The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears.
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
Speaking anxiety among turkish studentsSuliza Aznan
This study investigated speaking anxiety among Turkish EFL learners at a state university. It found that while students perceive speaking as anxiety-provoking, they reported experiencing a low overall level of speaking anxiety based on questionnaire responses. Interviews with students revealed that major causes of their speaking anxiety included pronunciation, being asked questions on the spot, fear of making mistakes, and worry about negative evaluation. The study concludes that foreign language speaking anxiety is a distinct phenomenon influenced by its own sources and variables that impact learners.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
The Impact of Anxiety on Foreign Language Speaking the case of First year a...kamel21
This dissertation was submitted in partial fulfillment of the requirements for a Magister degree in Linguistics at the University of Algiers. The dissertation examines the impact of anxiety on speaking English as a foreign language among first-year and third-year university students in Algeria. Eighty students participated in the study, which used a modified version of the Foreign Language Classroom Anxiety Scale and focus groups to measure anxiety levels and identify sources of anxiety. The results showed that anxiety was experienced by students in both beginning and advanced classes and negatively impacted their English speaking ability. Increased exposure to the target language did little to influence anxiety levels. The dissertation concludes with pedagogical recommendations for reducing foreign language speaking anxiety in the classroom.
This document discusses language anxiety, which is a type of anxiety experienced specifically in language learning contexts. It defines language anxiety and distinguishes between three types: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is a relatively stable personality characteristic, while state anxiety is a transient response to a particular situation. Situation-specific anxiety is related to apprehension caused by specific events like exams or presentations. The document also examines causes of language anxiety and ways it can be measured, such as through the Foreign Language Classroom Anxiety Scale questionnaire.
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
Speaking anxiety among turkish studentsSuliza Aznan
This study investigated speaking anxiety among Turkish EFL learners at a state university. It found that while students perceive speaking as anxiety-provoking, they reported experiencing a low overall level of speaking anxiety based on questionnaire responses. Interviews with students revealed that major causes of their speaking anxiety included pronunciation, being asked questions on the spot, fear of making mistakes, and worry about negative evaluation. The study concludes that foreign language speaking anxiety is a distinct phenomenon influenced by its own sources and variables that impact learners.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
The Impact of Anxiety on Foreign Language Speaking the case of First year a...kamel21
This dissertation was submitted in partial fulfillment of the requirements for a Magister degree in Linguistics at the University of Algiers. The dissertation examines the impact of anxiety on speaking English as a foreign language among first-year and third-year university students in Algeria. Eighty students participated in the study, which used a modified version of the Foreign Language Classroom Anxiety Scale and focus groups to measure anxiety levels and identify sources of anxiety. The results showed that anxiety was experienced by students in both beginning and advanced classes and negatively impacted their English speaking ability. Increased exposure to the target language did little to influence anxiety levels. The dissertation concludes with pedagogical recommendations for reducing foreign language speaking anxiety in the classroom.
This document discusses language anxiety, which is a type of anxiety experienced specifically in language learning contexts. It defines language anxiety and distinguishes between three types: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is a relatively stable personality characteristic, while state anxiety is a transient response to a particular situation. Situation-specific anxiety is related to apprehension caused by specific events like exams or presentations. The document also examines causes of language anxiety and ways it can be measured, such as through the Foreign Language Classroom Anxiety Scale questionnaire.
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
The document discusses anxiety experienced by students when learning, specifically looking at third year English students at the University of Constantine. It provides definitions and theories of anxiety, as well as types of anxiety and sources of anxiety. The study aims to investigate the effects of anxiety on students' achievement through analyzing questionnaires administered to both teachers and students.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Test anxiety among displaced efl learners in khanik province kurdistanSelf employed
This document discusses test anxiety among displaced English as a foreign language (EFL) learners in Khanik province, Kurdistan region of Iraq. It aims to measure anxiety levels and examine differences based on variables like gender, age and grade. The study used a test anxiety questionnaire to collect data from 88 displaced EFL learners in grades 8 and 9. Findings showed displaced EFL learners in both grades experienced test anxiety, with female and 9th grade learners reporting higher anxiety. Younger learners scored lower for test anxiety than older learners. Causes of anxiety discussed include low self-esteem, competitiveness and language ability factors.
The document summarizes a qualitative study that investigated the speaking methods used and difficulties encountered by two foreign students learning Chinese in Taiwan. The study found that the higher-level student employed more cognitive, metacognitive, and social/affective learning strategies like repetition, imitation, previewing, and asking questions. In contrast, the lower-level student used fewer of these strategies and had weaker Chinese speaking proficiency. The study concluded the frequent use of different language learning strategies correlates with stronger speaking ability.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This document summarizes a book about foreign language anxiety. It begins by defining anxiety and distinguishing between trait anxiety and state anxiety. It then discusses foreign language anxiety as a situation-specific type of anxiety related to learning a foreign language. The causes of foreign language anxiety are explained, noting that it can be caused by both poor language skills as well as interfering with language skills. A number of factors that influence foreign language anxiety are also outlined, including linguistic factors related to the language itself as well as extra-lingual personal and situational factors.
Factors Affecting Language Learning Strategies_GE6533Vino_thini
This task has been done as a course requirement (GE6533 Language Learning Strategies Instruction), a program offered for Masters in Education (TESL) at National University of Malaysia. Our instructor Prof Amin Embi has required us to present some points on 5 factors affecting language learning strategies based on previous researches.
