Nonlanguage factors affecting undergraduates' judgments of nonnative English-speaking teaching assistants

1992 ◽  
Vol 33 (4) ◽  
pp. 511-531 ◽  
Author(s):  
Donald L. Rubin
Keyword(s):  
Teaching Assistants ◽  
Factors Affecting ◽  
English Speaking

Students’ Speaking Skill in English Immersion School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso
Keyword(s):  
English Teachers ◽  
Program Improvement ◽  
Average Score ◽  
Factors Affecting ◽  
English Immersion ◽  
Speaking Skill ◽  
English Speaking ◽  
Comparative Results ◽  
Academic Year ◽  
Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

Factors affecting students’ speaking performance in English department of Jawzjan University

2020 ◽  
Vol 3 (4) ◽  
pp. 129-134
Author(s):  
Ahmad Shah Qasemi
Keyword(s):  
Quantitative Research ◽  
English Education ◽  
English Department ◽  
Data Collection Tool ◽  
Positive Perception ◽  
Factors Affecting ◽  
Speaking Out ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Performance

This study aims to recognize the problems that students of English department face when they speak English. To achieve the objective of the investigation a quantitative research was designed. A questionnaire was used as the main data collection tool. The findings of the study showed that majority of the students have a positive perception about importance and necessity of speaking skill. According to the findings most of the students do not have the opportunity of practicing English speaking out of the class. Moreover, dissimilarity in English education background of the students are another challenge which is recognized in outcome of the study. Furthermore, the findings showed that most of the students feel motivated and confident in speaking performance. Moreover, the findings also revealed that the teachers have significant role for motivating the students in speaking performance. To sum up, the result exposed that students are appreciated and praised when they perform a speaking task efficiently.

scholarly journals KEY FACTORS INFLUENCING LEARNERS’ ORAL FLUENCY IN ENGLISH SPEAKING CLASSES: A CASE AT A PUBLIC UNIVERSITY IN VIET NAM

2020 ◽  
Vol 36 (6) ◽  
pp. 93
Author(s):  
Dinh Thi Bich Ngoc ◽  
Tran Thi Dung
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Survey Questionnaire ◽  
Structured Interviews ◽  
Oral Fluency ◽  
Factors Affecting ◽  
Affective Factors ◽  
Factors Influencing ◽  
English Speaking

In the field of English language learning, speaking is regarded as one of the most important skills to be developed and enhanced continually as means of effective communication. In most English classes at universities, many students find it difficult to express themselves in spoken English. So this research aims to investigate prominent factors affecting fluency of second-year students in speaking skill. The study uses mixed research methods with two data collection instruments namely survey questionnaire and semi-structured interview. The participants joining the survey questionnaire include 98 English non-majored students who were taking the English speaking course in their second semester at a university. The semi-structured interviews were conducted with 15 teachers and 15 students. The findings reveal that the group of affective factors is the prominent one, and then followed by automation, error correction and performance factors influencing their oral fluency. Therefore, some useful recommendations focusing on interactive strategies to minimize learners’ difficulties in oral fluency as well as develop their fluency in English speaking performance in this study could be taken into account for EFL teachers in English speaking classes.

Circulating East to East

2017 ◽  
Vol 21 (2) ◽  
pp. 170-190 ◽  
Author(s):  
Se Woong Lee
Keyword(s):  
Qualitative Research ◽  
International Students ◽  
Study Abroad ◽  
Chinese Students ◽  
Asian Countries ◽  
Pull Factors ◽  
Factors Affecting ◽  
Quantitative And Qualitative Research ◽  
Educational Satisfaction ◽  
English Speaking

Every year, substantial numbers of students choose to study abroad, and China is one of the largest exporters of international students. Interestingly, instead of choosing English-speaking countries, increasingly more Chinese students are choosing nearby Asian countries as their destination to study abroad, particularly Korea. Despite this emerging trend, little is known regarding why Chinese students have begun to choose Korea and its universities or their level of educational satisfaction with their study-abroad choices. Extrapolating from the push–pull model, this study utilized a combination of quantitative and qualitative research methods to examine factors affecting students’ choice to study in Korea. Notably, this study concluded that although low institution selectivity is a strong pull factor, that selectivity is also a determinant of students’ study-abroad satisfaction. This study contributes to the limited research by exploring the distinct push–pull factors of Chinese students who are studying in Asia—East to East—particularly in Korea.

scholarly journals ORAL PRESENTATION STRATEGY FOR ENHANCING ENGLISH SPEAKING PROFICIENCY TO NON-ENGLISH MAJOR STUDENTS

2019 ◽  
Vol 1 (2) ◽  
pp. 40-48
Author(s):  
Thao Hieu Nguyen
Keyword(s):  
Oral Presentation ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Dynamic Learning ◽  
Factors Affecting ◽  
Speaking Proficiency ◽  
English Major ◽  
English Speaking ◽  
Student Grades ◽  
Oral Presentations

This paper presents an integratedskill approach of using oral presentations as an interactive teaching tool in non-English major classrooms, specifically in the context of Tra Vinh University. This paper has the following sections: (1) introducing the context of teaching and learning English and the factors affecting students’  speaking ability in Vietnam and in several other countries; (2) presenting the benefits of integrating oral presentation in the classroom; (3) proposing suggestions that help EFL teachers to apply this approach effectively. The result shows that four main factors, which affect students’ speaking ability, are a lack of topical  knowledge, low self-esteem, limited chances of practice and the overuse of mother tongue. By giving presentation, students have a higher level of confidence, speak correctly, use more vocabularies, and develop other language skills as well as soft-skills. However, teachers need to instruct students clearly; reduce pressure on student grades and make effective feedback to individual. Besides, students need encouragement to create dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English speaking ability.

scholarly journals Factors Affecting Internship Students’ Speaking Anxiety

AL-TA LIM ◽  
2019 ◽  
Vol 26 (2) ◽  
pp. 204-212
Author(s):  
Asnawi Muslem ◽  
Ika Apriani Fata ◽  
Inayatullah Inayatullah
Keyword(s):  
Research Subjects ◽  
Grammar Rule ◽  
Speaking Anxiety ◽  
Factors Affecting ◽  
Speaking Skill ◽  
English Speaking ◽  
Educational Factors ◽  
Major Factors ◽  
High Level ◽  
Rule Making

This study is sought to discover the English speaking anxiety factors in class of internship students and to investigate the students’ efforts to cope the problems. This research applied qualitative method in addition research subjects were 30 English internship students of Universitas Syiah Kuala in 2015. The data were collected through questionnaire and interview. Both of the instruments were adapted from (Tum Kunt, 2013). The study discovered that the major factors of students’ speaking anxiety divided into two interrelated groups; psychological and educational factors. Regarding to the psychological factors, the students were anxious and feeling fear of having misunderstanding teachers’ instruction and supervision. The educational factors were reflecting to the current bad performance of speaking skill aspects namely; inaccurate of fluency, inappropriate of vocabulary, inappropriate application of grammar rule, insufficient materials preparation and poor of pronunciation. Nevertheless, 16 internship students who were indicated high level of speaking anxiety used various efforts to solve the speaking anxiety such as; practicing, listening to native speaker’s utterance, reading English texts, memorizing words, keeping using English in class, learning grammar rule, making note, preparing the material and using audio dictionary. This study concludes that everyone has anxiety and it is common, yet this problem could be reduced by doing some efforts

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