This document summarizes a study that investigated the perceptions of good and poor Malay speakers of Arabic regarding the importance of Arabic speaking skills, the required level of skills, and prerequisites for becoming a good speaker. Interviews with 14 Malay learners found that most saw speaking skills as important for language learning outcomes and careers. Opinions varied on whether learners should achieve an advanced or standard level of skills. Key prerequisites identified included self-confidence, determination, vocabulary, and opportunities to practice speaking Arabic. The study provided insights into learners' beliefs that can help teachers design more effective instruction.
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.
GENDER DIFFERENCES IN THE APPROPRIATENESS OF ADVICE-GIVING AMONG IRANIAN EFL ...Yasser Al-Shboul
This study investigates the differences in the perceptions of the appropriateness in advice giving
in English between Iranian Persian English as a foreign language (EFL) male and female
learners. Data were collected through an adopted version of a Multiple Choice Questionnaire
(MCQ) by Hinkel (1997). The questionnaire involves a series of questions with regard to advice
giving or opting out to a peer acquaintance (equal status) and an instructor (higher status). The
result of the study illustrated that both groups perceived the social distance in the situations with
peer acquaintance (equal status) and instructor (higher status) differently. The learners also
differed in the types of advice they used as the appropriate choice. For Iranian Persian EFL male
learners, in both situations (peer acquaintance and instructor) they preferred indirect advice rather
than the other three options which are hedge advice, direct advice and opting out. On the other
hand, for Iranian Persian EFL female learners, they selected hedge advice in both peer
acquaintance and instructor situations as compared to the other three options (direct advice,
indirect advice and opting out). The study concluded that Iranian Persian EFL learners should be
provided with programs that improve the awareness on different appropriate conversational
strategies in English language. The findings of this study are expected to be beneficial in crosscultural
and cross-gender comparison studies.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
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 provides details of a proposed research study on communication skills among students at IKM Jasin in Malaysia. The study aims to determine students' current level of communication skills, identify factors affecting their skills, and measure improvement. The introduction provides background on IKM Jasin and the need to prepare students with communication abilities. A literature review discusses principles of communicative language teaching and the importance of communication skills. The methodology will use qualitative survey design with interviews and questionnaires to collect data from a sample of IKM Jasin students.
This document provides a research proposal on factors contributing to English proficiency among rural students in Malaysia. It begins with an introduction on the importance of English proficiency and issues with rural students' English abilities. The research objectives are to measure rural students' English levels, examine contributing factors, and suggest improvements. A literature review identifies key factors like peer pressure, motivation, attitudes towards English, teaching methodology, school/societal culture, and Islamic influences. The study aims to help rural students and educational practices improve English proficiency. It is limited to one rural school but hopes to provide meaningful insights.
This study aimed to improve grade 10 students' speaking skills in reporting procedure texts using video. It was a classroom action research conducted over two cycles. Speaking tests showed students' scores and speaking ability increased from cycle to cycle. In the orientation test, the average score was 51.17, increasing to 69.05 in cycle 1 and 80.31 in cycle 2. The number of students scoring above 65, the mastery criteria, also increased from 5 students to 26 to 42 students over the three tests. Analysis of qualitative data from observations, interviews and notes found the teaching and learning process ran well when using video. The findings indicate using video significantly improved students' speaking skills in reporting procedures.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
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.
GENDER DIFFERENCES IN THE APPROPRIATENESS OF ADVICE-GIVING AMONG IRANIAN EFL ...Yasser Al-Shboul
This study investigates the differences in the perceptions of the appropriateness in advice giving
in English between Iranian Persian English as a foreign language (EFL) male and female
learners. Data were collected through an adopted version of a Multiple Choice Questionnaire
(MCQ) by Hinkel (1997). The questionnaire involves a series of questions with regard to advice
giving or opting out to a peer acquaintance (equal status) and an instructor (higher status). The
result of the study illustrated that both groups perceived the social distance in the situations with
peer acquaintance (equal status) and instructor (higher status) differently. The learners also
differed in the types of advice they used as the appropriate choice. For Iranian Persian EFL male
learners, in both situations (peer acquaintance and instructor) they preferred indirect advice rather
than the other three options which are hedge advice, direct advice and opting out. On the other
hand, for Iranian Persian EFL female learners, they selected hedge advice in both peer
acquaintance and instructor situations as compared to the other three options (direct advice,
indirect advice and opting out). The study concluded that Iranian Persian EFL learners should be
provided with programs that improve the awareness on different appropriate conversational
strategies in English language. The findings of this study are expected to be beneficial in crosscultural
and cross-gender comparison studies.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
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 provides details of a proposed research study on communication skills among students at IKM Jasin in Malaysia. The study aims to determine students' current level of communication skills, identify factors affecting their skills, and measure improvement. The introduction provides background on IKM Jasin and the need to prepare students with communication abilities. A literature review discusses principles of communicative language teaching and the importance of communication skills. The methodology will use qualitative survey design with interviews and questionnaires to collect data from a sample of IKM Jasin students.
This document provides a research proposal on factors contributing to English proficiency among rural students in Malaysia. It begins with an introduction on the importance of English proficiency and issues with rural students' English abilities. The research objectives are to measure rural students' English levels, examine contributing factors, and suggest improvements. A literature review identifies key factors like peer pressure, motivation, attitudes towards English, teaching methodology, school/societal culture, and Islamic influences. The study aims to help rural students and educational practices improve English proficiency. It is limited to one rural school but hopes to provide meaningful insights.