The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Saida University, Dr. Moulay Tahar & Maghnia University Centre, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Five Factors That Affecting Learning Language StrategiesNik Siti Maisarah
Five factors affect language learning strategies: intelligence, aptitude, personality, motivation/attitude, and learning styles. Intelligence, as measured by IQ scores, predicts success with analytic learning but may be less important for communicative focus. Aptitude includes abilities in sound identification, word functions/meanings, and grammar rules. Personality traits like anxiety, extroversion, and inhibition impact language learning. Motivation depends on communicative needs and language attitude. Learning styles are visual, auditory, or kinesthetic preferences for acquiring information. Teachers can motivate students and vary activities to engage different learning styles.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
This document is a student paper on second language acquisition that investigates the effect of age and motivation. It discusses several theories of SLA and examines research on young learners and bilingual children. It explores the five stages of SLA and how children acquire language simultaneously or sequentially. While some research indicates bilingual children are better language learners, others note potential delays. The paper also analyzes the role of age in SLA and the importance of motivation and language exposure for successful acquisition regardless of age.
An Analysis Of Students Speaking Anxiety In Academic Speaking ClassAngie Miller
This document summarizes a study that analyzed speaking anxiety among 52 students in an Academic Speaking class at a private university in Central Java, Indonesia. The study found that students' speaking anxiety was mainly caused by three factors: communication apprehension, test anxiety, and fear of negative evaluation. Additionally, lack of vocabulary, underestimating abilities, lack of preparation, fear of mistakes, and worry about embarrassment in front of peers also contributed to students' anxiety. The findings suggest that teachers play an important role in creating a positive classroom environment to help students overcome speaking anxiety.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
This document summarizes research on vocabulary deficiencies and language anxiety among English-speaking university students. It introduces the research problem, which is that a lack of vocabulary can hinder student progress and language anxiety resulting from deficiencies can negatively impact students. The research question aims to understand how vocabulary gaps contribute to language anxiety development and coping strategies. Three related studies are summarized that explore the importance of vocabulary teaching, levels and causes of public speaking anxiety among students, and the relationship between language anxiety and English speaking performance. The document provides context on the role of English proficiency in academics and aims to help develop targeted language support programs.
The document discusses anxiety experienced by students when learning, specifically looking at third year English students at the University of Constantine. It provides definitions and theories of anxiety, as well as types of anxiety and sources of anxiety. The study aims to investigate the effects of anxiety on students' achievement through analyzing questionnaires administered to both teachers and students.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Test anxiety among displaced efl learners in khanik province kurdistanSelf employed
This document discusses test anxiety among displaced English as a foreign language (EFL) learners in Khanik province, Kurdistan region of Iraq. It aims to measure anxiety levels and examine differences based on variables like gender, age and grade. The study used a test anxiety questionnaire to collect data from 88 displaced EFL learners in grades 8 and 9. Findings showed displaced EFL learners in both grades experienced test anxiety, with female and 9th grade learners reporting higher anxiety. Younger learners scored lower for test anxiety than older learners. Causes of anxiety discussed include low self-esteem, competitiveness and language ability factors.
The document summarizes a qualitative study that investigated the speaking methods used and difficulties encountered by two foreign students learning Chinese in Taiwan. The study found that the higher-level student employed more cognitive, metacognitive, and social/affective learning strategies like repetition, imitation, previewing, and asking questions. In contrast, the lower-level student used fewer of these strategies and had weaker Chinese speaking proficiency. The study concluded the frequent use of different language learning strategies correlates with stronger speaking ability.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This document summarizes a book about foreign language anxiety. It begins by defining anxiety and distinguishing between trait anxiety and state anxiety. It then discusses foreign language anxiety as a situation-specific type of anxiety related to learning a foreign language. The causes of foreign language anxiety are explained, noting that it can be caused by both poor language skills as well as interfering with language skills. A number of factors that influence foreign language anxiety are also outlined, including linguistic factors related to the language itself as well as extra-lingual personal and situational factors.
Factors Affecting Language Learning Strategies_GE6533Vino_thini
This task has been done as a course requirement (GE6533 Language Learning Strategies Instruction), a program offered for Masters in Education (TESL) at National University of Malaysia. Our instructor Prof Amin Embi has required us to present some points on 5 factors affecting language learning strategies based on previous researches.
The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Saida University, Dr. Moulay Tahar & Maghnia University Centre, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Five Factors That Affecting Learning Language StrategiesNik Siti Maisarah
Five factors affect language learning strategies: intelligence, aptitude, personality, motivation/attitude, and learning styles. Intelligence, as measured by IQ scores, predicts success with analytic learning but may be less important for communicative focus. Aptitude includes abilities in sound identification, word functions/meanings, and grammar rules. Personality traits like anxiety, extroversion, and inhibition impact language learning. Motivation depends on communicative needs and language attitude. Learning styles are visual, auditory, or kinesthetic preferences for acquiring information. Teachers can motivate students and vary activities to engage different learning styles.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
This document is a student paper on second language acquisition that investigates the effect of age and motivation. It discusses several theories of SLA and examines research on young learners and bilingual children. It explores the five stages of SLA and how children acquire language simultaneously or sequentially. While some research indicates bilingual children are better language learners, others note potential delays. The paper also analyzes the role of age in SLA and the importance of motivation and language exposure for successful acquisition regardless of age.
