English Speaking Class Research Articles

Libyan EFL Undergraduates’ Motivation Toward Integrating Improv Cards with Role-Play Technique in English Speaking Classes

Libyan EFL Undergraduates’ Motivation Toward Integrating Improv Cards with Role-Play Technique in English Speaking Classes

English Foreign Language Teachers’ Strategy in Teaching Speaking Classes: A Case Study at the Rumah Inggris Jogja

This research aims to find out English teachers' strategies in teaching English-speaking classes at the Rumah English Jogja, explore the challenges faced by two English teachers in teaching speaking classes, and how they solve these problems. The present study utilized qualitative design with descriptive analysis, and the respondents were two teachers who teach English speaking classes. Observations and semi-structured interviews were employed to obtain the data. All data gathered were gone through several analysis steps: data reduction, data display, and conclusion. The findings revealed that the teaching strategies used by Mr. A were the question & answer, conversation, drilling, storytelling, and conversation strategy. Meanwhile, Mr. M, applied translation, repeating, group work, drilling, role play, reporting, game, story completion, interview, and question & answer. The result of the interview with Mr. A, and Mr M, revealed that they found it difficult to deal with new students as they were not well prepared to join the speaking class. Mr. A found it hard to stimulate and motivate his students who were not familiar with the topic discussed. Meanwhile, Mr. M, pointed out some of his difficulties, including the difference in learners' characteristics, and the variety of learners' needs, wants, and lacks in the class. Having a personal approach to students, being good friends, and creating an enjoyable learning atmosphere are several good efforts to do.

Factors Hindering Student Participation in English-Speaking Classes: Student and Lecturer Perceptions

English as a foreign language (EFL) students’ lack of engagement directly affects their learning outcomes, and it has captured the attention of many researchers. Factors affecting EFL students’ participation may be differed by student and lecturer perceptions, which will cause differences in these stakeholders’ solutions to classroom difficulties. Accordingly, this study measured Non-English major (NEM) students and EFL lecturers’ perceptions of factors hindering students’ participation in English-speaking classes. About 156 NEM freshmen and 14 lecturers responded to a 35-item questionnaire containing five primary clusters: linguistic, cognitive, affective, pedagogical, and social-cultural factors. The study further employed semi-structured interviews with six students and four lecturers. The results found some significant differences between lecturer and student perceptions. On the one hand, the students did not consider the large class size, insufficient time for in-class practice, and students’ tendency to remain silent as hindering their class participation. On the other hand, the lecturers considered vital barriers: students’ insufficient proficiency, teachers’ poor lessons, or teacher-student relationship. Based on the findings, teacher professional development activities are expected to be one of the solutions to EFL students’ insufficient engagement in English-speaking classes.

FACTORS INFLUENCING THE INTERACTION OF THIRD-YEAR ENGLISH MAJORS IN SPEAKING CLASSES AT HANOI OPEN UNIVERSITY

This study investigates external and internal factors affecting students’ interaction in English-speaking classes to develop effective strategies to improve their interaction. The study was conducted among sixteen classes at the Faculty of English at Hanoi Open University, with 86 students in total. Questionnaires and interviews were employed as data collection instruments for the study. The results showed that there are still a large number of ‘passive’ students who are not willing to speak and participate in class activities for different reasons, both coming from external and internal ones. These factors mainly include “self-confidence”, “motivation, and interest”, “prior relationships”, “classroom environment,” “lecturers’ teaching styles”, and “technological devices”. Accordingly, different techniques and teaching methods were recommended to promote students’ interaction during speaking lessons, including “pair work,” “asking-answering questions,” “debate sessions or discussion,” and “interactive multimedia learning.” The study results are expected to help both students and lecturers identify influential factors and explore more effective strategies or teaching methods to enhance students’ participation in English-speaking classes.

