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.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyses undergraduate students’ errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of students’ corpora and uses qualitative analysis. Three questions spearheaded the discussion namely (1) what are errors that students make in their final evaluation? (2) What are the effects of these errors? (3) What can be done to help students reduce these errors? The study has a threefold significance namely showing teachers in charge of language teaching the areas that should be more emphasized; reveal students how important they should cope with these challenges to better their language use and become more proficient in a second language, if they are willing and committed to correct these errors. It was found that most of learners make similar errors related with spelling, subject verb agreements, pluralization, capitalization and misuse of prepositions.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
This is a research paper for our English 34 which discusses the perception of selected first year college students about the English Language as a medium of classroom instruction.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyses undergraduate students’ errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of students’ corpora and uses qualitative analysis. Three questions spearheaded the discussion namely (1) what are errors that students make in their final evaluation? (2) What are the effects of these errors? (3) What can be done to help students reduce these errors? The study has a threefold significance namely showing teachers in charge of language teaching the areas that should be more emphasized; reveal students how important they should cope with these challenges to better their language use and become more proficient in a second language, if they are willing and committed to correct these errors. It was found that most of learners make similar errors related with spelling, subject verb agreements, pluralization, capitalization and misuse of prepositions.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
This is a research paper for our English 34 which discusses the perception of selected first year college students about the English Language as a medium of classroom instruction.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
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.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
This paper evaluates the linguistic and pedagogical skills of English language teachers in a multilingual milieu. The survey research method was adopted in this study. The target population for this study comprised teachers and students in public secondary schools in Ado-Ekiti. A total of one hundred teachers and one hundred students were drawn from three separate schools. A self-constructed questionnaire was carefully and specially designed to obtain the necessary data required for the execution of this study. Percentage and frequency counts were used to analyze the data. Findings revealed that language teachers evaluate pedagogical contents regularly. It showed that the aspects teachers evaluated most were the cognitive skills of grammar, followed by essay writing but it is surprising that teachers do not frequently evaluate affective skills of oral English, comprehension and dictation. Moreover, of all the linguistic skills, listening, speaking and observation were less frequently evaluated while reading and writing were averagely evaluated. Finally, findings revealed some constraints to the effective pedagogical evaluation to include large classes, non-challant attitude of students, inadequate facilities, wide syllabus, lack of motivation, incompetence and inadequate time. Based on the findings, it was recommended that regular exposure to educational opportunities where teachers could be made to learn innovative evaluative techniques should be made available in schools.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
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.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
This paper evaluates the linguistic and pedagogical skills of English language teachers in a multilingual milieu. The survey research method was adopted in this study. The target population for this study comprised teachers and students in public secondary schools in Ado-Ekiti. A total of one hundred teachers and one hundred students were drawn from three separate schools. A self-constructed questionnaire was carefully and specially designed to obtain the necessary data required for the execution of this study. Percentage and frequency counts were used to analyze the data. Findings revealed that language teachers evaluate pedagogical contents regularly. It showed that the aspects teachers evaluated most were the cognitive skills of grammar, followed by essay writing but it is surprising that teachers do not frequently evaluate affective skills of oral English, comprehension and dictation. Moreover, of all the linguistic skills, listening, speaking and observation were less frequently evaluated while reading and writing were averagely evaluated. Finally, findings revealed some constraints to the effective pedagogical evaluation to include large classes, non-challant attitude of students, inadequate facilities, wide syllabus, lack of motivation, incompetence and inadequate time. Based on the findings, it was recommended that regular exposure to educational opportunities where teachers could be made to learn innovative evaluative techniques should be made available in schools.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
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
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Similar to Oral Communication Apprehension Among ESP Students, the Case Study of Third-Year Political Sciences’ Students at Chlef University-Algeria (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 study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
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).
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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.
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.