An Analysis Of Students Speaking Anxiety In Academic Speaking ClassAngie Miller
This document summarizes a study that analyzed speaking anxiety among 52 students in an Academic Speaking class at a private university in Central Java, Indonesia. The study found that students' speaking anxiety was mainly caused by three factors: communication apprehension, test anxiety, and fear of negative evaluation. Additionally, lack of vocabulary, underestimating abilities, lack of preparation, fear of mistakes, and worry about embarrassment in front of peers also contributed to students' anxiety. The findings suggest that teachers play an important role in creating a positive classroom environment to help students overcome speaking anxiety.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
This document summarizes research on vocabulary deficiencies and language anxiety among English-speaking university students. It introduces the research problem, which is that a lack of vocabulary can hinder student progress and language anxiety resulting from deficiencies can negatively impact students. The research question aims to understand how vocabulary gaps contribute to language anxiety development and coping strategies. Three related studies are summarized that explore the importance of vocabulary teaching, levels and causes of public speaking anxiety among students, and the relationship between language anxiety and English speaking performance. The document provides context on the role of English proficiency in academics and aims to help develop targeted language support programs.
Age as an Affective Factor in Influencing Public Speaking Anxiety of English ...FadilElmenfi1
The study is to show how age factor can influence public speaking anxiety among English Language Learners at Omar Al-Mukhtar University. To indicate the influence of age factor a questionnaire was distributed to the participants of the study.
Anxiety level of indonesian students and its relationship to academic achieve...Alexander Decker
This study examined the relationship between anxiety levels and academic achievement in English among 128 Indonesian university students. It found that students generally experienced high anxiety levels, with means between 2.01-3.00 on a scale. Both male and female students experienced similar anxiety levels that fell in the "oftentimes anxious" range, as did students from urban and rural high schools. There was no significant difference in anxiety levels or academic achievement between gender or school types. Fourteen factors were identified as causes of English language anxiety.
A Study On The Students Ability In Pronouncing DiphthongsKristen Carter
The document discusses a study on students' ability to pronounce English diphthongs at STKIP PGRI Pasuruan university. It found that many students had incorrect pronunciation of diphthongs, with an average score of 73 out of 100, in the "fair" category. The hardest diphthong for students to pronounce was /oU/, while the easiest was /aU/. Speaking is a complex skill involving pronunciation, vocabulary, grammar and fluency. Pronunciation of sounds like diphthongs is an important component of speaking ability.
This document discusses the background and problem statement of a study on language anxiety in Iraqi secondary students learning English. It provides context on Iraq's educational system historically focusing on grammar translation and now using Communicative Language Teaching (CLT). However, students remain anxious and unable to communicate in CLT classrooms due to factors like lack of language skills from the previous approach. The problem statement indicates students avoid speaking out of anxiety of making mistakes and lack confidence in their language abilities. The study aims to explore how educational and psychological factors like the previous teaching method and anxiety affect student communication and learning in CLT classrooms.
This document discusses a study on the psychological problems students face when speaking English and potential solutions. It found that students at a junior high school in the Aru Islands had issues with fear of making mistakes, lack of self-confidence, lack of motivation, and anxiety when speaking English in front of their class. The study used a mixed-methods approach including questionnaires and interviews to identify these problems and explore solutions from the perspectives of students and teachers.
This document summarizes a research study that explored communication apprehension among English language learners studying business at Universiti Teknologi Mara in Kelantan, Malaysia. The study investigated how both psychological and socio-cultural factors can contribute to communication apprehension in an English language classroom. A survey was conducted with 51 first-year diploma students using a questionnaire to understand what factors influence their levels of anxiety related to speaking English. The findings revealed that students' communication apprehension was affected by both internal psychological factors like self-esteem and beliefs about language learning, as well as external socio-cultural factors like status relationships and social contexts.
Anxiety In Speaking English As A Second LanguageAmy Cernava
This document discusses anxiety experienced by international students in speaking English as a second language. It identifies four major factors that provoke anxiety: interacting with native English speakers, fear of negative evaluation, public speaking, and not being allowed to use their first language. Studies found these factors commonly cause stress. The document also examines coping strategies, finding students often use avoidance and reticence, though perseverance and language skills improvement are more positive approaches. Overall, the relationship between language anxiety and achievement is negatively correlated, as anxiety can interfere with learning.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...TheDigitalDew
The study aimed to explore the psychological and socio-cultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...souvikbarua3
The study aimed to explore the psychological and sociocultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
This document summarizes a presentation about a study investigating the relationship between foreign language anxiety and listening comprehension test performance among Iranian EFL learners, and the role teachers can play in reducing students' anxiety. The study found a moderate negative correlation between students' scores on a foreign language anxiety scale and their listening comprehension test scores. It also found that students with high anxiety showed significant improvement on a second listening test after an anxiety-reducing session with their teacher. The conclusion is that anxious students have trouble focusing on class material or test questions due to worrying and tension caused by their anxiety.
This document summarizes a study exploring self-efficacy and English speaking anxiety among English-major college students. The study involved 120 sophomore students enrolled in an English listening and speaking class. It administered surveys before and after using spoken learning logs to measure students' self-efficacy and speaking anxiety. The study aimed to examine the relationship between self-efficacy and anxiety, and whether logs impacted either. It also analyzed anxiety levels among high, medium, and low proficiency students. Statistical tests like correlation, ANOVA, and t-tests were used to analyze survey results and address the research questions.