This study aimed to improve grade 10 students' speaking skills in reporting procedure texts using video. It was a classroom action research conducted over two cycles. Speaking tests showed students' scores and speaking ability increased from cycle to cycle. In the orientation test, the average score was 51.17, increasing to 69.05 in cycle 1 and 80.31 in cycle 2. The number of students scoring above 65, the mastery criteria, also increased from 5 students to 26 to 42 students over the three tests. Analysis of qualitative data from observations, interviews and notes found the teaching and learning process ran well when using video. The findings indicate using video significantly improved students' speaking skills in reporting procedures.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
This document discusses a study that aims to identify the learning styles and English language anxiety levels of diploma students in Malaysian polytechnics. The study will administer questionnaires adapted from existing learning styles and anxiety instruments to a random sample of students across 15 randomly selected polytechnics. The findings will be analyzed to understand students' preferences and how they can be used to improve English teaching methods, particularly for speaking. The goal is to better cater teaching strategies to students' diverse needs and learning styles to enhance their English language learning outcomes.
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.
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...AJHSSR Journal
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learners’ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
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.
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...AJSERJournal
In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ 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 study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
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 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.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
Yuditra farmana Learn to Speak English SoftwareYuditra Farmana
This document summarizes a study that examined the effectiveness of using Learn to Speak English software to improve students' English speaking skills and increase student interest at Muhammadiyah University of Makassar. The study involved 68 third semester students, with one class serving as the experimental group that used the software and one as the control group that did not. Results showed that using the software significantly improved students' speaking skills in terms of fluency and vocabulary compared to the control group. A questionnaire also found that students in the experimental group had high interest in learning speaking through the software. The study concluded that Learn to Speak English software was an effective tool for developing students' speaking abilities and engaging student interest.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
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.
This study aimed to understand the effect of exposure to French through classroom activities for starter and intermediate students. The researcher observed classes, took field notes, and interviewed students. The findings showed that activities like topic presentations, reading texts, and listening to audio helped students practice speaking, listening, and reading in French. However, lack of vocabulary was a major barrier, sometimes leading students to use their first language. The researcher concluded that classroom exposure is important for learning a second language, but vocabulary deficiencies can limit students' success.
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...Zainal Arifin
This document summarizes a thesis that investigated the learning styles of students at SMPN 1 Dagangan Madiun in East Java. The study classified students into three competence levels (high, middle, low) and by gender. A questionnaire was used to identify students' visual, auditory, kinesthetic, tactile, individual and group learning styles. The results showed differences in learning style use between competence levels and some differences between genders. The study concluded it is important for teachers to be aware of students' diverse learning styles to better match teaching methods.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This document discusses a study that aimed to identify the language learning needs of Filipino-Chinese students in grades 4-6 at Bayanihan Institute in the Philippines. The study collected both quantitative and qualitative data to determine students' objective and subjective needs.
The results showed that students' most common objective needs were a longer exposure to English, using bilingual instruction, emphasizing the importance of English, strengthening reading/writing skills, and using English frequently in and out of school. Their most common subjective needs included group work, less homework, practicing English inside and outside class, and using various instructional media. Most students saw learning English individually and in real-life contexts as their most important needs. The findings informed a proposed
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
This document discusses a study that aims to identify the learning styles and English language anxiety levels of diploma students in Malaysian polytechnics. The study will administer questionnaires adapted from existing learning styles and anxiety instruments to a random sample of students across 15 randomly selected polytechnics. The findings will be analyzed to understand students' preferences and how they can be used to improve English teaching methods, particularly for speaking. The goal is to better cater teaching strategies to students' diverse needs and learning styles to enhance their English language learning outcomes.
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.
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...AJHSSR Journal
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learners’ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
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.
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...AJSERJournal
In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ 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 study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
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 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.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
Yuditra farmana Learn to Speak English SoftwareYuditra Farmana
This document summarizes a study that examined the effectiveness of using Learn to Speak English software to improve students' English speaking skills and increase student interest at Muhammadiyah University of Makassar. The study involved 68 third semester students, with one class serving as the experimental group that used the software and one as the control group that did not. Results showed that using the software significantly improved students' speaking skills in terms of fluency and vocabulary compared to the control group. A questionnaire also found that students in the experimental group had high interest in learning speaking through the software. The study concluded that Learn to Speak English software was an effective tool for developing students' speaking abilities and engaging student interest.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
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.
This study aimed to understand the effect of exposure to French through classroom activities for starter and intermediate students. The researcher observed classes, took field notes, and interviewed students. The findings showed that activities like topic presentations, reading texts, and listening to audio helped students practice speaking, listening, and reading in French. However, lack of vocabulary was a major barrier, sometimes leading students to use their first language. The researcher concluded that classroom exposure is important for learning a second language, but vocabulary deficiencies can limit students' success.
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...Zainal Arifin
This document summarizes a thesis that investigated the learning styles of students at SMPN 1 Dagangan Madiun in East Java. The study classified students into three competence levels (high, middle, low) and by gender. A questionnaire was used to identify students' visual, auditory, kinesthetic, tactile, individual and group learning styles. The results showed differences in learning style use between competence levels and some differences between genders. The study concluded it is important for teachers to be aware of students' diverse learning styles to better match teaching methods.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This document discusses a study that aimed to identify the language learning needs of Filipino-Chinese students in grades 4-6 at Bayanihan Institute in the Philippines. The study collected both quantitative and qualitative data to determine students' objective and subjective needs.
The results showed that students' most common objective needs were a longer exposure to English, using bilingual instruction, emphasizing the importance of English, strengthening reading/writing skills, and using English frequently in and out of school. Their most common subjective needs included group work, less homework, practicing English inside and outside class, and using various instructional media. Most students saw learning English individually and in real-life contexts as their most important needs. The findings informed a proposed
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
Research topic Comparing the effect of paired versus repeat.docxbrittneyj3
Research topic: Comparing the effect of paired versus repeated reading on improving Saudi EFL students' reading fluency.
Introduction
Fluency reading in one of acquired skill that is significantly important in formal communication. The art of reading involves coordination of brain functions and eyes. However, fluency in reading is an improved skill that can acquired through practice. People with physical or mental impairment might have difficulty in reading. All students in a class have distinct reading abilities. In prompting their fluency in reading, the two methods is applied; paired and repeated reading. In paired reading, two or more students are grouped and subjected to similar reading material assessing the reading pattern for each. Every student here will exhibit a unique reading style to compete with others. On the other hand, in repeated reading, students with fluency reading difficulties are subjected to repeat reading exercise in which assessment in done on every stage acquainting the level of fluency (Gorsuch, & Taguchi, 2008).
