scholarly journals Perceptions of Willingness to Communicate Orally in English among Iranian PhD Students

2019 ◽  
Vol 8 (4) ◽  
pp. 31
Author(s):  
Uranus Saadat ◽  
Jayakaran Mukundan
Keyword(s):  
Cultural Values ◽  
Language Learners ◽  
Extrinsic Motivation ◽  
English Language ◽  
Research Question ◽  
Group Discussion ◽  
Oral Communication ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Self Confidence

Willingness to Communicate (WTC) in second Language (L2) has received substantial consideration in modern language research and instruction. This study intends to investigate how oral L2 WTC of a group of EFL Iranian PhD students in a public university in Malaysia has changed during their stay in this country and what factors have resulted in their willingness to communicate. A qualitative case study method was implemented to obtain information from 8 participants through semi-structured interview as the main method, followed by focus group discussion and solicited journal diaries of the participants. The analyses of data derived from the first research question yielded five major themes: lack of exposure to L2 oral communication, cultural values, low L2 self-confidence, L2 extrinsic motivation, and enabling behaviors. Analysis of the second research question revealed six major themes as: raised awareness, cultural background, personality, exposure to L2 oral communication, extrinsic L2 motivation, and increased L2 self-confidence. The findings of the study concluded that rare exposure to English oral communication in Iran resulted in having little practice of English language in authentic settings that led to low L2 WTC among the respondents of the study before coming to Malaysia. Besides, the respondents suffered from lack of L2 WTC upon arrival to Malaysia. However, by understanding their deficiencies and importance of L2 oral communication, they gradually changed their attitude toward L2 oral communication and tried to improve it. This study also provides theoretical and practical implications for designing teaching methods to maximize language learners’ L2 WTC in the classroom that leads to their L2 oral communication improvement.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language

2020 ◽  
Vol 8 (1) ◽  
pp. 70
Author(s):  
Khaled Elkotb Mahmoud Elshahawy
Keyword(s):  
Language Acquisition ◽  
Undergraduate Students ◽  
English Language ◽  
Structured Interview ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
English Language Acquisition ◽  
Self Confidence ◽  
Study Results ◽  
Affective Variables

The present study aimed at indicating the effect of the affective variables (motivation, attitude, self-confidence and willingness to communicate) on the acquisition and learning of English language among the students of Languages and Translation Departments in the Kingdom of Saudi Arabia. The study participants were 40 students (20 males and 20 females) from the students specialized in English language. The study used three instruments: The semi-structured interview, affective variables questionnaire (AVQ) and English language proficiency observation checklist (ELPOC). The study adopted the quasi-experimental design mixed with the qualitative interpretation. The study employed the correlational analysis and the simple liner regression to indicate the relationship between the independent and dependant variables. The findings of the study showed that there is a positive significant relationship between the affective variables (motivation, attitude, self-confidence and willingness to communicate) and the process of English language acquisition as a second language. The study also demonstrated that the most influential factors in the learners' English language acquisition process is their willingness to communicate. Recommendations and suggestions based on the study results were directed to the L2 (EFL/ESL) instructors and all the specialists in English language acquisition and learning.

Developing conversational competence through language awareness and multimodality: the use of DVDs

ReCALL ◽  
2009 ◽  
Vol 21 (3) ◽  
pp. 283-301 ◽  
Author(s):  
María Moreno Jaén ◽  
Carmen Pérez Basanta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Language Awareness ◽  
Multimodal Texts ◽  
Conversational Interaction ◽  
Conversational Competence ◽  
Oral Interaction

AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

scholarly journals Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course

2018 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Veronica Esti Nugrahani
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Study ◽  
Identified Regulation ◽  
Written Reflection

As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.

scholarly journals A look at the advanced learners' use of mobile devices for English language study: Insights from interview data

2017 ◽  
Vol 25 (2) ◽  
pp. 18
Author(s):  
Mariusz Kruk
Keyword(s):  
Learning Styles ◽  
Mobile Devices ◽  
Language Learners ◽  
English Language ◽  
Ad Hoc ◽  
Structured Interview ◽  
Advanced Learners ◽  
Personal Learning ◽  
Foreign Language Learners ◽  
The One

<p>The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative and quantitative analysis. The results of the study demonstrated that, on the one hand, some subjects manifested heightened awareness relating to the advantageous role of mobile devices in their learning endeavors, their ability to reach for suitable tools and retrieve necessary information so as to achieve their goals, meet their needs and adjust their learning of English to their personal learning styles, and on the other, a rather intuitive and/or ad hoc use of their mobile devices in the classroom.</p>

scholarly journals Medicinal Plants Used for Treating Human and Livestock Ailments in Tiyo District, Arsi Zone of Oromia, Ethiopia

2020 ◽  
Author(s):  
Misbahu Aman ◽  
Zemede Asfaw ◽  
Gemedo Dalle
Keyword(s):  
Medicinal Plants ◽  
Indigenous Knowledge ◽  
Cultural Values ◽  
Group Discussion ◽  
Structured Interview ◽  
Traditional Healers ◽  
Local Communities ◽  
Herbal Remedies ◽  
Preference Ranking ◽  
Healthcare Needs