Correlation Between English Speaking Self-Efficacy and Proficiency: A Case Study of English Majors at Modern College of Northwest University

This study explores the link between self-efficacy in English speaking and speaking proficiency among English majors at Modern College of Northwest University during their English Speaking class. By examining the beliefs students hold about their English-speaking abilities and how these beliefs relate to their speaking scores, the research seeks to determine the effects of various speaking tasks on students’ self-confidence in speaking. Data gathered from 155 participants using questionnaires and English-Speaking scores demonstrated a positive relationship between speaking self-efficacy and proficiency. The results emphasize the significance of boosting speaking self-efficacy in English Speaking classes and provide guidance for teaching methods that enhance students’ confidence and performance in speaking.

Speak More, Students! Harnessing Technology for Active Students' Engagement in EFL English-Speaking Classes

One of the factors that causes EFL speaking challenges is students’ lack of engagement in their English-speaking classes. In that situation, technology might have the potential to help EFL teachers engage their students to speak more enthusiastically. This study explores technology tools used by teachers in EFL speaking, how they use the technology to teach EFL speaking to different levels of students, and to what extent the use of technology by the teachers can engage their students when learning EFL speaking. To achieve those research objectives, the researchers approached the study qualitatively by conducting a semi-structured interview with three EFL teachers from a non-formal school in Salatiga, Central Java, related to the purposes of the study. Through a rigorous peer debriefing process between the researchers, the data analysis results indicated that the participants used simple and common technology tools (e.g., PowerPoint, an online website, Google Docs, and Zoom) to teach EFL speaking. Notably, the technology tools could support the participants in engaging their students in the class by providing authentic and interesting materials that are completed with pictures and related to the students' lives. Questions for future research explorations are presented.

An Investigation into English-Majored Students’ Motivation in Speaking English

Educational psychologists are particularly interested in motivation because of its critical role in student learning. How students can be active in their learning would affect their outcomes during their educational journey. Thus, this study aims to explain types of motivation in language learning and then sheds light on how such motivation pushes and stimulates students in English speaking, concurrently digging deeper into influencing factors on students’ motivation. Findings from the survey questionnaire reveal that the students mainly have extrinsic and intrinsic motivations. This could be explained by the students’ focus on the requirements of jobs and the desire to experience new things. Besides, some factors that influence the students' motivation in English language learning include the learning environment, limited knowledge, and teachers’ pedagogical strategies. The semi-structured interview offers a deeper understanding of the students’ experience about how motivation affects their speaking skills as well as how some factors are suggested for higher motivation. Hence, enhancing English-majored students' proficiency, especially in speaking English fluently, is the final goal of the study. From such a vantage point, some motivational strategies are recommended for English-speaking classes for both majored students and non-majored ones.

Students Perception On The Use Of Tiktok For Learning Speaking English

In summary, the comprehensive analysis of students' responses to 11 distinct questions about the utilization of TikTok as a learning medium in English-speaking classes yields valuable insights. The unanimous agreement among the interviewed students underscores the overall advantage of TikTok as an effective and versatile learning tool. Firstly, TikTok proves to be a valuable supplementary resource, providing diverse content that aids in better understanding study materials. Students emphasize that the platform's content enhances their comprehension, offering additional learning material that is both engaging and accessible. Secondly, TikTok's interactive features, such as stitch videos and duets, emerge as pivotal components that inject an engaging and enjoyable dimension into the learning process. Students express a strong preference for these features, highlighting their positive impact on the learning experience. Thirdly, TikTok significantly contributes to bolstering students' confidence in speaking English. The students' responses emphasize that the platform acts as a transformative space where they overcome initial apprehensions about fluency. Through consistent speaking practice, students report feeling more motivated and self-assured when communicating in English. Additionally, the analysis reflects a positive correlation between TikTok usage and increased motivation to learn English. The platform's dynamic and interactive nature contributes to a more stimulating learning environment, encouraging students to actively engage with the language. Furthermore, students note that TikTok facilitates a deeper understanding of English materials. The visual and auditory elements in TikTok videos enhance their comprehension and retention of vocabulary and pronunciation. Despite these positive aspects, it's essential to acknowledge potential drawbacks. Some students express concerns about distractions on TikTok, which may divert their focus from the intended educational content. This highlights the need for effective time management and self-discipline when using TikTok as a learning tool. In conclusion, the data-driven analysis reveals a multifaceted perspective on the advantages and disadvantages of using TikTok as an English learning tool. While it significantly contributes to supplementary learning, interactivity, and confidence-building, students need to navigate potential distractions. Ultimately, TikTok emerges as a valuable and effective tool in language education, requiring a balanced approach to optimize its benefits for English learners.