Saudi Arabia is an Arabic speaking nation. Their countries first language is Arabic. Their English learning experience is greatly hampered by reading difficulty since it’s a foreign (second) language. A study done in one of Saudi EFL teachers college showed that the student had a significant interest in learning how to improve their reading experience. It was discovered that, at least 20% of those interested in English, had a significant competitive experience in acquiring the standard rate of fluency in reading (Williams, 2013). Some of the factors highlighted as leading impediment to the improved fluency reading were; difficulty in understanding the meaning of the text, spelling and pronunciation problems, difficulty in scanning and skimming, limited vocabulary, syntactic parsing difficulty among others.
There are many ways of enhancing fluency reading skills. These skills can better be improved during younger ages of the reader. However, fluency in reading can be improved by training children to read aloud. These provide a clear model for fluent reading during elementary periods of learning ( Chang,2010) . Fluency can also be enhanced when learners listens to an audio recording and systematically listening along the audio. It can also be attained through practice sight words using playful activities.
Learners can enhance their reading fluency through training and performance in reading theaters or spoken word competitions. ( Al-Otaibi, 2004), choral reading is a practice by which the teacher reads an enlarged text several time until the leaner’s master the text and can fluently read it on their own. This is also another way of improving fluency reading( Kuhn , 2015 ). The prime purpose in this study is to compare the significance of the two basic methods of improving fluency among the EFL students and how the counteracting effects on the methods.
Problem o.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
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.
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.
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.
A Genre-Based Investigation Of Discussion Sections Of English And Persian Den...Luz Martinez
This document contains abstracts from presentations given at the National Interdisciplinary Conference on Current Issues of English Language Teaching and Learning in March 2015. The abstracts discuss various topics related to English language teaching and learning, including:
1) A study investigating the relationship between brain dominance, English proficiency level, and use of speaking and listening strategies among Iranian EFL learners.
2) A study examining the effect of technology confidence, computer accessibility, and other factors on Iranian EFL teachers' attitudes toward computer-assisted language learning.
3) The development of an Economics Academic Word List based on an analysis of economics dissertations.
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
Communicative competence in teaching english at secondary schoolsDr. Wagdi Hady
This document provides an overview of a research study investigating communicative competence in teaching English at secondary schools in Yemen. The study utilizes a multi-method research design including questionnaires and classroom observations. The study aims to examine how teachers teach various aspects of communicative competence, including grammatical, pragmatic, discourse, and strategic competence. It also seeks to understand teachers' roles in the classroom and any difficulties they face in teaching the different competencies. The hypotheses are that teachers encounter challenges in teaching all elements of communicative competence. The study takes place in the Yaff'ae district of Yemen and involves questionnaires completed by 70 English teachers and observations of 14 classrooms.
The Comparative Effect of Teaching Metacognitive Strategies and Critical Thin...laya91
This document discusses a study that investigated the effects of teaching metacognitive strategies and critical thinking skills on EFL learners' speaking ability. 60 intermediate EFL students participated and were assigned to two groups - one received training in metacognitive strategies, the other in critical thinking skills. Both groups took a pre-test and speaking test, and an independent t-test was used to compare mean speaking scores between the groups. The study aimed to determine if metacognitive strategies or critical thinking skills had a significant effect on speaking ability, and if one method led to greater gains.
The document summarizes a research study on exploring gender inclusive language through Krashen's theory of language acquisition among teachers in San Guillermo Elementary. The study found that teachers have a strong understanding of gender inclusivity but only a slight awareness of gender sensitivity. It also found that teachers are highly employing Krashen's monitor and affective filter concepts in teaching English. The proposed course of action to strengthen gender inclusive language skills includes seminars, workshops and implementing projects to promote its use in teaching.
This document outlines a thesis proposal that investigates the language learning styles used by Kurdish EFL students at Salahaddin University. The study aims to identify the predominant learning styles of students, examine relationships between learning style and gender or teaching style, and understand how styles impact language proficiency. The proposal describes the research questions, hypotheses, objectives, scope, methodology involving questionnaires and observations, participants, and work schedule. If approved, the study could provide valuable insights into enhancing the English language learning process in Kurdistan.
RESEACH ON EFL ASSIGNMENT-Nur Islamiyah (A12223005).pptxNurislamiyah7
The document discusses research on speaking anxiety among English-major students in Ghana. It aims to identify the causes of in-class speaking anxiety and strategies to address it. The study collected qualitative data through interviews with 30 English-major students. The findings revealed that inferiority complex, fear of mistakes, lack of preparation, negative evaluation, limited vocabulary and self-criticism cause speaking anxiety. The students suggested creating a supportive classroom environment, peer assessment, more speaking activities, positive feedback, and resignation as coping strategies. The study recommends future quantitative research to generalize the outcomes.
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.
This document outlines a research project examining the characteristics of good language learners. It discusses the purpose, significance, research questions, methodology, and limitations of the study. The methodology involves distributing a questionnaire to 4th year English students at Al-Quds University to identify which learning strategies (cognitive, metacognitive, affective, social) are most used by successful language learners. A literature review discusses these strategy types and previous related research studies. The goal is to determine how teachers can help less successful students develop strategies used by good language learners.
This study aimed to identify tasks requiring speaking skills and problems with speaking English among students at Ajloun National University in Jordan. The researchers interviewed 20 students to understand their experiences. They found that the most common in-class speaking task was conversation, followed by questioning, explaining, and discussion. Students reported facing problems like limited vocabulary, embarrassment, and difficulty pronouncing words. The researchers suggested solutions like practicing speaking inside and outside class, using social media, and addressing problems at school to improve students' speaking abilities.