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Oral Communication Apprehension Among ESP Students, the Case Study of Third-Year Political Sciences’ Students at Chlef University-Algeria
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 4, Issue. 8, pp: 113-120, 2018
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
Academic Research Publishing
Group
113
Original Research Open Access
Oral Communication Apprehension Among ESP Students, the Case Study of
Third-Year Political Sciences’ Students at Chlef University-Algeria
Naimi Amara
Department of English Hassiba Benbouali University of Chlef, Algeria
Abstract
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.
Keywords: Communication apprehension; English for specific purposes; Oral communication; Political science.
CC BY: Creative Commons Attribution License 4.0
1. Introduction
In the ESP context, students’ success in getting a job is mainly based on their demonstration of communication
skills. Different professions have different communication skills. However, for Politics, effective oral
communication skills are the most vital part of their practice. It is obvious that having good oral communication skills
is valuable for both classroom management and obtaining employment when graduated. Communication
Apprehension (CA), which is our exact area of inquiry, stands as a real barrier to effective communication. There are
two types of CA: Writing and Oral CA. Among all types, oral CA is considered to be the most important aspect and
it happens due to an intense personal fear or anxiety about communicating . In other words oral CA is the lack of
capability to communicate verbally with people, which results in an ineffective communication.
Many teachers of English at the department of Political Sciences at Chlef University complain about the level of
their students’ communication skills. They say that they ignore the real factors that contribute to their students’
communication apprehension. They notice that their students are reticent in speaking inside the classroom in
presence of their peers. Their students tend to avoid expressing orally their personal ideas and hesitate to participate
and respond to their teacher’s questions even if they do know the exact answers.
2. The Main Objectives of the Study are
1. Investigating the main factors that lead to CA in the Third Year Political Sciences’ classroom.
2. Suggesting some solutions to cope with the students’ CA and improve their speaking abilities.
3. The Research Questions
1. What are the main factors that lead to communication apprehension in the Political Sciences’ classroom
from the students’ point of view?
2. What are the main factors that lead to communication apprehension in the Political Sciences’ classroom
from the teachers’ point of view?
4. The Research Hypotheses
4.1. The Researcher Hypothesises the Following
1. Teachers and students will state different factors that lead to CA inside the Political Sciences’ classroom.
2. Social and cultural factors may be mentioned by the students and/or teachers as the main factors that lead
to the students speaking anxiety besides the instructional and psychological factors.
5. Research Tools and Population
Two instruments were used under this descriptive research. A questionnaire was administered to 50 (30 female
and 20 male) students and an interview was conducted with the 04 teachers of English who taught all the third year
classes.
5.1. Students’ Questionnaire
The questionnaire was used to know some of the main factors that lead to students’ apprehension in the ESP
classroom. It was divided into two sections:
2. Research Journal of Education
114
A. The Instructional Factors and B. The Psychological Factors:
5.2. Teachers’ Interview
The aim from this interview was to deal with the phenomenon (students’ speaking anxiety) from a different
point of view (that of the students). Teachers were asked different questions. Each question aimed at highlighting
some of the students’ obstacles in speaking the English language and the possible factors that lead to their
communication apprehension.
6. The Research Findings
The main results were grouped and classified under the two research questions:
A. First Research Question Results
6.1. The Instructional Factors
The results showed that the students’ responses for the Instructional Factors Domain were moderate with a
percentage of 68.75%.
Moderate level of the Instructional Factors Domain
The students ranked the items which are concerned with the teaching of ESP in their classroom at the first
position. The fact of making mistakes, time constraints, no English exposure outside the classroom, translation from
English to Arabic or vice versa, focussing only on the writing and reading skills, and being tested only in the written
form are all factors which contribute to students’ CA .