This document presents the rationale, objectives, and methodology for a qualitative research study exploring the factors that motivate and demotivate low emotional intelligence students to participate in speaking activities. The study will be conducted with 20 students from various levels of the English Language Teaching program at Universidad of Quintana Roo who score lowest on the Trait Meta-Mood Scale for emotional intelligence. Data collection will involve personal narratives, weekly emotion journals, and interviews. Thematic analysis will identify patterns in the data regarding motivational and demotivational factors. The results aim to help students improve participation and confidence during oral activities.
Similar to Association of the Psychological Factors Hampering Oral Skill of ESL Students at Graduate Level, At Bahawalpur, Pakistan (20)
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
This paper studies the pattern of students’ movement within and around the various classes of degrees in Modibbo Adama University of Technology, Yola, Nigeria. In this paper, a transition matrix was developed for the five classes of degrees using movement patterns in ten consecutive semesters (2011 – 2016). The probabilities of moving across the five different classes was obtained. Furthermore, a fundamental matrix was obtained to determine the expected number of students who stay within each particular class (stayers).
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This research study examined the influence of self-regulation skills and social competence on the academic achievement of lower primary school pupils in Osun State, Nigeria. The study used a correlational research design and surveyed 418 primary 3 pupils across 9 local government areas using three instruments to measure self-regulation skills, social competence, and academic achievement. The results showed that pupils had low levels of behavioral and verbal self-regulation skills, average levels of emotional self-regulation skills, and overall low levels of self-regulation skills. Pupils showed high levels of social competence. Statistical analysis revealed a significant influence of self-regulation skills and social competence on pupils' academic achievement. The study concluded that social competence had a greater influence on academic achievement compared
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper focused on analysis of emergence of criminal groups in Dar es Salaam city and Zanzibar town. Data collection was based on in-depth interviews and focus group discussions. Content analysis was used in analysis of data collected from the study. The study findings revealed that youths are vulnerable and susceptible to criminal activities due to corruption, fake promises from politicians, education systems, laxity of parental or guardians’ care and inspiration of children to live luxurious life. In addition, the study recommended to take proper moves that police operation and other government authorities undertake on use of force that cannot end such societal challenges. Instead, the government should provide education system, which is skilled oriented to enable young people to employ themselves. In addition, more efforts are needed to fight corruption from low level to high level of government system.
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
This research study examined the effect of individual counseling on the academic performance of underachieving pupils at Maimusari Public Primary School in Borno State, Nigeria. The study found that common causes of underachievement among pupils included arriving late to school, not having complete learning materials, depression, anxiety, and negative teacher attitudes. The study also revealed that individual counseling helped pupils overcome learning barriers and significantly improved their academic performance. It is recommended that teachers be trained to identify underachieving pupils and refer them for counseling support.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.
This document summarizes a research study on the challenges of teaching English to young learners in primary schools in Kuwait. The study collected data through surveys of 20 English teachers and interviews/observations of teachers in 5 educational areas of Kuwait. The main challenges identified were lack of teacher training, inadequate resources, large class sizes that make communicative language teaching difficult, exams that focus on grammar over skills, and limited use of English in and outside the classroom. The researchers concluded that teachers face significant obstacles in teaching English to young learners locally in Kuwait.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Child and Youth Care (CYC) students have the right to be engaged in pedagogical practices that inspire and arouse their curiosity about their field of practice. Undergraduate course-based research in which students have an opportunity to conduct authentic research within a for-credit course is one such high-impact pedagogical practice with a growing body of evidence-based outcomes. This article presents an undergraduate course-based research project that examined child and youth care student’s beliefs about displaying love as a component of their practice. Located in the constructivist/interpretive research paradigm, this course-based research project collected data through the use of an expressive arts-based data method followed by a semi-structured questionnaire. Four overarching themes were identified during the thematic analysis: (a) authentic caring involves expressions of love, (b) expressions of love are an essential component of growth and development, (c) loving care as an ethic of relational practice, and (d) but…professionalism stands in the way. The results of this course-based study suggest that expressing love as a component of relational-centred CYC practice is not fully understood by CYC students and that much more research is needed to explore this issue.
This research describes an attempt to establish a pedagogically useful list of the most frequent semantically non-compositional multi-word combinations for English for Journalism learners in an EFL context, who need to read English news in their field of study. The list was compiled from the NOW (News on the Web) Corpus, the largest English news database by far. In consideration of opaque multi-word combinations in widespread use and pedagogical value, the researcher applied a set of selection criteria when using the corpus. Based on frequency, meaningfulness, and semantic non-compositionality, a total of 318 non-compositional multi-word combinations of 2 to 5 words with the exclusion of phrasal verbs were selected and they accounted for approximately 2% of the total words in the corpus. The list, not highly technical in nature, contains the most commonly-used multi-word units traversing various topic areas and news readers may encounter these phrasal expressions very often. As with other individual word lists, it is hoped that this opaque expressions list may serve as a reference for English for Journalism teaching.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Association of the Psychological Factors Hampering Oral Skill of ESL Students at Graduate Level, At Bahawalpur, Pakistan
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 2, No. 4, pp: 57-63, 2016
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
*Corresponding Author
57
Academic Research Publishing Group
Association of the Psychological Factors Hampering Oral Skill
of ESL Students at Graduate Level, At Bahawalpur, Pakistan
Sadia Ayub* Research scholar at NCBA&E University Bahawalpur, Pakistan
Muhammad Arfan Lodhi NCBA&E University Bahawalpur, Pakistan
1. Introduction
The globalization of English language highlights not only the increasing demand of English to acquire excellent
communication skills, but also on the issues related to this language. Students of English language frequently show
feelings of overloaded, tension and worries while communicating in English Language and often feel psychological
barriers while speaking English (Hashemi, 2011). The numbers of people who are facing foreign language anxiety
appear to be countless, and even many successful language learners do realize that the language anxiety is making
their lives nerve wracking, in writing or speaking (Horwitz, 2001). Due challenges in language learning process
researcher‟s attention has diverted towards the variables like learning styles‟ motivation, personality traits in second
language acquisition as these variables can block or impede the process of learning and speaking second language
but because of the negative influence on student‟s performance learner anxiety has accepted as an important issue
(Tseng, 2012).
