Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety

2019 ◽  
Vol 51 (3) ◽  
pp. 817-834 ◽  
Author(s):  
Mei‐Rong Alice Chen ◽  
Gwo‐Jen Hwang
Keyword(s):  
Critical Thinking ◽  
Concept Mapping ◽  
Learning Approach ◽  
Flipped Learning ◽  
Speaking Anxiety ◽  
Efl Students ◽  
English Speaking ◽  
Speaking Performance

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

2021 ◽  
Vol 7 (3) ◽  
pp. 104-118
Author(s):  
Meihua Liu
Keyword(s):  
Situated Learning ◽  
Teaching And Learning ◽  
Control Group ◽  
Speaking Anxiety ◽  
Postgraduate Students ◽  
English Speaking ◽  
Speaking Performance ◽  
Oral Presentations ◽  
Experimental Group ◽  
Ted Talks

This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning.

An Exploratory Case Study of English Speaking Anxiety Faced by Successful and Less Successful Japanese Learners

Relay Journal ◽  
2019 ◽  
pp. 158-169
Author(s):  
Hung Nguyen-Xuan
Keyword(s):  
Structured Interview ◽  
English Learning ◽  
Speaking Anxiety ◽  
Exploratory Case Study ◽  
Japanese Learners Of English ◽  
Efl Students ◽  
High Motivation ◽  
English Speaking ◽  
Japanese Learners

This article addresses the English speaking anxiety faced by successful and less successful Japanese learners of English. Two Japanese EFL students (one successful and one less successful) agreed to participate in the research. A survey and a semi-structured interview were used to gather the details of these two learners’ English learning experiences and frequency of dealing with English speaking anxiety. Results indicate that both learners felt speaking anxiety, but the less successful learner felt anxiety more frequently than the successful one. The successful learner also appeared to show high motivation and willingness to speak English, whereas the less successful one felt shy or tended to have fear of speaking English. The study is expected to provide some useful insights for further research of EFL students’ speaking anxiety.

scholarly journals EFL Students’ Perceptions of Activeness During the Implementation of Flipped Learning Approach at a Colombian University.

2018 ◽  
pp. 81-105
Author(s):  
Yuri Paola Chivata ◽  
Rocio Cristina Oviedo
Keyword(s):  
Active Learning ◽  
Collaborative Work ◽  
Intentional Content ◽  
Learning Approach ◽  
Degree Programs ◽  
Flipped Learning ◽  
State University ◽  
Immediate Feedback ◽  
Post Class ◽  
Efl Students

Flipped Learning is a pedagogical approach that provides students with more time in class to practice or engage in dynamic tasks in order to promote active learning. Although many studies around the world have studied its effectiveness and impact on academic performance, few have explored students’ perceptions of this approach. This case study was carried out in order to explore students’ perceptions of activeness during the implementation of a Flipped Learning approach. The participants were 84 students from a state university in Colombia who were taking English as a complementary subject as part of their undergraduate degree programs. Students were exposed to this approach during a 16-week period in which they carried out different pre-class, during-class, and post-class activities. Data collection instruments were designed based on the first three pillars of the approach (Flexible Environment, Learning Culture and Intentional Content). Data were collected through immediate feedback, a questionnaire, and a focus group interview, and were then analysed in light of these three pillars. The data indicated that students felt there was more engagement, their voices were heard, they felt increased ownership of their learning, and they demonstrated a positive opinion towards collaborative work. Key words: Flipped Learning, Active Learning, Activeness, ELT, perceptions.

scholarly journals EFL Students’ and Teachers’ Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
Turgay HAN ◽  
Ahmet Serkan Tanriöver ◽  
Özgür Sahan
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
English Language ◽  
Speaking Anxiety ◽  
Significant Difference ◽  
Efl Students ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

<p class="apa">Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.</p>

scholarly journals Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels

2020 ◽  
Vol 2 (3) ◽  
pp. 257-270
Author(s):  
MICHAEL JORDAN FULGUERAS ◽  
JUDY BAUTISTA
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Flipped Classroom ◽  
The Philippines ◽  
The Other ◽  
Learning Approach ◽  
Flipped Learning ◽  
Conventional Instruction ◽  
Significant Difference ◽  
Esl Learners

This experimental study investigated the effects of flipped classroom in enhancing critical thinking and reading comprehension levels of 212 senior high school ESL learners in the Philippines; half of which received the conventional lecture-discussion approach to instruction and the other half received flipped learning approach.  Both the control and the experimental groups were subjected to equal number of 15 instructional sessions.  In order to establish the baseline data for each group in the critical thinking variable and the reading comprehension variable, pretests were conducted and were subsequently compared to posttest results.  The t-test of two independent samples assuming equal variances was used to determine if there was a significant difference between the flipped classroom approach and the lecture-discussion approach with regard to enhancing critical thinking and reading comprehension levels.  Results reveal that in both approaches, there were improvements in the critical thinking levels and the reading comprehension levels of the respondents.  However, the results reveal that the respondents who received instruction using the flipped learning approach significantly outperform the respondents who received conventional instruction.

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