Analyzing Learning Strategies of Top-Performing Students in English Speaking Classes at Junior High School in Indonesia

Analyzing Learning Strategies of Top-Performing Students in English Speaking Classes at Junior High School in Indonesia

Investigating the Impacts of Peer Conversations on Students' Speaking Ability at Ho Chi Minh City University of Industry and Trade

The facts that teachers asked some questions in English speaking classes, and students knew the answers but didn’t respond because they didn’t know how to express their opinions and experiences in English and students kept discussing some topics together in Vietnamese made the author concerned about major English students’ speaking skills. The purpose of this study is to find out how students perceive about speaking English with peers and their attitudes towards this method. This research employed forty English majors from integrated-skill-2 classes at Ho Chi Minh City University of Industry and Trade (HUIT). A closed-ended questionnaire and Likert scale were used to gather the data, and a quantitative research method was used to analyze it. Speaking practice daily with peers is a highly useful approach to improving speaking skills, according to the data gathered. The study also indicates that students have positive attitudes toward English conversation practice. Additionally, peer interaction gives students confidence and meets their need to speak in front of an audience. Besides, the study demonstrates that through peer conversations, students’ vocabulary increases significantly, and they find it much easier to articulate their thoughts and feelings more effectively.

A Literature Review of Verbal Interaction Between Teachers and Students in High School English Listening and Speaking Classes Based on iFIAS

In 2017, the curriculum nature of English Curriculum Standards for Senior High Schools (2020 Revision) emphasized that students should improve their ability of "autonomy, cooperation and inquiry", and "interaction" has become a key word in the field of educational research and practice. Flanders interaction analysis system (FIAS), proposed by American scholar Flanders, is a method to quantify the new orientation of classroom interaction. This paper reviews and collates the thesis from two aspects: "Classroom teacher-student verbal interaction" and "Flanders interactive analysis system", hoping to make some contributions to the research of teacher-student verbal interaction classroom in China.

Teachers’ Views of L1 Use in English Speaking Classes : A Case Study of University Teachers in Korea

This study investigates the views of university English teachers in Korea teaching English speaking classes to develop a greater understanding of how L1 is used and for what reasons and purposes in the classroom. The primary means of data collection included a survey with multiple choice questions and open-ended questions, as well as semi-structured interviews. Thirteen teachers, five native English-speaking teachers (NESTs) and eight Korean English teachers (KETs) responded to the survey, among whom four teachers participated in the interviews. The collected data were analyzed using descriptive statistics or qualitative methods, depending on their types. Findings revealed that teachers attempted to use English as the primary medium of instruction, adhering to class identity and their teaching beliefs. However, the majority also found themselves allowing for the use of Korean to some extent for reasons such as the students’ low English proficiency, course goals, the tense environment, common L1 among students, and the students’ demand, although some differences were observed in the way that Korean was used between NESTs and KETs. Teachers also showed more leniency towards the students’ Korean use as opposed to their own use of it and employed Korean for different purposes in each case. Discrepancies were found between NESTs and KETs in their purposes. For instance, NESTs focused their use of Korean on social purposes while KETs focused on managerial purposes. NESTs permitted students to use Korean for various purposes, whereas KETs focused mainly on affective and social purposes. However, both groups seldom considered the students’ use of Korean for linguistic purposes. Further discussions on implications for teachers, education administrators, and researchers are provided.