English language speaking anxiety has an unbearable result on the oral performance of English speakers at all
stages of language learning process. In spite of knowing the answers they are shy to reply and prefer to keep quite.
Furthermore, constant disturbance or nervousness has hostile affects on language acquisition. So there is need to
tackle the problems related to oral competency. At the time of anxiety students feel discomfort, terror and experience
heart shivering, so they can‟t concentrate and become “absent-minded”. Some “psycho-physiological” signs delay
the language learning understanding (Horwitz et al., 1986). So there is special need to focus on this issue as soon as
possible. Findings were helpful for students to overcome their anxiety and instructors as well as to understand the
students and cause of anxiety.
1.1. Statement of Problem
This era is virtually of English language and there is least interest to identify the factors creating English
language speaking anxiety. Students lacked the English language proficiencies needed for participation, additionally
at graduate level ESL students feel pressure when forced to give oral performances, or hesitate to contribute in
crowd activities, thus, leading to frustration and annoyance. Sometime students don‟t know even what is actual
reason behind they are not speaking English (Tanveer, 2007) and fail to measure their own anxiety level. So there is
special need to focus on second language learning anxiety to reveal major causes of anxiety. Due to some emotional,
biological and psychological factors, speaking anxiety experienced by English learners was at greater level even at
graduate level in spite of their writing and reading proficiency.
Abstract: The purpose of this study was to identify the psychological factors involved in oral communication
of ESL students. The research aimed to uncover the psychological barriers like learner‟s self-esteem and self-
opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur,
Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview
format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced
ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL
students participated in this research. The data provided through interview from teacher was analyzed
qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following
conclusion was drawn from the data collected from this investigation: Psychological factors affect student‟s oral
competency. This investigation has proved informative implications and suggested a variety of strategies for
learners to cope with second language anxiety and for teachers to recognize and handle the learner‟s fears.
Keywords: Psychological factors; Oral communication snooping; Communicative skills, Essential motivation,
Interruption; Anxiety in oral competency; Oral English interference.
2. Research Journal of Education, 2016, 2(4): 57-63
58
1.2. Aims and Objectives
The purposes of this investigation were:
To highlight the major psychological stressors and debilitating factors among ESL students at graduate
level, involved in speaking English.
To help the students to cope with their worries during oral competency.
To help the instructors to recognize the student‟s anxiety perfectly.
1.3. Research Questions
1. What kinds of debilitating psychological factors are involved in poor oral competency?
2. Which psychological factor delay ESL learning process more and learner‟s progress?
1.4. Hypotheses
Psychological factors affect student‟s oral competency.
1.5. Significance of the Study
This study proved helpful and gratifying to identify the psychological factors involved in acquiring oral
competency in the globalizing English language with the aims to shed light on speaking anxiety as experienced by
English learners in Pakistan at graduate level. The outcome was valid for review their emotional condition of
students facing anxiety. Furthermore, research was beneficial to examine speaking anxiety issues psychologically
extensively in Pakistan.
1.6. Delimitations of the Study
This research only explored the effects of psychological factors on speaking skills.
Due to limited time and access data was collected only from graduate level Government colleges of
Bahawalpur, with mean age eighteen to twenty two years.
The study was delimited to investigate the role of debilitating factors on learners‟ Speaking skills only.
2. Literature Review
2.1. Anxiety and Language Learning
Anxiety can be defined as the feeling of burden and nervousness specifically related to the second language
learning environments; might be in speaking, listening and in writing (Onwuegbuzie et al., 1999).
2.2. Effective Filters Hypothesis and Language Stages
Krashen in 1985 formulated Krashen theory in field of second language acquisition and articulated five
hypotheses given below: Natural order hypothesis, acquisition/learning hypothesis, monitor hypothesis, input
hypothesis and affective filter hypothesis. Among all five hypotheses, „Affective Filter Hypothesis‟ concerned with
affective variables known as motivation, personality, self confidence, self esteem and anxiety which work as a
facilitative or debilitating in second language learning. Moreover, he clarified that language learners will succeed in
foreign and second language acquisition with high motivation, self confidence and a low anxiety level in other hand
due to lack of motivation, low self esteem, learners feel high level of anxiety which act as mental barrier and retains
comprehensible input from being used for achievement (Yoon, 2012).