6.1.1. In General, the Responses Tended to Fall into the Following Categories
A. The Question of Who Should Teach Esp Students
The question of who is qualified to teach ESP courses rises strongly in students’ answers. All the students
ranked strongly on item (18) “We can benefit from the teacher who is specialised in the field (Political Sciences)
more than an EFL teacher.)” Moreover, those students think that their teachers teach them general English and not
ESP (item: 11). Discipline specialist teachers with an adequate mastery of English are preferred over EFL teachers
who lack knowledge of the specialized field of study. It is known that the most important aim of ESP courses in
general is to help the students understand the specialized texts of their textbooks. There are many terms, notions, and
topics in these texts that should be taught by teachers of the same speciality and not by EFL teachers. In fact, in
many cases ESP students find themselves more knowledgeable in their field of study than their EFL teachers
because they are studying this field for many years and sometimes from their secondary education. Therefore,
teachers of English, in order to facilitate their ESP classes, need to acquire some subject knowledge of their students’
field of study (Politics for example).
B. The Importance of the Human Factors
Which involves teacher-student relationships, and motivation. It is understood that if teachers’ attitudes in the
class are positive, their students react positively toward the teaching situation. For example, the teachers’ friendly
ways in the classroom (item2) and the fact that there are grades for classroom participation (item 4) makes students
participate in the class. This indicates the effect of encouragement and friendly responses on students. However,
students expect their teachers to use L1 (Arabic) to help them understand the lesson better and teachers often fall in
this mistake in which they turn to translators of the English language to Arabic to facilitate the tasks for their
students . This Grammar Translation Method is widely spread at the department of Political Sciences and in most
Algerian Universities especially when dealing with ESP classes.
3. Research Journal of Education
115
C. The Importance of an Existing Text Book and Time
The results show that there is no English textbook provided to the students either by the Ministry of Higher
Education or by the teachers (item 15).This indicates that there is a need to provide textbooks and activities that
enable students to practise oral skills. Most students responded that the time of the class also affected their
participation since they tended to be less active during the afternoon classes (item 9). Other responses indicate that
one hour and a half of learning English per week is not enough (item 8). Some activities need more time to be
covered, therefore classroom oral activities are neglected. This result corresponds with Strevens (1978) and Izzo
(1981) who stressed the importance of time in determining foreign language proficiency and achievement.
D. The Importance of the Situational (Physical) Factors
Despite the fact that the English class is not over crowded according to the students’ point of view, only few
students can participate in each session since time is limited. Working with 25 students for each class does not
facilitate teachers- students’ interaction as well as students-students’ interaction. Besides, students responded
negatively on item (19), which indicates that audio-visual aids in the class were not used.
Classroom activities in large classes are neglected since they are time-consuming and the teacher is under
pressure to keep up with the curriculum. Overcrowded classes do not give the students equal opportunities to
participate in EFL classroom activities. They should therefore include audio-visual aids to help students be
motivated and speak English at ease with a limited amount of tension and stress. This result is in accordance with
Stevens (1989) who mentioned the importance of the computer in creating a non-threatening environment and
facilitating language learning and communication.
6.2. The Psychological Factors
The results show that the students’ responses in the psychological factors domain are moderate with a
percentage of (62.8%).
Moderate level of the Psychological Factors Domain
37,2
Psychologic
al Factors
Domain
It is obvious from the students’ responses that teachers’ gender is not considered as a variable that might
contribute to students’ Communication Apprehension (Items: 14,15) Communication apprehension or speaking
anxiety for them is a phenomenon which happens to every body and in front of any person (male or female).
6.2.1. The Responses Tended to Fall Into the Following Categories
A. Students’ Preference of a Specialist Discipline Teacher over an Efl One
This preference comes from a merely psychological point of view. Most students think that they can benefit
from a specialist discipline teacher (who has an adequate level of English) more than an EFL one who lacks
knowledge in the specialised field. They think that those EFL teachers can teach only General English (GE) and not
ESP. This idea whether it is right or wrong, has psychological effects on students’ perception and motivation
towards the English lessons taught to them.
B. Fear of Making Mistakes
Most students are afraid of making mistakes in front of their peers and teachers (Item 25: 82%).This obvious
source of tension that causes uncertainty comes from an individual’s perception of his or her language ability.
