scholarly journals English Oral Communication Apprehension in Students of Indonesian Maritime

2017 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Nur Aeni ◽  
Baso Jabu ◽  
Muhammad Asfah Rahman ◽  
John Evar Strid
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Communication Apprehension ◽  
Oral Communication ◽  
First Year ◽  
Workplace Performance ◽  
First Year Students ◽  
Sound Communication ◽  
Language Classroom ◽  
English Speaking

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories. 

scholarly journals ANXIETY LEVEL IN ENGLISH SPEAKING AMONG AHMAD DAHLAN STUDENTS

Lire Journal ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 40-49
Author(s):  
Megawati Basri ◽  
Fahmi Djaguna ◽  
Balqis Husain
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Communication Tool ◽  
Language Classroom ◽  
The World ◽  
English Speaking ◽  
High Level ◽  
Very High

One language that is a communication tool in various parts of the world is English; English has become a language that must be mastered by the community, especially students. However, not everyone can easily speak English. The purpose of this research is to know the level of anxiety when they speak in English at Universitas Ahmad Dahlan students. This research uses a qualitative method. One hundred and twenty seven students were selected as the participants of the questionnaire; the tool used for this study was adapted from Horwitz, Horwitz & Cope (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The result of this study was showed that the majority of the students (n=103) were found students had a moderate level of anxiety, one student had a very high level of anxiety and thirteen students were found to had a high level of anxiety. The level of anxiety by dimensions, such as the Fear of Negative Evaluation (FNE) ranks third. Meanwhile, Communication Apprehension (CA) and Test Anxiety (TA) are significantly dominant performance anxieties.

scholarly journals The Good, the Bad and the Unthinkable of Learner Autonomy in EFL

LETRAS ◽  
2020 ◽  
pp. 115-144
Author(s):  
Henry Sevilla Morales
Keyword(s):  
Foreign Language ◽  
Time Management ◽  
Oral Communication ◽  
Learner Autonomy ◽  
First Year ◽  
Self Awareness ◽  
First Year Students ◽  
Self Evaluation ◽  
Student Portfolios ◽  
Validity Measures

This study assesses the relation between self-evaluation and the development of learner autonomy (LA) in English as a foreign language (EFL). Using action-research, the investigation included 22 first-year students taking an oral communication and listening comprehension course in English at the Universidad Nacional, Costa Rica. Data collection instruments included weekly plan sheets, student diaries, and student portfolios and were subject to several validity measures. Broadly, findings suggest a connection between self-evaluation and the promotion of LA in EFL in four areas: time management, self-awareness and goal-setting, sense of achievement, and skills integration.

scholarly journals First-year students’ communication apprehension in learning French as foreign language

2020 ◽  
Vol 10 (2) ◽  
pp. 340-348
Author(s):  
Dante Darmawangsa ◽  
Vidi Sukmayadi ◽  
Azizul Halim Yahya
Keyword(s):  
Foreign Language ◽  
Communication Apprehension ◽  
Language Learner ◽  
Negative Evaluation ◽  
First Year ◽  
First Year Students ◽  
Academic Challenges ◽  
Teacher Student ◽  
Qualitative Thematic Analysis ◽  
High Level

Learning a foreign language and being first-year students at the same time can be challenging as they struggle to make the transition in learning a new language and adjusting to their new lives as a university student. Students have to deal with not only the academic challenges but also the adaptation challenge since they are making a transition to their new day to day life on campus. One of the significant challenges students frequently faces as a foreign language learner is a lack of communication confidence, which can turn into a hampering factor for their academic achievements. This mixed-methods study aimed to examine students’ communication apprehension (CA) level and explore factors that contributed to their current level of CA. In this paper, the authors measured the level of CA in 57 first-year students of French Language departments in an Indonesian university. Quantitative data was analysed via McCroskey’s Personal Report of Communication Apprehension (PRCA-24). Qualitative questions explored how the first-year students perceived their senses of experiencing the communication apprehension. In addition, the qualitative thematic analysis was utilised to analyse the qualitative data. The findings indicated a moderate level of CA in most of the first-year studentssuch as  fear of negative evaluation which was considered as the leading cause of the students’ high level of anxiety., Meanwhile, while prior knowledge and  a supportive teacher-student relations were appraised as the main foundation of the low level of CA students.

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 The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

2021 ◽  
Vol 11 (6) ◽  
pp. 298
Author(s):  
Irina Karpovich ◽  
Oksana Sheredekina ◽  
Tatyana Krepkaia ◽  
Larisa Voronova
Keyword(s):  
Academic Performance ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Peer Assessment ◽  
Educational Process ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
English Speaking ◽  
Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

scholarly journals Evaluating Students’ Achievement Test in Reading for Interpretation

2018 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Aisyah Aisyah
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Achievement Test ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
The Subject

Reading is one of the important subjects in learning foreign language. Based on the curriculum 2014 in English Department, reading has some series. In order to get satisfying result of students in reading comprehension, the lecturer should know about the students’ achievement in comprehending the text. By knowing students’ achievement in reading for interpretation, the lecturer will know what they will do for the next and what should the lecturer give more attention to. This research is aimed to know the students’ achievement in comprehending the text. The subject of this research is the first year students of English department.This research is expected to give contribution for some aspects. For the students, it is expected to give information and feedback to the students about their competence in reading. For the teacher, this research is expected to give information for the lecturer about the students’ error in comprehending the text.

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

scholarly journals Teaching culture in the foreign language classroom: Implications for language assistants in bilingual schools

2020 ◽  
Vol 7 (1) ◽  
pp. 194-199
Author(s):  
Jesus Garcia Laborda ◽  
Iulia Vecan ◽  
Angela Sauciuc
Keyword(s):  
United States ◽  
Foreign Language ◽  
The United States ◽  
Teaching Culture ◽  
Important Resource ◽  
Cultural Aspects ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
English Speaking ◽  
Bilingual Schools

Language assistants have become an important resource for teachers in bilingual schools in Spain, especially in the Madrid region. Most language assistants come from English-speaking countries, especially from the United States. In their role as language assistants, they are expected to bring and share their knowledge about the cultural aspects and content subjects and, at the same time, they need to share their beliefs and perspectives towards Spain and Spanish schools. Nevertheless, sometimes there is controversy around this topic, as there are obvious differences and similarities between both cultures; one of them being the misconception regarding the type of culture they need to teach students.

FOREIGN LANGUAGE VOCABULARY TEACHING OF THE FIRST YEAR STUDENTS IN TECHNICAL INSTITUTE

2021 ◽  
Author(s):  
Наталья Сергеевна Степанова
Keyword(s):  
Foreign Language ◽  
Nuclear Power ◽  
Power Plants ◽  
Nuclear Power Plants ◽  
First Year ◽  
Technical Institute ◽  
First Year Students ◽  
Education Degree

В статье рассмотрены основные проблемы введения иноязычной лексики на занятиях со студентами первого курса, получающих образование по специальности «Атомные станции: проектирование, эксплуатация и инжиниринг», и предложены способы их решения. Paper deals with the main problems of foreign language vocabulary introduction at the lessons for first year students receiving an education degree: “Nuclear Power Plants: designing, operation and engineering” and the ways of their solution are given in this paper.

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