2.3. Role of Individual Differences in Language Learning
According to Dörnyei (2005) that IDs concern with anything that characters an individual as a different and
unique human being. Individual differences (IDs) are analysis of student‟s language characteristics that plays
fundamental part in second language learning and given factors motivate, which contributes to have achievements in
foreign language, appended as language aptitude, motivation, learning styles. Because, “individual differences (IDs)
indicate characteristics or traits in individuals, may be shown to differ from each other” (Dörnyei, 2005). In
psychology, IDs associated with personality and intelligence and more broadly speaking, according to The
International Society for the Study of Individual Differences, main focused areas of IDs were temperament,
intelligence, attitudes and abilities (Dörnyei, 2005). Cooper (2002) also discussed about four leading branches of IDs
that were abilities, personality, mood and motivation. Moreover from an educational viewpoint, in comparison to the
role of personality factors, other variables such as aptitude and motivation are more significant. Temperament
delivers primarily biological core to personality in its development, so temperament and personality could be
interrelating areas with each other (Dörnyei, 2005).
2.4. Psychological Factors
Ohata (2005) argued that language anxiety is complex psychological phenomenon, as due to many debilitating
factors it is not quiet and uninterrupted issue. Usually activities in the classroom are very stressful, anxious students
feel burden to speak in front of the whole class (Tanveer, 2007). Some learners uttered that oral performance in the
3. Research Journal of Education, 2016, 2(4): 57-63
59
classroom is “always a problem” due to fear of making mistakes (Tanveer, 2007). At the time of anxiety students
feel discomfort, terror, experience delay the language learning understanding (Horwitz et al., 1986). Kitano (2001)
argues that during the language learning period learners first compare their speaking ability with other students,
instructors and native speaker and become stressful. In the history of language learning speaking anxiety is counted
as maximum anxiety generating (Zhang and Zhong, 2012). Young (1990) found that because of apprehension during
speaking second language, learners did not give oral activities in front of the whole class but would desire in small
gathering because learners are anxious to become highlighted by giving answer of questions in the target language.
Highest nervousness creating exercise for anxious students is to speak in foreign language (Price, 1991; Young,
1990). Furthermore, Young (1990) found that peers experience supreme stress in speaking the target language, in
comparison of writing and reading. Moreover, some students believe that in actual they are not able to learn new
language (Price, 1991).
2.4.1. Personality Factors
According to Shams (2006) that in the 1970s SLA investigators started observing the motivational variables and
role of personality in second language learning. Learning styles, motivation and personality traits can hamper the
learning and speaking process in a second/foreign language so these disturbing variables should be keenly detected
(Tanveer, 2007). Learning a language itself is “a profoundly unsettling psychological proposition” because it is
truthfully related to person's „self-concept‟ and views (Guiora, 1983 cited in (Horwitz et al., 1986; Tanveer, 2007)
shy student become more anxious when they are forced to give an oral performance in front of the whole class
(Tanveer, 2007). Speaking in front of the whole class or in public makes learners more and more anxious (Tanveer,
2007).
2.4.2. Emotional Based Apprehension
No doubt there are many emotional factors, which induce language stress. The students with less worry could
easily focus on the task as compare to the anxious students who put themselves down because of negative self
awareness (Conway, 2007). The first factor in students is due to terror of adverse assessment about themselves
(Horwitz et al., 1986). However, the assessment or condemnations from peers is also a major cause of anxiety.
Young (1991) study exposed that anxious learners assumed that other students would criticize them because they are
weak in language skills than their peers in many way and people will laugh on them. So these assumptions make
anxious students more conscious even they can‟t speak loud during speaking practice in class. There are many
emotional factors, which disturb students to such extend that they start avoiding studies. Like Horwitz et al. (1986)
states that just to avoid frustration due to anxiety sometime students bunk class and avoid even studies.
Another major cause of anxiety in second language learning is learner‟s own awareness of speaking skill in the
focused language (Conway, 2007). According to Horwitz et al. (1986) learners also experience fear due to self
concept of ability because sometime they match their target language skills with native speakers that leads them to
complex that they are not pronouncing like the native presenters. Furthermore, Kitano (2001) states that usually due
to low “self-perception” of speaking ability learners feel anxiety because at the beginning of second language
learning, learners start comparison their speaking skills with other colleagues, instructors, and native speakers. For
example, Kitano (2001) states that students set their high criteria by following native speakers from tapes, videos and
instructors which obviously leads to nervousness because of their failure to achieve the high expectations. Zhang and
Zhong (2012) claimed that infect learners themselves are responsible for the cause of nervousness due to their
unrealistic views about language learning, if they fail to achieve the desired expectation obviously they will
frustrated.
Sometime learner assumed himself perfectionist and ignores the problems in language learning and believes that
given time is enough to become proficient in another language and if result does not comes according to his
assumptions then this creates great anxiety (Horwitz, 1988). Similarly this type of supposition leads to frustration
and anxiety because their hopes about language learning conflict the results in reality.
3. Research Methodologies
3.1. Research Design
The researcher has used triangulation technique during data collection, data analysis and data interpretation
phases. First of all, all government graduate colleges were selected for data collection. Sampling was two staged
sampling. At first stage different arts and science classes were selected through cluster random sampling. At second
stage actual sample from those clusters were selected through random sampling. Teachers sample was selected
through convenient sampling from the same colleges, on the basis of suitability with people most convenient to
approach in limit of time. The survey held during the routine class hours. Questionnaires were given to the learners
in printed form to fill them. The researcher first briefly introduced the topic of the research and administered and
translated the questions in Urdu to avoid misunderstandings. Students were free to give their own and authentic
answers. Students were allowed not to mention their names to maintain their secrecy if they feel uncomfortable.
Furthermore it was optional to give their answers in Urdu if they could not express in English to know the actual
reason of speaking problems. A face to face direct semi structured direct interview in English was favored for the
teachers.
