIES: AN AID FOR SECONDARY LANGUAGE ACQUISITION

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Dhanya A P, Et. al.
Keyword(s):  
Language Acquisition ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Age Group ◽  
English Language Acquisition ◽  
Sample Group ◽  
Cultural Roots ◽  
The World

English, though an adopted language in colonized countries like India, has deep cultural roots there.  Not only has English enriched the languages of these nations but has also lend itself to the medium of creative expression in these countries. It has become part and parcel of intelligence as well as emotional makeup of the educated people there. It is the language required by the world for greater understanding. Today, the compulsions of learning English are no longer nearly political but scientific and technological. Watching videos is always entertaining. Apart from entertainment, video watching is thoroughly a teaching and learning process. Therefore English language acquisition can be made easy with videos as an aid. The research seeks to prove how far videos help in language acquisition and the quantitative research analyses a sample group of children belonging to the age group of 8-10 years

scholarly journals A Study on 'English Language Teaching' (ELT) in Telugu Speaking States

2020 ◽  
Vol 8 (3) ◽  
pp. 10
Author(s):  
Dr. V. N. Ch. Ranganath ◽  
K. Vijana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Short Paper ◽  
Official Language ◽  
The World ◽  
Methods And Techniques ◽  
Language Classrooms ◽  
Educational Field

The importance of the English language in the educational field is clear from the fact that many countries have made English an official language. Consequently, English language teaching (ELT) has become one of the significant growth industries around the world in recent years. The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practised in various adaptations in language classrooms all around the world for centuries. While the teaching of Maths or Physics, that is, the methodology of teaching Maths or Physics, has, to a greater or lesser extent, remained the same, this is hardly the case with English or language teaching in general. As will become evident in this short paper, there are some milestones in the development of this tradition, which we will briefly touch upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning.

scholarly journals THE ROLES AND STATUS OF ENGLISH IN PRESENT-DAY VIETNAM: A SOCIO-CULTURAL ANALYSIS

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Foreign Language ◽  
Science Communication ◽  
English Language ◽  
Cultural Analysis ◽  
National Language ◽  
Foreign Languages ◽  
Official Language ◽  
Doi Moi ◽  
The World ◽  
Communication And Technology

Starting from a collection of dialects in the southern counties in England, the English language has moved far beyond its nation and has now consolidated its power as the most widely used lingua franca in the world for business, science, communication and technology, and for many other purposes (Cheshire, 1996; Crystal, 1997, 2012; Halliday, 2017). In Vietnam, since Đổi mới (Renovation) which was initiated by the Vietnam Communist Party in 1986, English has become the most important foreign language being taught and used nation-wide, second only to Vietnamese – the national language. Why has English gained such a predominant status in the Vietnamese linguistic space? What are the roles and status of English in present-day Vietnam? Does the expansion of English pose any threat to Vietnamese? To what extent does the expansion of English challenge other foreign languages being taught and learned in Vietnam? Will English become a second official language in Vietnam? The answers to these questions constitute the focus of analysis in this paper and will be addressed throughout.

scholarly journals EFL Students’ and Teachers’ Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
Turgay HAN ◽  
Ahmet Serkan Tanriöver ◽  
Özgür Sahan
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
English Language ◽  
Speaking Anxiety ◽  
Significant Difference ◽  
Efl Students ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

<p class="apa">Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.</p>

scholarly journals Field Dependent vs. Field Independent EFL Learners’ Perceptions of Their Instructors’ Teaching Methods in English Language Classes

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Reza Kafipour ◽  
Nooreen Noordin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Effective Teacher ◽  
Efl Learners ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Efl Teaching

Teachers are the core component of teaching and learning a second or foreign language; therefore, they should know what the learners consider as the most effective teachers’ characteristics which may enhance their learning. Accordingly, the main aim of the present study was to compare field dependent and field independent Iranian learners in terms of their perceptions about effective language teaching. Fifty intermediate Iranian learners of English as a Foreign Language (EFL) participated in this study and three instruments were utilized to collect the data. The first instrument was Oxford Placement Test (OPT, 2001) to test the homogeneity of the EFL learners. The second instrument was Group Embedded Figures Test (GEFT) to classify field dependent learners from field independent ones and the third instrument was an effective EFL teaching questionnaire to record the participants’ perceptions of effective EFL teaching. The obtained results revealed that field dependent and field independent learners had different expectations in class. That is, for field dependent learners, confidence and open-mindedness in class were important characteristics of an effective teacher while for field independent learners, teachers’ knowledge and proficiency were important. Indeed, there was no significant difference between the perceptions of field dependent participants and the field independent EFL learners about the overall characteristics of an effective teacher. Knowing EFL learners’ cognitive styles can open new insights in the second language (L2) domain and lead to more influential teaching.

scholarly journals Drama Techniques as Correlators of the Level of English Language Speaking Anxiety

2020 ◽  
Vol 24 (1) ◽  
pp. 98-110
Author(s):  
Edyta Kwiecień-Niedziela ◽  
Krzysztof Polok ◽  
Eva Mala
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Close Correlation ◽  
Language Teachers ◽  
Speaking Anxiety ◽  
Research Results ◽  
Academic Level ◽  
Significant Difference ◽  
The Impact

Introduction. The study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner’s level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data ob tained were statistically analyzed. Results. The research results show that the learners participating in English drama classes had a lower level of speaking anxiety than those who did not practice drama at all. As to the learners´ English language proficiency, the level of speaking anxiety dropped with the rise of academic level. No significant difference was observed either in the level of speaking anxiety between male and female participants or in the level of speaking among learners of different age. The impact of drama techniques implemented into the English language classes is discussed in the study. The research results indicate the influence of drama techniques on the reduction of the level of speaking anxiety. The decrease is very noticeable that should inspire teachers to use drama techniques while teaching a foreign language, especially speaking skills. The analysis also indicates a close correlation between drama classes and the inc reasing level of English proficiency. Discussion and Conclusion. The topic of the article is to meet the interest of foreign language teachers and learners, would-be teachers of the English language.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals “If English Was Good Enough for Jesus, It’s Good Enough for Me”

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
Peter Kovacs
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
English Language ◽  
Endangered Languages ◽  
Teaching English ◽  
World War ◽  
Philosophical Discussion ◽  
Lingua Franca ◽  
The World ◽  
Harmful Effects

Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.

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