Assessing The Assessment An Evaluation Of A Self-Assessment Of Class Partici...Andrea Porter
This study investigated the effects of Memory Trigger Instruction (MTI) on Taiwanese EFL students' use of learning strategies and English proficiency. MTI incorporated four techniques: 1) using Oxford's memory strategy theory, and 2) applying the keyword method, 3) vocabulary in discourse context, and 4) vocabulary in musical applications. Students were divided into MTI and Traditional Instruction groups. Results from pre- and post-tests of an English proficiency test and a strategy inventory found that MTI significantly increased students' use of memory strategies and overall English proficiency, but did not affect use of other strategies. The study concluded that developing a variety of mnemonic techniques could increase the effectiveness of MTI, and that M
This document summarizes a study that investigated the differences in vocabulary learning strategies used by Arabic majoring students versus non-Arabic majoring students at the Kulliyyah Islamic Revealed Knowledge (KIRK) at the International Islamic University Malaysia (IIUM). The study found no significant differences between the two groups, with both groups most frequently using spontaneous vocabulary learning strategies. The study used a vocabulary learning strategies questionnaire to survey 248 students from the two groups and analyzed their use of formal vocabulary learning strategies, self-initiated strategies, and spontaneous strategies.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
1. The document discusses several challenges for integrating media with cloud computing including media content convergence, scalability and expandability, finding appropriate applications, and reliability.
2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
3. Scalability and expandability challenges involve adapting to the increasing volume of media content and being able to support new media formats and outlets over time.
This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
This document discusses private equity investments in Kenya. It provides background on private equity and discusses trends in various regions. The objectives of the study discussed are to establish the extent of private equity adoption in Kenya, identify common forms of private equity utilized, and determine typical exit strategies. Private equity can involve venture capital, leveraged buyouts, or mezzanine financing. Exits allow recycling of capital into new opportunities. The document provides context on private equity globally and in developing markets like Africa to frame the goals of the study.
This document discusses a study that analyzes the financial health of the Indian logistics industry from 2005-2012 using Altman's Z-score model. The study finds that the average Z-score for selected logistics firms was in the healthy to very healthy range during the study period. The average Z-score increased from 2006 to 2010 when the Indian economy was hit by the global recession, indicating the overall performance of the Indian logistics industry was good. The document reviews previous literature on measuring financial performance and distress using ratios and Z-scores, and outlines the objectives and methodology used in the current study.
CAKE: Sharing Slices of Confidential Data on BlockchainClaudio Di Ciccio
Presented at the CAiSE 2024 Forum, Intelligent Information Systems, June 6th, Limassol, Cyprus.
Synopsis: Cooperative information systems typically involve various entities in a collaborative process within a distributed environment. Blockchain technology offers a mechanism for automating such processes, even when only partial trust exists among participants. The data stored on the blockchain is replicated across all nodes in the network, ensuring accessibility to all participants. While this aspect facilitates traceability, integrity, and persistence, it poses challenges for adopting public blockchains in enterprise settings due to confidentiality issues. In this paper, we present a software tool named Control Access via Key Encryption (CAKE), designed to ensure data confidentiality in scenarios involving public blockchains. After outlining its core components and functionalities, we showcase the application of CAKE in the context of a real-world cyber-security project within the logistics domain.
Paper: https://doi.org/10.1007/978-3-031-61000-4_16
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
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1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Speaking Good Arabic: Learners’ Perceptions
Sueraya Che Haron*
Institute of Education, International Islamic University Malaysia, Jalan Gombak, Selangor, Malaysia
*E mail: sueraya@iium.edu.my
This research was funded by the IIUM Funding.
Abstract
Learners’ beliefs and perceptions play an important role in language learning. This paper describes a study
investigating the perceptions of good as well as poor Malay speakers of Arabic regarding the Arabic language, and
their views on the necessary skills and competencies to become good speakers of Arabic. It highlights the similarities
and differences between both Malay groups of Arabic speakers, and explains how their perceptions influence their
strategies and performance in learning Arabic speaking skills. The author provides some suggestions for teachers in
the concluding section.
Keywords: Arabic language, speaking skills, language learning strategies, learners belief, foreign language learning.
1. Introduction
Language learners have certain beliefs or perceptions about the language being learned (Horwitz, 1987). Abraham
and Vann (1987) wrote that “learners have at some level of consciousness a philosophy of how language is learned”
(p: 96). The learning philosophy “guides the approach the learners take in language learning situations which in turn
is manifested in observable (and unobservable) strategies used in learning and communication” (p: 96). In a study
conducted in 1987 to identify the background factors that learners brought to the learning situation, learning and
communication strategies they consciously employ in language learning and methods for developing language
proficiency, they found that the successful learner appears to have a broader view on language learning than the less
successful learner. The successful learner believes that language learning requires attention to both function and
form, including vocabulary, morphology and grammar, while the less successful learner believes that a language
primarily comprises a set of words that could be strung together to communicate. As the above study suggests,
the successful learner displays a higher concern for grammatical rules and correctness to improve his speaking and
writing, shows greater use of learning strategies, and is more flexible in matching the strategies according to the
circumstances. On the other hand the less successful learner seems to approach all tasks in the same way and
completes them in the most simple manner as possible.
Similarly Wenden (1987:103) found that views on language learning, strategies, attending pattern and evaluation
criteria, were closely related to each other. Learners who stressed the importance of using the language to approach
language learning would often utilize communication strategies because as they interacted in various social settings,
they attended primarily to the meaning and social purpose of the interaction and not to language form. They viewed
an activity as important if it provides the opportunity to use the language. Those who emphasized the importance of
personal factors often use cognitive strategies to help them to better understand and remember specific items of the
language. They put much concern on language form, and admitted approaching communication situations very
consciously, aiming at learning the language. They also believed that an activity is useful if it provided an
opportunity to hear good or proper language. Learners who emphasized the importance of personal factors tended to
attend to language forms or the social purposes of a communication, rather than remembering the feelings associated
with various learning activities and contexts of learning. These learners were normally preoccupied with the affective
criteria pertaining to the relevance of what they were learning.