4. Research Journal of Education, 2016, 2(4): 57-63
60
3.2. Research Population
The target population was the male and female students from different disciplines of science and humanities
group. The approximate population of students at graduate level was about 4000 studying in different colleges of
Bahawalpur City.
3.3. Sample Size
From the above given population 498 students were selected. The mean age of sample was from eighteen to twenty
two years. For this research highly experienced forty English language teachers were selected from the same
colleges. Stated age of teachers was from thirty to fifty years and their teaching experience ranged from eight to
twenty five years.
3.4. Data Collection Tools
For this analysis, the data was collected through open and closed ended questionnaire from students and from
language teachers with the help of interview. Semi structured interview was based on four questions covered all
possible debilitating psychological factors.
3.5. Tools Validity
The experts and experienced personals with more than ten years of teaching experiences of the relevant subject
have analyzed the tool validity; ten commandants (Ph D) were taken to validate the questionnaire.
3.6. Data Analysis
This was mixed research. Qualitative data was taken and research questions were satisfied through the
quantitative analysis of by using SSPS, Microsoft Excel and charts. Similarly, both quantitative and qualitative
methods have been adopted during analyzing data and given interpretations consequently.
4. Analyses of Data
4.1. Factors Related to the Negative Self Esteem
4.1.1. Average Value of Factors Related to the Negative Self-Esteem
The purpose of this analysis was to understand whether there is any kind of debilitating factor related to
learner‟s negative self esteem, which effect oral communication of ESL learners. The gathered and up to date
analysis indicated the diverse opinion as shown in graph4.1.Graph revealed that students were highly agreed that
learner‟s negative self assumptions were barrier in oral communication, and strongly in favor of statements.
0
50
100
150
200
250
strongly agree Agree Don‟t know Disagree strongly
disagree
Self Esteem Factors
Series1
5. Research Journal of Education, 2016, 2(4): 57-63
61
4.2. Personality Factors in Language Learning
4.2.1. Average Value of Personality Factors in Language Learning
The purpose of this analysis was to understand whether there is any kind of personality of students, which effect
oral communication of ESL learners. The gathered and up to date analyses indicated there are mixed opinion as
shown in graph 4.2.1.
Date collected from interview also exposed that insufficient self assurance and desire to learn is great
psychological factor in language learning. Teaching system of Pakistan psychologically affecting students as it is
completely based on unskilled English teachers, with false concepts that English is official language and language of
science in Pakistan. These psychological factors are weakening personality of learners and impeding language
learning.
4.3. Comparison between All Psychological Factors
The gathered and up to date analyses indicated there are mixed opinion as shown in graph.
5 Findings & Discussion
5.1. Findings
Data revealed that (86.1%) students were in the favor of the statement that the students compare their fluency
with other‟s speaking fluency and it created fruitful anxiety.
Data revealed that (63.4%) students were in the favor of the statement that learners did not want to become
highlighted by giving answers in target language.
Data revealed that (75.5%) learners were in the favor of the statement that anxious learners did not desire oral
activities in front of the whole class.
Data revealed that (67.7%) students were in the favor of the statement that education system of Pakistan was
psychologically affecting the students and making them more conscious.
Investigator investigated that (79.9%) learners were in the favor of the statement that they wanted to be perfect
and also extra struggle made them more tensed to achieve orally.
Data revealed that (69.5%) students were in the favor of the statement that even intellect learners in other
subjects felt pressure in English communication.
Data revealed that (62.4%) students were in the favor of the statement that learners under estimated themselves
that they can never get to the best levels.
Data revealed that (74.3%) students were in the favor of the statement that anxiety triggered a psychological
block to new language learning.
0
50
100
150
200
250
strongly agree Agree Don‟t know Disagree strongly
disagree
Personality Factors
Series1
0
50
100
150
200
250
strongly
agree
Agree Don‟t
know
Disagree strongly
disagree
Psychological Factors
Negative Self Esteem
Factors
Personality factors
6. Research Journal of Education, 2016, 2(4): 57-63
62
Data revealed that (74.3%) students were in the favor of the statement that anxious learners due to negative self
awareness felt more anxiety.
Data revealed that (74.1%) students were in the favor of the statement that learners psychologically under
estimated themselves that everyone could speak better than them.
Moreover, this study revealed that (79.1%) students were in the favor of the statement that criticisms from
colleagues on faults were also a main cause of apprehension and (75.5%) students were in the favor of the statement
that learners also experienced anxiety because sometime they set their high criteria and by matching their target
language skills with native speakers and instructors.
Data revealed that (76.5%) students were in the favor of the statement that personality complex hampered
learner‟s speaking skills and (83%) students were in the favor of the statement that shy students are more anxious.
Research also exposed from the analysis of interview questions that comparison with other‟s skill; inadequate
confidence and desire to learn further are great psychological factors in language learning. These factors impede the
language learning and acquisition, as sometimes worried, nervous, embarrassed, uncertain or fearful student don‟t
participate in language classes. These create hesitation and weaken the personality and learner loses the confidence.