CLASSROOM MANAGEMENT STRATEGIES AND CHALLENGES IN EFL SPEAKING CLASS

Classroom management involves all endeavors aimed at establishing an efficient and pleasant teaching and learning environment that can inspire learners to learn effectively based on their abilities. It encompasses a range of intentional activities conducted by lecturers with the goal of establishing and sustaining optimal conditions for the teaching and learning process. This research investigates practical management strategies for English as a Foreign Language (EFL) speaking class. Semi-structured interviews and active classroom observation were employed to collect the data. Three EFL lecturers from the English Department of Universitas Darussalam Gontor who provided English speaking classes participated in this study. The objective was to look into the lecturers' viewpoints and management of speaking classes and to examine the strategies they employed and the challenges they experienced. The findings show that the lecturers had implemented a variety of strategies, including setting discipline, physical environment, encouraging more usage of English, offering engaging topics, speaking correction techniques, and building excitement for content. The results also revealed that the lecturers encountered difficulties to manage their teaching. Challenges such as improper pronunciation, learners' low self-esteem, and shortage of lexical resources were among the lecturers’ obstacles.

A Study on the Teaching Mode of Integrating Value Cultivation with Critical Thinking in the Listening and Speaking Course for English Majors

In order to solve the long-standing problems in English listening and speaking class, such as “Centralization of language knowledge and skills”; “Absence of critical thinking,” and “Separation of knowledge and affection”, this research put forward the model of Integrating Value Cultivation with Critical Thinking (IVCCT) (Note 1), which breaks through the traditional “Language-centrism” model. With values education as the core, this mode systematically cultivate the multi-competences in students, such as innovation, research, communication, cooperation and so on, through cross-cultural critical thinking activities, which will help the participants achieve the educational goals of integrating value shaping, knowledge transmission and competence cultivation.

The Effectiveness of YouTube in Developing and Improving English Foreign Language Learners’ Speaking Skills

This study investigates the competence of employing YouTube videos in teaching speaking skills among EFL Turkish students in Turkey. The study comprised 40 students attending general English-speaking classes in a language school in Istanbul, Turkey. The participants were divided equally into an experimental group and a control group of 20 students each. The traditional method was employed in teaching speaking for the control group, while YouTube videos were used for the experimental group. Both groups were given an oral pre-test and post-test to track their development. Four experienced English teachers rated the participants’ speaking performance using TOEFL independent speaking descriptors, which consist of four primary classifications: general description, delivery, language use, and topic development. The study's outcome showed that both groups' speaking performance was developed. However, the experimental group demonstrated a better speaking improvement than the traditional one. Delivery and language use were noticeably advanced in the experimental group's performance using YouTube videos during speaking classes.

An analysis of teachers' questioning discourse in high-quality English listening and speaking class of junior high school: A case study of "One excellent teacher for one subject, one subject for one excellent teacher" activity in 2019

An analysis of teachers' questioning discourse in high-quality English listening and speaking class of junior high school: A case study of "One excellent teacher for one subject, one subject for one excellent teacher" activity in 2019

Sri Lankan Anglophone Literature as a Mode for Dialogue and Reconciliation in the Portrayal of War in Sri Lanka (1983-2009)

From ancient times, war has played a main role in the lives of people and has been a major theme for literature, history, and as well as for political discourses. The period between 1983-2009 marks the war that took place in Sri Lankan history, which impacted the country politically, culturally, and economically. The realms of Sri Lankan English, Sinhala, and Tamil literature also went through change during this period, and many fiction, poems, dramas, and films were composed in response to the war both during and in its aftermath. The Sri Lankan Anglophone writers: residential authors as well as authors of the diaspora portray the war through their literary compositions. This critical literature review examines the role Anglophone literature plays as a mode for dialogue and reconciliation in the portrayal of war. Above ten studies conducted on Sri Lankan Anglophone literature and its role in portraying war published between 1992 and 2020 were reviewed. The findings of the review indicate that many scholars consider Sri Lankan Anglophone literature as a platform that plays a significant role as a mode for dialogue and reconciliation while some consider it as literature composed by the English-speaking class for its own class. This review concludes that the Sri Lankan Anglophone literature plays a substantial role as a medium for dialogue and reconciliation in the portrayal of war in Sri Lanka (1989-2003).