The above studies proved that learners’ beliefs and perceptions play an important role in language learning. These
beliefs and perceptions should be properly understood by teachers to ensure the effectiveness of the language
lessons. This paper describes a study involving good and poor speakers of Arabic among Malay learners,
comparing their perceptions of the Arabic language, Arabic speaking skills, and the pre-requisites to becoming good
speakers of Arabic. It highlights the similarities and differences between both groups regarding the above factors.
This study aims to sensitize teachers to learners’ perceptions of language learning, thus enabling them to avoid
misunderstanding the learners’ viewpoint, which would, in turn, enhance pedagogical effectiveness and quality, with
new information and strategies. Horwitz (1987) asserts that students’ beliefs about language learning may be
susceptible to teacher intervention.
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2. Methods
This was a case study employing individual interviews and focus group interviews to elicit data. The case study
mode was chosen because it clearly delineates what is to be studied and what is not to be studied. The study focused
on Malay learners only. The parameters involve, on the one hand, a differentiation between Malay learners and the
rest, and on the other, between Malay learners who are good Arabic speakers, and Malay learners who are poor
speakers of Arabic. If there is no clear differentiation, the discussion might simply turn out to be about the average
speaker and the comparison might not be valid. Furthermore, a case study hints at deeper exploration, and offers a
thick description of the case being investigated.
2.1 Selection of participants
To guide in the identification of an information-rich sample, the researchers began by listing all essential criteria for
the participants before locating a unit matching the list. The first step was to clarify the meaning of ‘Malay’. In the
study ‘Malay learners’ refer to Malaysians who have never been abroad. Malay learners of Singapore, Indonesia,
Brunei, South Thailand, and so forth, were not included in the group. The rationale for limiting Malay learners to
Malaysians only is to establish some degree of congruence in the Arabic Language learning background,
environment and experience. Malay learners of other countries might receive their Arabic Language education
differently from their counterparts in Malaysia. Their distinct Arabic learning experiences could result in different
levels of ability in Arabic speaking skill. Furthermore, those who obtained their formal study abroad from the Middle
Eastern countries presumably have better Arabic speaking skills, as the consequence of direct exposure and
immersion in the environment of indigenous Arab native speakers.
Secondly, the Malay learners were current students of the International Islamic University Malaysia (IIUM),
comprising year one to year four students. Malay learners from other universities and school children were excluded
from the list. Thirdly, the selection of good Arabic speakers among the Malay learners disregarded any Arabic
language-based specialization, since the number was small compared with that of the moderate or poor Malay Arabic
speakers. . However, the selection was made from the Arabic Language-based specializations such as Arabic
Language and Literature, Islamic Revealed Knowledge, and Teaching Arabic for the non Native Speakers. As for the
poor Arabic speakers group, the study selected Malay learners from the Arabic Language-based specializations.
Fourthly, the researchers applied the Arabic Placement Test (APT) results announced by Centre for Languages and
pre Academic Development (CELPAD) of the IIUM to select good and poor Malay speakers of Arabic. Good
speakers of Arabic were those who scored band 7 (out of 10) and above. According to the scheme issued by
CELPAD, they were described as demonstrating high proficiency and fluency while speaking. They were also able
to express their thoughts very clearly and orderly, commit no or very few mistakes in pronunciation, vocabulary and
grammar. The poor Malay speakers of Arabic included those who scored band 4.5 (out of 10) and below. They
were characterized as being unable to express or convey their thoughts clearly, made many mistakes in
pronunciation, grammar and vocabulary. In general, their communicative interaction was very difficult. Their lack of
proficiency was usually characterized as being totally clueless and not able to communicate in the Arabic Language
at all.
2.2 Data collection and analysis
As mentioned earlier, the researchers conducted individual interviews and focus group interviews to collect the data.
For the individual interviews, the researchers interviewed six participants. Three of them were good Malay speakers
of Arabic, and the other three were poor Malay speakers of Arabic. As for the focus group interviews, the researcher
conducted two focus group interviews consisting of four participants each. The total number of participants involved
in this study was 14. The interviews conducted were semi-structured. The questions that formed the main body of the
interview required the participants to report on the strategies performed in the classroom to develop Arabic speaking
skills. The individual interviews were audio-recorded while the focus group interviews were audio- and
video-recorded. The data collected were then transcribed verbatim into texts and coded manually to elicit the main
ideas and themes. The researcher began the analysis of the data by using the transcriptions of the verbal information
from the interviews recorded as the body of material for content analysis. The main ideas were then transferred into
the coding template to be coded and assigned themes.
2.3 Validation strategies
For this study, the researchers engaged four validation strategies; a) multiple methods triangulation strategy, b)
member checking, c) peer examination, and d) rich description of the findings. Such amount is considered sufficient
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as Creswell (2000) recommends that researchers engage in at least two of those validation strategies. After the data
analysis, the researchers proceeded with the member checking procedure, whereby they took the tentative results
back to the participants, asking for their reviews, to check if the main ideas and themes emerged corresponded to
what they have said during the interviews. The necessary correction was made after the exercise. The study
proceeded with a peer examination procedure whereby they sought help from two colleagues who were well-
experienced in teaching the Arabic Language, including the language skills to recheck and provide comments on the
main ideas and themes that emerged.
3. Results
(Note: From this part onwards the good speakers of Arabic will be labeled MGAS and the poor speakers of Arabic
will be labeled MPAS.)
3.1 The importance of Arabic speaking skills for the Malay learners
The findings revealed that participants of both groups of speakers perceived Arabic speaking skill as important
(except for MGAS 1). This is due to their common perception that being fluent and proficient speakers of Arabic
shows a positive outcome of Arabic language learning. This reason was shared by 3 MGAS and 6 MPAS. Arabic
language competency comprises, 4 language skills component, namely reading, writing, listening and speaking
skills; therefore, a language learner should be able to master all the 4 components in order to accomplish the
language learning objectives. However, among all skills, speaking is commonly used to judge a language learner’s
competence, as mentioned by MGAS 5. People prefer to ask the language learner about anything in the FL/L2 or
listen to his speaking rather than read his writing. On the contrary, MGAS 1 presented a totally different view from
the rest, as he said that Arabic speaking skill is not important for the Malay learners except as a basic skill.