Students remain silent in order to avoid failure. This is due to their belief that they lack the ability and the skill to
speak coherent English. Students prefer to remain silent or speak in a subdued voice due to their consciousness of
their limitation in the new language. The most important reason why students tend to be silent is the psychological
pressure of making mistakes in the presence of their classmates and the second reason is their poor vocabulary.
4. Research Journal of Education
116
C. Fear of Negative Evaluation in the Classroom
Students responded positively to item (13: I feel relaxed to speak English when I prepare). They are aware that
their preparation prevents negative evaluation and this leads to relaxation. Lack of confidence occurs when students
are not prepared. The teacher must be patient with learners and pay special attention to shy or silent students. S/He
should reduce students’ anxiety. By bridging the gap with his/her students, the teacher will inspire confidence and
relaxation in them. Teachers should encourage the students to speak freely inside and outside the classroom.
D. Afraid Of Being Laughed At or Being Criticized By Others
Due to inaccurate pronunciation or because they are timid in nature and shy to speak in front of male or female
students; therefore they like to sit in the back row (Item: 37). The results of this study are in accordance with Price
(1991) and Horwitz et al. (1986) who agreed that among foreign language students, classroom participation and
communication with people are the causes of CA because of the fear of ridicule etc. However, speaking a foreign
language in front of their peers resulted in the most anxiety that interferes with their learning.
In general, the results of the psychological factors are in accordance with Krashen (1982) who stated that, “a low
effective filter corresponds to high motivation, self-confidence, and a lack of anxiety.” Therefore, teachers should
create a safe and friendly learning environment that contributes to a low filter.
B. Second Research Question Results
The teachers’ point of view comes in accordance with that of their students except in some details or
interpretations. The teachers grouped these factors into instructional and psychological ones. They mentioned some
of the causes of communication apprehension by referring to:
a- Students’ low level before entering university or high school entrance exams
b- Poor training in the oral skills
c- Students’ psychology: (demotivation, unwillingness, perception, lack of interest….)
d- Time constraints which lead to students’ stress and anxiety when speaking English
e- Students’ conversation ability
f- Lack of preparation and practice inside and outside the classroom
g- Students’ perception about the importance of English
h- Absence of the audiovisual aids and multimedia
i- Lacking the minimal amount of general vocabulary/specialized vocabulary which enables them to speak
simple English.
7. Suggestions and Recommendations
On the basis of the findings of this study, the researcher proposes some psychological and instructional
suggestions to reduce the learners’ speaking anxiety as well as improving the quality of the students’ speaking skills:
1-Teachers should acknowledge the existence of the feelings of anxiety among the students while speaking the
English language.
2-Bridging the gap between the EFL teachers and their “content specialized students”.
3.EFL teachers and content specialist teachers should have a high level of co-operation between them to prepare
the teaching material before using it in the classroom.
4-Promoting meaningful communicative exchanges in the ESP classroom
5-Creating a low, friendly and supportive classroom environment.
6-The use of gentle methods for error correction.
7-Increasing students’ self esteem and self confidence
8- The reinforcement of the material to facilitate acquisition and feedback
9-The selection of interesting topics for class discussion and exercises
10-Increasing the spirit of “team work” and “cooperative learning” among the students
11- There should be a high level of co-operation between EFL teachers and content specialist teachers to prepare
the teaching material before using it in the classroom.
12- Training courses should be conducted for ESP teachers to enable them develop their students’ learning
strategies, without ignoring or neglecting their (students) learning preferences and learning styles.
13- An appropriate methodology should be adopted for teaching the four language skills. Activities such as role-
play, information gap, surveys, group discussion…etc should be made part of the course to improve the students’
speaking skills..
14- We should support students’ sharing anxiety experience either between students, or between students and
teachers.
15- Teachers should increase the use of the computer and the internet in the ESP classroom. The use of such
material provides not only feelings of security and motivation but also real life situations which are likely to promote
communication.
8. Conclusion
Oral communication skills are essential for success in all study areas and CA has negative effects on classroom
participation and academic success since many teachers reward students who take part in classroom discussion by
awarding them good marks for classroom participation.