Abstract Background Systematic documentation and promotion of indigenous knowledge associated with medicinal plants are limited. The aim of this study was to undertake ethnobotanical investigation on medicinal plants used for the treatment of human and livestock ailments and document indigenous knowledge of local communities on the preparation and administration of herbal remedies in the study area. Methods The study involved 153 informants from nine kebeles, comprising traditional healers, knowledgeable elders and local user communities. Various ethnobotanical techniques were used to collect and analyze data: semi- structured interview, guided field walk, group discussion, preference ranking, and fidelity level index. Data was analyzed using descriptive statistical analysis. Results Local communities had rich and diverse indigenous knowledge on medicinal plants, types of ailments, methods of remedy preparations and routes of applications. There were differences in this indigenous knowledge across age and sex. A total of 83 medicinal plants were documented during this study. Fifty two (62.65%) plants were used for treating human ailments, 20 species (24.10%) for treating health problems of livestock and the remaining 11 (13.25%) for treating both human and livestock ailments. The highest informant consensus was documented for the plants Allium sativum , Asparagus africanus and Azadirachta indica. Leaves were the most commonly used parts of medicinal plants accounting for 51.81% of the total followed by roots (20.48%) and barks (2.41%). Oral administration of the herbal medicine was the dominant route 66.3%, followed by dermal (22.7%) which included washing, holding on, rubbing and brushing. Smoking (8.5%) was also important. It was documented that 27 species (32.5%) were used in fresh, 13 species (15.7%) dried and 43 species (51.8%) either in dry or fresh state. Conclusion Owing to their access, curing ability, manageable charges, existence of deep indigenous knowledge and other associated cultural values, medicinal plants continued to play a significant role in meeting healthcare needs of the community in the study area. Conservation and sustainable use of the diverse medicinal plants need to be promoted. Systemic documentation and protection of the rich knowledge of local communities and further research on selected potential species was recommended as a result of this study.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

Latinx and Immigrant Heritage Language Maintenance

2021 ◽  
pp. 165-181
Author(s):  
Alejandra Sanmiguel-López
Keyword(s):  
English Language Learners ◽  
Cultural Values ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
The United States ◽  
Home Language ◽  
Heritage Language Maintenance ◽  
Family Language ◽  
The U.S

Research shows that children who speak a language other than English in Latinx and immigrant households make up a significant portion of schoolchildren in the United States and the process of developing and maintaining the heritage language (HL) is complex when that language is distinct from their classroom's language. This chapter explores the motivations parents have in maintaining the home language and the effect this has on Latinx and immigrant English language learners (ELLs) children. The motivations for preserving home language for Latinx and immigrant families are to maintain ties to Latinx cultural values and sustain cultural identity while also providing academic support for Latinx and immigrant ELLs students in the U.S. schools. Research on previous works of literature documents that through family language policy (FLP) practices and HL maintenance, Latinx and immigrant ELLs children can maintain and carry on their cultural values while simultaneously advancing academically in the U.S. schools.

scholarly journals Students’ Self-reflections of Own Participation in English Language Oral Class

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Lin Han ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Self Reflection ◽  
Self Confidence ◽  
Language Communication ◽  
Skills Learning ◽  
Higher Institutions

The English language learners’ needs changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Learners are expected to use the English language in daily communication and to learn the workplace English language communication skill. Due to this demand, language lecturers at higher institutions are expected to assist English language learners to use the language fluently rather than to concentrate heavily on form. Nevertheless, instigating speaking activities in Malaysian classrooms has never been easy and successful. This research was conducted with an aim to identify the underlying factors that motivate or demotivate students’ participation in an English oral classroom. The data were qualitatively collected via students’ self-reflection reports on their own participation in the English language oral class. It was found that teacher’s personality traits, students’ communication skills, learning environment, students’ motivation, self-confidence and topical knowledge, and fascinating discussion topics play significant roles in students’ participation in the English oral class. Thus, these findings could guide language teachers to consider relevant and creative oral activities to encourage students’ active classroom participation.  

scholarly journals A CASE STUDY OF SELF-DIRECTED LEARNING USING MOVIE TO PROMOTE ORAL COMMUNICATION

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Mohammad Amro Mohammad Suleiman ◽  
Mahendran Maniam
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Oral Communication ◽  
Self Directed Learning ◽  
Practical Applications ◽  
Directed Learning

The main aim of this study is to help EFL students’ improve their oral communication proficiency out-of-class. To achieve that, video-movie was chosen as a medium for improving the subjects' oral communication proficiency. It was hoped that movie could function as a pseudo-immersion for the students, an accessible and easy alternative to being in the English native countries. Based on that, this study aim has been transformed into this research question ‘what effect does self-directed learning using movies has on the students' perceived oral communication proficiency?’. To answer that, six first year students at the faculty of English language and literature, Ajloun University in Jordan, were selected based on purposive sampling and divided equally into two groups, treatment and control, based on random assignment. The subjects in both groups were asked to take the self-assessment language test twice, once before the beginning of the case study scheme and another after. Likewise, to be interviewed twice, and to fill in the study notes during the case study scheme. Only the treatment group were given eight movies with its guides and asked to self-study with it over eight weeks. The results from the case study indicated that movie could help improve the students' oral communication proficiency with higher post-test scores than pre-test scores. Methodological triangulation from both the interviews and study notes also supports the assertion that movie improved the subjects’ oral communication proficiency. The subjects in the treatment group revealed in the post-interview that movies helped improve their listening skills and two subjects suggested that it could possibly have helped improve their speaking skills as well. Their perception in their study notes also supports the results. In conclusion, it is very likely that self-directed learning using movies has improved the students’ oral communication proficiency. This study has implications for practical applications in language teaching and learning which suggests that movie can be effective out of class. In addition, the results suggest that further larger scale investigations into students' language improvement out of class will be worth carrying out.

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