To me that is not so important probably because if we look at it from the academic
perspective, there are people who are good in writing. So, if he can write well there is no
need for him to be good in speaking as well......That is considered as relevant and
sufficient enough.
What he meant by ‘basic’ is the ability to listen, understand and respond to the conversation. Malay learners should
not be expected to achieve debater or native speaker level in Arabic. He further explained that speaking skill should
not be viewed as the ultimate measurement of success in language learning. Sometimes a language learner excels in
writing but performs very poorly in speaking; therefore it is not fair to base the evaluation solely on his or her
speaking skill. He stressed that the ideal level of Arabic speaking skill for the Malay learners should consider the
average competence of all Malay learners in Malaysia. If the majority is able to speak basic Arabic then that should
be the norm for all.
The above finding shows that the participants understand the idea of teaching and learning FL/L2, which is to
accomplish communication goals. According to the National Capital Language Resource Center of the United States
[NCLRC], the “desired outcome of the language learning process is the ability to communicate competently, not the
ability to use the language exactly as a native speaker does.” It further asserts that learners should be able to use it to
comprehend, communicate, and think - as they do in their first language” (NCLRC). This goal should be
accomplished by all learners of Arabic.
Besides being an outcome of learning, respectively 3 MGAS and MPAS said that Arabic speaking skill is important
for career purposes. According to MGAS 6, fluent Arabic speakers are more successful in interviews and stand a
better chance of being employed than those who are less fluent. Normally the employer is attracted to candidates
who are able to speak Arabic well regardless of his or her specialization. In this respect, the present finding concurs
with Lazim (2000) who found that about 80% of school leavers involved in his study, especially the educated groups
working at government agencies like Lembaga Tabung Haji, Foreign Ministry, Tourism Management Board,
Ministry of Arts, Culture, and Tourism in Malaysia, voted communication as their main objective of learning the
Arabic Language. Understandably, these agencies require them to be able to communicate well with Arab clients and
tourists frequently.
Not surprisingly, 1 MGAS and another MPAS, respectively, support the contention that Arabic speaking skill is
essential. The finding corresponds to Brown’s (1994, as cited in Florez, 1999:1) as he states that “speaking and
listening are the most often used skills in the classroom.” Rivers (1981, as cited in Florez, 1999:1) notes that “outside
the classroom, listening is used twice as often as speaking, which in turn is used twice as much as reading and
writing.” According to MGAS 4, learning would be more effective and meaningful if learners are able to speak
Arabic well. This is all the more obvious since Arabic is the main medium of communication, especially during
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group discussion, class presentation and participation. Its significance was further highlighted by MGAS 1, who
stated that understanding Islam is possible through reading and learning, however, to reach a higher level of
understanding requires good conversational and rhetorical skills in Arabic in order to criticize, debate and discuss
critically with the experts.
3.2 The required level of Arabic speaking skills for the Malay learners
Pertaining to the required level of Arabic speaking skill for the Malay learners, the findings revealed two competence
levels, namely, standard and advanced. The standard level could be described as the ability to listen, understand
and reply during conversations; while the advanced level refers to the ability to speak as good as natives or as
first language users, spontaneous, grammatically correct or no plain grammatical errors , and able to converse on
academic and non-academic matters as well. Interestingly, 5 MGAS and MPAS, respectively, commented that Malay
learners should be able to achieve advanced Arabic speaking skills at the end of their study, especially for those
specializing in Arabic Language. This perception is based on the assumption that the Malay learners have spent long
years learning and being exposed to the Arabic Language, and therefore they should have acquired good Arabic
speaking skills. On the other hand, respectively 2 MGAS and MPAS perceived that a standard level of Arabic
speaking skill is sufficient for the Malay learners. This perception evidently presupposes the average level of Arabic
speaking skill of the majority, and the pervasiveness among some sectors of using Arabic as a medium of
communication in Malaysia.
The findings showed that the participants possessed quite a realistic perception of the significance of Arabic
speaking skill. They realized that speaking skill is critical for functioning fully in a language context, both inside as
outside the classroom. They are aware of the importance of acquiring good Arabic speaking skills for the said
purpose.
3.3 Pre-requisites to becoming a good Arabic speaker from the viewpoints of both good and poor Malay speakers of
Arabic
The findings revealed 2 types of pre-requisites, namely internal and external. The internal pre-requisite refers to
essential conditions that an Arabic Language learner must have in order to be adept at speaking Arabic, such as
persistence, interest and strong determination to become a good Arabic speaker, high self-confidence, courage,
mental readiness, discipline, and having a good stock of vocabulary and literature, and a good command of
grammar and sufficient conversational capital. While the external pre-requisite refers to conditions that support the
development of Arabic speaking skill from outside the learner, such as a supportive environment and ample
opportunity to practice speaking Arabic.
3.3.1 Internal pre-requisites (self)
Respectively 3 MGAS and MPAS stressed the importance of self-confidence in order to become good Arabic
speakers. Learners often need to be able to speak Arabic with confidence in order to carry out many of their most
basic transactions in the classroom as well as outside the classroom with native speakers, in co-curricular activities
and so on. Therefore, they need to overcome or at least reduce the shyness, panic or fear of speaking Arabic;
otherwise they cannot perform these personal and social interlocutions successfully. Self-confidence is closely
related to courage. The importance of courage was emphasized by 4 MPAS. Learners will gain self-confidence only
when they are ready to speak Arabic, to make mistakes, to be willing to be corrected and to accept corrections from
others. If they are not ready to face all those challenges, they will not be able to control the fear to speak. MPAS 3
has termed the above situation as mental readiness.