Comparing online and offline Chinese EFL learners' anxiety and emotional engagement

Learners' anxiety and emotional engagement have attracted a surge of scholarly interest due to their considerable relevance to students' academic performance and psychological well-being. However, the two variables await more exploration in the English as a Foreign Language (EFL) context. To fill this gap, we aimed to investigate these two variables in online and offline English-speaking classes, respectively, at a university in China. We adopted a sequential mixed-methods research approach. First, we used questionnaires to measure and compare the level of anxiety and emotional engagement in the two classes. Then, we conducted semi-structured interviews to gain a deeper understanding of the factors affecting learners' online and offline learning experiences. Quantitative results showed that students had higher levels of anxiety and lower levels of emotional engagement in the online environment than in the offline context. The subsequent qualitative findings revealed a complexity of positive and negative factors affecting anxiety and emotional engagement in the two instructional contexts. Our findings can shed light on research and practices concerning learner emotions in online and offline EFL instruction. Strategies were also provided to help teachers mitigate learners' anxiety and enhance their emotional engagement, which includes formulating a learning community, providing emotional support, alleviating students' technical stress and distraction, and incorporating group-based interactive activities into the course.

Analysis of Language Anxiety: A Study in English Speaking Classes among Vocational Students

Abstract. This study is intended to determine the factors that cause student anxiety in speaking in English, and solutions to overcome this anxiety. This research was carried out at the vocational campus Harapan Bersama Polytechnic in 11 study programs with 177 participants. This research used qualitative method. The data were collected using questionnaires and interviews. The results of the questionnaire analysis show that the highest cause of anxiety is non-teacher feedbacks and the solution to overcome the anxiety problem is individual preferences. In addition, based on the interview analysis, the cause of anxiety was the influence of regional dialect spoken in northern Java coastal areas (Tegal, Brebes, Slawi, Pemalang, Bumiayu, Cirebon). Lecturers and educational institutions must consider the curriculum and students’ psychological condition, so it is hoped that it can reduce students’ anxiety level.Keywords: problem solution; psychological condition; speaking anxiety Abstrak. Penelitian ini dimaksudkan untuk mengetahui faktor-faktor yang menyebabkan kecemasan mahasiswa dalam berbicara dalam bahasa Inggris, dan solusi untuk mengatasi kecemasan tersebut. Penelitian ini dilaksanakan di kampus vokasi Politeknik Harapan Bersama di 11 program studi dengan 177 subjek. Penelitian ini menggunakan metode kualitatif. Data dikumpulkan menggunakan kuesioner dan wawancara. Hasil analisis kuesioner menunjukkan bahwa penyebab kecemasan tertinggi adalah tidak adanya koreksi dari dosen, dan solusi untuk mengatasi masalah kecemasan tersebut adalah preferensi individu. Selain itu, berdasarkan analisis wawancara, penyebab kegelisahan adalah pengaruh dialek daerah, yaitu dialek pesisir Jawa bagian utara (Tegal, Brebes, Slawi, Pemalang, Bumiayu, Cirebon). Dosen dan institusi pendidikan harus mempertimbangkan kurikulum dan kondisi psikologis mahasiswa, sehingga diharapkan dapat mengurangi tingkat kecemasan mahasiswa.Kata kunci: solusi masalah; kondisi psikologis; kecemasan berbicara

Teaching English Speaking Skill from Traditional Arabic Teaching Adaptation at Pesantren

This research aims to explore the traditional of teaching language of Kitab in Pesantren, especially at EAL adapted to English speaking class. To gain the purposes, the methods of this research has applied descriptive qualitative research design for gaining a phenomenon, a process, or a specific point of view from the viewpoint of people involved in the process of adaptation model. In depth-observation of preparation document, teaching learning activities and the evaluation system had been done for getting the accuracy data, the data analyzed by Flow Model. It was found that there were clasified into 1) the preparation is written on dailly, weekly, monthly, and anual program, but no lesson plan, 2) teaching materials were aranged into 2 clasical books; grammar book adapted from Ilmu Alat book, and content book related to topic, story, news, ect.for having speaking activities, 3) speaking activities done by in-or-outside class and with-or-without teacher, reading aloud uttered by using rhymn as Sholawatan, learners centered by using setoran, sawir, etc. individually or classically, 4) test and non-test system applied at speaking evaluation. It may conclude that traditional Arabic teaching had been adapted to English speaking skills.