5. Research Journal of Education
117
The attempt along this study was to identify the level of student’ CA and then investigate the main factors that
lead to CA among final year Political Sciences’ students. As it was hypothesised, it is found from the results that
there is a high level of CA among the students and that their speaking apprehension in the ESP classroom is a result
of combination of instructional and psychological factors. These factors are interrelated and intersect. A surprising
thing which attracted the researcher’s attention was that both teachers and students agreed on the same factors that
lead to the students’ apprehension in the ESP classroom; though, they were different in the interpretations and
explanations of these factors.
Teachers feel obliged to perform a difficult task which needs more efforts and several techniques to reach the
peak of an effective communication; however, students are only trained to read and write the target language
without giving much importance to the speaking skill which becomes the main obstacle the students fail to perform.
The reason why, the researcher decided to undertake an investigation to seek for the main reasons which contribute
to the students‟ speaking anxiety and try to find solutions that enable teachers to help students overcome the
problem of apprehension and improve their speaking abilities.
At the end of this work, the researcher would remind that this study is a humble step towards a deep and
concise future study which looks for the real factors which lead to students‟ apprehension and reticence in the ESP
classroom. Other studies with bigger populations and more research tools would probably reach better results and
thus provide teachers who suffer from their students‟ silence and apprehension with more techniques and strategies
to overcome the problem of students‟ speaking anxiety.
References
Horwitz, E. K., Horwitz, M. B. and Cope, J. (1986). Foreign language classroom anxiety. The Modem Language
Journal, 70(2): 125-132.
Izzo, S. (1981). Second language learning: A review of related studies,rosslyn,Virginia (USA),.Inter America
research associates,inc.:Natioanl clearing house for bilingual education).
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Appendix 1
1. Instructional Factors
Students’ Questionnaire: Factors which cause students’ CA
Dear Student,
Indicate your feelings by checking the appropriate box next to each statement. Please give your first
reaction to each statement. (Strongly agree = SA, Agree = A, Undecided = U , Disagree = D , Strongly
disagree = SD)
Thanks for your help
N° Item SA
(5)
A
(4)
U
(3)
D
(2)
SD
(1)
1 My teacher of English teaches us
general English and not EAP/ESP.
2 Lea rning English helps me in my academi c s
tudy and
for getting a job in the future.
3 My tea cher of English corrects my errors in a bad
wa y.
4 There are marks for classroom
participation in English.
5 I make noti ceable errors of gra mma r a nd word
order
when I speak English.
6 Speaking about general topi cs is easier tha n
talking
abouta specialized field (e.g.: Politi cs).
7 My English vocabulary is limi ted.
8 Two hours of lea rning English per week is not
enough.
9 The time of the English class is not sui table.
10 Lacking specialised vocabulary in the field
hinders me to speak freely in English.
6. Research Journal of Education
118
2) Psychological Factors
N
°
Item SA
(5)
A
(4)
U
(3)
D
(2 )
SD
(1)
1 I prefer talking about general topics rather
than a specialized field (Eg: politics).
2 I feel shy to speak English in front of my
classmates.
3 I feel shy to speak English in front of male s tudents .
4 I feel shy to speak English in front of female s tudents.
5 I am afraid of making errors when I speak in English.
6 I am a ti mid person by nature and I get nervous easily.
7 I like speaking English in front of my
classmates.
8 I feel relaxed to speak English when I
prepare.
9 An EFL teacher can’t provide us with sufficient
information about our field of
study (compared with a specialized
teacher)
10 My friends make fun of me when I speak
English.
11 Students are only interested in studying
English to pass exams.
12 I like talking with foreign people in English.
13 The English teachers’ gender doesn’t affect
my classroom participation.
14 I feel better to communi ca te in English wi th a male
ins tructor.
15 I feel better to communica te in English with a female
ins tructor.
16 My desire to speak English is more than my desire to
wri te or read i t.
17 In order not to participate in the English
class, I like to sit at the back rows.