5.2. Discussion
Researcher collected data from both, students and teachers, to get the collaboration and to get the accurate
knowledge about the effective factors. Analysis of data successfully proved hypotheses. As hypothesized, this
research effectively portrait the all probable psychological factors. Research found that there were huge numbers of
psychological factors connected with ESL learner‟s psyche during oral proficiency but among all, the most
prominent factors were lack of confidence and negative self awareness in students as (Gregerse and Horwitz, 2002),
(Tsui, 1996), (Gregerse and Horwitz, 2002) and (Tanveer, 2007) also found that these factors were hindering
language learning. For instance, students are highly interested to communicate in target language but they cannot do
just because of inferiority complex, excessively discussed in work of (Onwuegbuzie et al., 1999). Personality
complex is hampering learner‟s speaking skills and timid students are more anxious which is in agreement to the
studies as discussed by Gregerse and Horwitz (2002),(Tsui, 1996) The results and conclusions of this analysis were
significant as study also identified the effects of anxieties on student‟s functioning due to psychological factors.
Through this research, the examiner was able to identify the issues that motivate the students to develop their
communication skills. In this study students freely gave their reasons of anxieties and identified the different
psychological factors involved in oral communication.
6. Recommendations and Conclusion
6.1. Recommendations
Teachers must recognize learner‟s stress and should adopt strategies from cognitive, affective, and
behavioral approaches to reduce their anxiety (Tanveer, 2007).
Students should evaluate the cause of their fear and speak more and more. It will make them more
confidants. Language can be best established with repetition. Positive talk could work better to comfort that
they are best and could do everything.
Generalization of the study may extend for doctorial study. Because FLA, especially in oral competency is
very problematical and multi faceted, needs conscious improvement and more investigation, so forcefully
demands for further research from a variety of angles and methods.
6.2. Conclusions
This investigation was undertaken with the purpose of exploring the level of speaking pressure among the ESL
students of graduate level at Bahawalpur in Pakistan. From the results of this study, clearly concluded the existence
of extreme stages of oral anxiety due to psychological factors; in most of the ESL learners who were learning
English. From both aspects, statistical and descriptive it became clear that there are lots of hidden debilitating
psychological factors among learners in oral presentation that provoke anxieties. Students are highly interested to
communicate in target language but they cannot do just because of inferiority complex, personality complex and due
negative self esteem. In Pakistan English language is considered as a pillar for the education system, so these
psychological complexes are hampering learner‟s speaking skills, thus, leading to hindrance and annoyance. This
study successfully examined the student‟s emotional, biological and psychological issues extensively in civilization
of Pakistan. Findings will be helpful for students to overcome their psychological anxieties and for instructors as
well to understand the student‟s psychological conditions especially in relation to socio cultural background.
References
Conway, J. (2007). Anxiety in second language learning; causes and solutions. 1: 223-44. Available:
https://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahU
KEwjRoYSftvnLAhXk56YKHU3dAOwQFggkMAE&url=http%3A%2F%2Fpurple.niagara.edu%2Fjhuan
g%2F380PaperJennifer.doc&usg=AFQjCNGsdcEJ6cArR6H1Wtq7tJSaoTxoyA&sig2=dqCwL2sAPekyC5t
jDFY-hQ
Cooper, C. (2002). Individual differences. 2nd edn: Arnold: London. 82: 462–570.
7. Research Journal of Education, 2016, 2(4): 57-63
63
Dörnyei, Z. (2005). The psychology of the language learner. individual differences in second language acquisition.
Lawrence Erlbaum Associates Publishers: London. 16: 152-70.
Gregerse, T. and Horwitz, E. (2002). Language learning and perfectionism: Anxious and non-anxious language
learners‟ reactions to their own oral performance. The Modern Language Journal, 86: 562-70.
Hashemi, M. (2011). Language stress and anxiety among the english language learners. Procedia – Social and
Behavioral Sciences, 30: 1811–16. Available:
http://www.sciencedirect.com/science/article/pii/S1877042811021744
Horwitz (1988). The beliefs about language learning of beginning university foreign language students. The Modern
Language Journal, 72(3): 283-94.
Horwitz (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21: 112-26. Available:
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=100737
Horwitz, Horwitz, M. B. and Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal,
70(2): 125-32.
Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4): 549-
66.
Ohata, K. (2005). Language anxiety from the teacher‟s perspective: Interviews with seven experienced ESL/EFL
teachers. Journal of Language and Learning, 3(1): 133-55.
Onwuegbuzie, A. J., Bailey, P. and Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied
Psycholinguistics, 20(2): 217-39.
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students.
In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom
implications. Prentice Hall: Englewood Cliffs, NJ. 86: 562-70.
Shams, A. (2006). The use of computerized pronunciation practice in the reduction of foreign language classroom
anxiety. The Florida State University, 26: 252–570. Available: http://dl.acm.org/citation.cfm?id=1293101
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning
speaking skills and the influence it casts on communication in the target language. Faculty of Education,
University of Glasgow, 36: 262–70.
Tseng, S. F. (2012). The factors cause language anxiety for ESL/EFL learners in learning speaking. WHAMPOA - An
Interdisciplinary Journal, 63(2012): 75-90.
Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. In K. M. Bailey & D. Nunan (Eds.), Voice
from the language classroom. Cambridge University Press: New York. 22: 362-81.
Yoon, T. (2012). Teaching english though english: Exploring anxiety in non-native pre-service ESL teachers. Theory
and Practice in Language Studies, 2(6): 1099-107.
Young, D. J. (1990). An investigation of students‟ perspectives on anxiety and speaking. Foreign Language Annals,
23(6): 539-53.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest?
The Modern Language Journal, 75(4): 426-39.
Zhang, R. and Zhong, J. (2012). The hindrance of doubt: Causes of language anxiety. International Journal of
English Linguistics, 2(3): 145-80.