Speaking skill demands practice as mentioned by 2 MGAS and 4 MPAS. Arabic speaking skill is in many ways an
undervalued skill. Perhaps this is because Malay learners are living among Malays; therefore they feel no necessity
for speaking Arabic and so undervalue its importance. As a result most of them are not able to speak Arabic
fluently and proficiently despite spending years learning and being exposed to the language. Therefore, learners
should always initiate speaking practice to be familiar with the language. Ibn Khaldun stresses that language learning
will become a reality through practice and the ability to use it (Gamal Abdul Nasir Zakaria, 2003).
The practice should be performed with discipline as mentioned by 2 MGAS and 1 MPAS. Lightbown P. M & Spada.
N (2002:85) explains that “strategies begin as declarative knowledge that can become proceduralized with practice”.
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Ibn Khaldun uses the term malakah to refer to proceduralized knowledge (Gamal Abdul Nasir Zakaria, 2003). He
defined malakah as a talent or characteristic sifah that is adopted due to continuous and regular practice and
repetition. The more one practices and repeats anything learnt, the more it helps to strengthen the malakah. The
process of acquiring the malakah begins with the learner’s interest in a particular knowledge, known as the sifah.
When the learner keeps on practicing and repeating the knowledge, it will become partially adopted and not habitual,
which is known as the ḥal. When the learner continues practicing and repeating it, it will then become automatic,
completely adaptable and habitual to the learner. At this stage, the knowledge is termed as malakah, which also
means a skill or mastery.
In addition, learners should have strong interest or motivation to become good Arabic speakers as pointed out by 2
MGAS and 1 MPAS. Strong interest promotes courage, confidence, creativity and discipline in the learners. MGAS
2 said that her strong interest to become a good speaker of Arabic has transformed her into someone new full of
courage and confidence. She narrated that she was always reluctant to speak Arabic. However, after giving herself a
try through a debate class she realized her potential and became highly interested to become a good speaker of
Arabic. She further elaborated that she used to be ridiculed sarcastically and corrected openly by the native speakers
she talked to. Those experiences, however, have developed her Arabic speaking skill and self confidence
tremendously. Similarly, MGAS 3 stated that his high interest to become a good speaker of Arabic has motivated
him to become very creative to match the media to his needs in the speaking skill. He narrated that he watched
Arabic movies to improve his formal Arabic Language and watched video clips to learn spontaneous daily
conversations.
According to MPAS 6, learners should get involved in active learning in order to become good speakers of Arabic.
He asserted that active learners tend to be more productive than receptive in the classroom as they continuously
involve themselves in the language learning task by responding positively to the given learning opportunities. With
their active participations, they become more confident and courageous to speak Arabic. This aspect was identical
among the successful learners in a research conducted by Naiman, Frohlich, Todesco and Stern (1978, as cited in
Skehan, 1989), who reported that good language learners actively involve themselves in the language learning task
by responding positively often.
3.3.2 Internal pre-requisites (language)
With regard to the language pre-requisites, vocabulary was found to be the most fundamental to becoming good
speakers of Arabic, as mentioned by 7 MGAS and 6 MPAS; this was followed by Arabic grammar, as mentioned by
5 MGAS and 4 MPAS. The knowledge pertaining to vocabulary and grammar seem to be inseparable and
indispensable to speaking a FL/L2. This is because in order to say something, the learners must act on a string of
vocabulary to form a sentence, and similarly with grammar in order to assemble the sentences correctly in the
conversation. The Arabic language is uniquely different from the Malay language or any other language. The
Malays are not familiar with objects referred to as ‘masculine’ (mudh¨akkar), or those that are considered
‘feminine’ (muannath); and furthermore, there are words, rhymes of words (wazan), a lengthy table of pronouns
(taṣrifat) that requires memorization, various styles and structures of sentences and many more. MGAS 3 suggested
the learning of Arabic morphology prior to that of Arabic syntax in order to expose learners to the formation of
words, rhymes, meanings, and so on, before learning to put them in sentences correctly. The importance of the
vocabulary was highlighted by MGAS 1 who remarked that he had spent an enormous effort to collect Arabic
vocabulary in his early stages of study at the IIUM. He said that he wrote down every new word or phrase he
encountered in classes that he attended, or found in his readings in his personal dictionary and memorized all of
them (approximately 200 pages)
.......what I did was, I spent a year in matric memorizing every word I heard. I memorized a
200-page book filled with words and spoke to myself as well as read a lot.
Emphasis also was given to the content of speaking, as pointed out by 1 MPAS, and extensive reading, as mentioned
by 1 MGAS. The content of speaking refers to the idea or subject to talk about during the conversation. It might be
academic, such as topics related to lessons or non- academic, such as daily conversations or discussions about current
issues, and so on. The importance of content was obviously shown in the case of MPAS 6, who expressed his
frustration every time he loses an idea to continue speaking with his Arab friends. His friends started to lose interest
and retreated when they noticed lesser responses from him. According to Kenneth E. Williams & Melvin R. Andrade
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(2008) such problem; inability to express self clearly; which is one of the most common anxieties in speaking foreign
language is also associated with fear of making a bad impression or receiving negative evaluation from others. They
further explained that common sources of discomfort are having to use simple or broken language, making
grammatical mistakes, and concern about incorrect pronunciation
For MGAS 1, Malaysia lacks an environment that supports the development of Arabic speaking skill; learners are
left to create it on their own. One way is by extensive reading. . He stressed that reading will expose the learners to
various sentences that are used by the native speakers. Therefore, learners can apply those expressions in their
speaking. He reflected that he had disciplined himself in the beginning of his study at the IIUM to do extensive
reading. He allocated his time between cAṣr and Maghrib (approximately 2-3 hours) prayers, about 3-4 times a week,
for reading books.
Before in a library, for two years, I think, I spent 4 days every week from Asar until
Maghrib with reading.
3.4 External pre-requisites
In addition to internal pre-requisites, external pre-requisites such as the existence of a supportive environment and
the opportunity that promotes the development of Arabic speaking skill are also crucial to the said skill development
as mentioned respectively by 1 MGAS and MPAS. However, the participants were aware that such environment and
opportunity are hardly found in Malaysia, except in the classroom and co-curricular activities. The shortage is caused
by several factors such as the quality of teachers, teaching methods, syllabus, curriculum and learner attitudes
towards Arabic speaking skill that will be reported later.