18 I feel afraid to talk in English with my
teacher outside the classroom.
19 Teachers can’t be objective when assessing
oral tests.
Thanks for your help
11 My teacher of English responds in a friendly way.
12 I don’t have the opportunity to speak English
outside the classroom.
13 The English class is so over- crowded that the tea
cher
can’t pa y equal a ttention to all s tudents.
14 Our tea cher of English gi ves more i mportance to
reading and wri ting than to speaking or listening.
15 My tea cher of English doesn’t allow me to speak
Arabi c in the English classroom.
16 My teacher of English explains the
activities and difficult expressions in Arabic.
17 My tea cher of English speaks English excl usivel
y i n
the class.
18 We benefi t from a tea cher who is specialised in
the field (Poli ti cs) more than an EFL teacher.
19 The English teacher uses audio-visual aids to help
us speak English.
20 The English teacher varies his teaching techniques
in teaching the communication
skills.
7. Research Journal of Education
119
Appendix 2
Teachers Interview
Dear Colleagues ,
Your opinions are highly appreciated to conduct this research as you are directly involved in the ESP
teaching and learning process. Please answer all the questions.
1. General Information
1. Your status in the department of Political Sciences
Part time teacher Full time teacher
2. Your degree
Licence Magister Doctorate
3. Did you have any pervious ESP training courses?
Yes No
4. What is your experience in teachingEnglish?
Teachers 1 2 3 4
Years of teaching in middle/secondary school
Years of teaching at university
N° of years of experience
5. How many hours are allotted to teaching English in the department of Political sciences?
6. What is the average size of each ESPclass?........................
7. Do you use any published textbook? Yes No
8. Do you have any special material designed for Political Sciences Students?
9. The training in oral communication that I received to become a niversity teacher was
sufficient.
Yes No
2. B. Specific Course Information
10. Please rank the English skills in importance from 1-4 (1 being the most important)
Listening Speaking Reading Writing
11. In Which Aspects Of English Do You Think Students Are UsuallyWeak?
12. Please choose and rank the 5 biggest handicaps to teaching oral communication
in your lessons. (1 being the biggest problem)
Student conversation ability -Lack of technical vocabulary
1 General Vocabulary
2 Scientific and technical vocabulary
3 Reading Comprehension
4 Grammar
5 Writing and composition
6 Speaking and conversation skills
7 Sentence structure
8. Research Journal of Education
120
Student conversation confide - Student motivatio -Student discipline
Introverted students - Time constraints inthe lesson -Thetextbook
Time constraints outside the lesson - High school entrance exam - Class size
- Other (please explain)
.......................................................................................................................................
13. The students study English in order to: (from 1 to 3, 1 being the mostimportant)
- Read and understand text books in their field of study.
-Take part in oral discussion in English
-Understand the lectures and take notes
- To be able to write answers in written exams and tests
14. How Do You Evaluate Your Student?
Oral test Written test Both
3. Students’ psychology and Language Anxiety
.Please answer the questions
Q15: How do you view the role of language anxiety for ESP learners in learning and
particularly speaking English language?
…………………………………………………………………………………………………
…………………………………………………………………………………………..
Q 16: What kinds of situations and language classroom activities have you found to be
anxiety- provoking for the students?
.......................................................................................................................................
.......................................................................................................................................
Q 17: What do you think are the causes of students’ anxiety while speaking English?
…………………………………………………………………………………………………
……………………………………………………………………………………………….
Q18: What are the instructional factors that cause speaking anxiety fro ESP students?
…………………………………………………………………………………………………
…………………………………………………………………………………………...
Q 19: What are the psychological factors that cause language anxiety for ESP learners
while learning and speaking English? (Students’ beliefs, motivation, confidence,
expectations, etc.).
…………………………………………………………………………………………………
………………………………………………………………………………………………
Q 20: Which strategies did you use to successfully cope with your students’
communication apprehension or speaking anxiety?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Thank you for your assistance with this research project.