In conclusion, the findings have shown that the participants were aware of the essential pre-requisites to becoming
good Arabic speakers. Both MGAS and MPAS emphasized internal pre-requisites more than the external
pre-requisites. However, it was noted that MGAS gave the priority to language requirements in the internal
pre-requisites while MPAS gave priority to self requirements in the internal pre-requisites.
4. Discussions
The study showed that most participants of both groups of speakers shared similar perceptions on the importance of
Arabic speaking skill for the Malay learners, and the required level of Arabic speaking skill for the Malay learners.
However, the difference between them was identified in terms of their perceptions on the pre-requisites to become
good Arabic speakers. MGAS and MPAS viewed internal pre-requisites such as language and self pre-requisites as
more important to developing Arabic speaking skill than external pre-requisites such as opportunity or environment.
However, they differed in terms of the priority of the elements of the internal pre-requisites. MGAS prioritized
language pre-requisites over self pre-requisites, while MPAS emphasized self pre-requisites over language
pre-requisites.
The pre-requisites listed by MPAS were found inconsistent with their perceptions of Arabic speaking skill.
Although most of them said that Malay learners should achieve an advanced level of Arabic speaking skill, they
themselves put lesser priority to the role of language among the pre-requisites. An advanced level of Arabic speaking
skill cannot be made possible without knowledge about the language. Good speaking skill does not only mean
speaking fluently but also speaking correctly and to achieve the required knowledge about the language, especially
grammar and vocabulary. The researcher believes that MPAS is missing one important element to becoming good
Arabic speakers that is knowledge about the language. It seems like the MPAS are emphasizing the self
pre-requisites ahead of everything. As stressed earlier, having a good command of the Arabic language is crucial to
becoming a good Arabic speaker. Without it learners cannot acquire good speaking skills. This is because, in order
to say something, learners must act on their knowledge of vocabulary to form a sentence, as well as grammar to
assemble the sentences correctly in the conversation. When they realize the fact that they are weak in their speaking
skill, they will lose courage and confidence to speak. Without courage learners will surely be reluctant to speak
Arabic with anyone because they are anxious ensuring the correctness of the language, fear of committing mistakes
during speaking, being ridiculed by the partners, unwilling to be corrected and hesitant to improve the speaking skill.
As a result, they become extremely shy and nervous to speak Arabic. All these feelings kill their excitement and
when there is no excitement they establish no positive attitudes towards their Arabic speaking skills. Consequently
they become less creative, less motivated, less disciplined, less determined to look for the opportunity or
environment to practice speaking Arabic. These attitudes were obviously manifested by MPAS throughout their
efforts to develop Arabic speaking skill. These attitudes affect the quality and the quantity of the strategies adopted
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by the MPAS. No wonder the level of Arabic speaking skill of MPAS is different from MGAS, although they share
similar perceptions.
As for MGAS, having a good command of Arabic language, for example, a sufficient collection of Arabic
vocabulary, a good command of Arabic grammar such as Arabic Syntax and Arabic Morphology, will surely
beautify their language, thus enabling them to gain courage and confidence to speak. With courage at hand, learners
will be willing to speak, make mistakes, be corrected and improve their language. Self-confidence helps them to be
calm and relaxed, eliminate or at least reduce their shyness, nervousness, anxiety to face the people. These attitudes
motivate them to use various strategies to utilize whatever facilities and opportunities available around them to create
the environment and opportunity to speak Arabic. In other words they become interested to practice what they have
learnt orally. When they realize that they are able to speak, they will be excited with the new speaking ability, thus
establishing more positive attitudes towards Arabic speaking skill such as discipline, motivation, determination,
diligence, creativity, and so on. These attitudes were obviously shown by MGAS throughout their efforts to develop
Arabic speaking skill. These attitudes will definitely contribute to meaningful and effective strategies inside as well
as outside the classroom. According to Ellis (1994:555) “successful learners appear to use learning strategies more
frequently and in qualitatively different ways than learners who are less successful.”
The above findings correspond to the study of Abraham & Vann (1987) who reported that successful and less
successful learners differ in their efforts to achieve grammatical correctness and flexibility in using strategies. The
successful learner displayed higher concern on grammatical rules and correctness to improve his speaking and
writing than the less successful learner. In terms of language learning philosophy, the successful learners appeared to
take a broader view that believes language learning requires attention to both function and form, including
vocabulary, morphology and grammar. Conversely, the less successful learners apparently regard language primarily
as a set of words that could be strung together to communicate.
5. Implications for practice
The study showed that perception is an important factor that influences the approach and strategies the students take to
develop Arabic speaking skill. The Arabic speaking skill course should therefore be carefully designed to confront and
correct student’s erroneous and irrational perceptions by cultivating reasonable commitments for successful language
learning. The perceptions can be confronted by raising their awareness regarding the objectives of learning the Arabic
language, the pre-requisites for effective language learning, and for good speaking skill, solutions to the obstacles in
developing the Arabic speaking skill, and so on. This information should be addressed first because it is not worthwhile
to teach potential strategies to develop Arabic speaking skill if the students do not appreciate the role of their
perceptions and attitudes. Simultaneously students should be exposed to Arabic speaking skill strategies. More
importantly, students should be guided as to how to direct their attention away from anxiety and self-consciousness
when they are speaking Arabic. The formal teaching of the strategies will expose poor Arabic speakers to potential
strategies that they can adopt to develop their Arabic speaking skills. As for good Arabic speakers they will be able to
increase or refine the strategies being used. The strategies should be applicable both inside as well as outside the
classroom. Teachers or lecturers should be able to make the course as communicative as possible and avoid using
translation and memorization as the main methods of teaching and learning.
6. Conclusion
The study showed that perceptions of language learning play an important role in determining the success in L2/FL
learning. The study confirmed that perceptions affect the strategies taken by the learners to learn the new language,
which in return affect their language performance.
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