Oral Communication Strategies Used by English Major Undergraduates during the Internship Program

2017 ◽  
Keyword(s):  
Communication Strategies ◽  
Oral Communication ◽  
English Major ◽  
English Major Undergraduates

scholarly journals Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

2021 ◽  
Author(s):  
Lien Tran
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Communication Strategies ◽  
Communication Strategy ◽  
Classroom Culture ◽  
English Teaching ◽  
Efl Teaching ◽  
L2 Learning ◽  
English Major

<p><b>The way English is taught at all educational levels has been a matter of big concern in Vietnam. This is clearly shown by the National Foreign Languages Project 2020 (phases 2008-2016 and 2017-2025) which aims to renovate all aspects of English teaching including teaching facilities, teacher proficiency, curriculum, assessment methods, and learning outcomes, particularly in tertiary English teaching (Vietnamese Government, 2008). Teachers’ classroom English communication is an important part of English teaching and learning; thus, closely examining how they use classroom English and communication strategies is a necessity. However, most international and Vietnamese research of English communication in English as a Foreign Language (EFL) teaching contexts has focused on the perspectives of learners, with limited attention given to the role of teachers. This thesis fills this gap by examining tertiary teachers’ practices of English communication in relation to learners’ perspectives. </b></p><p>This study investigated how English communication was used by five Vietnamese lecturers of English who were teaching non-English major students at two public colleges in Vietnam. This research adopted a mixed methods and qualitative dominant approach. The data were collected via classroom observations, survey questionnaires, individual interviews with lecturers, and focus group interviews with students. Findings reveal that, while most of the lecturers said they used more English than Vietnamese, classroom observation and student interview data suggested that they spent marginally less time speaking English than Vietnamese. Both lecturers and students shared viewpoints on the benefits of an English-only approach, but many did not think this approach would be applicable and effective in classes. Both lecturers and students believed that lecturers’ choice and use of classroom language was predominantly influenced by the desire to ensure comprehension and to provide concern to students. Findings further show seven key communication strategies used by the lecturers, with humour having not been previously identified in communication strategy research. </p><p>The lecturers’ roles as language users and language analysts are assumed to be mutually interconnected to lead to their practices of communication strategies; and the role of language teachers with their pedagogical learner knowledge shaped their perceptions on the functions and usages of communication strategies. Mismatches between the lecturers’ and students’ perceptions of classroom English communication were also identified. Those mismatches were caused by a limitation on communication at the interpersonal level between the lecturers and students and the particularly hierarchical and formal teacher-learner relationship in Vietnamese culture. To minimise those perceptual gaps, it is recommended that lecturers need to consider the perspectives of students to know what they expect to learn and how to learn that effectively. Lecturers’ classroom communication styles and strategies are also shown to be important to help alleviating those perceptual mismatches. It is also suggested that EFL classrooms should offer features of a supportive and motivating environment such as a well-designed classroom layout, teachers’ systematic corrective feedback, less asymmetrical power, and plentiful interaction opportunities. In the communicative and learner-centred teaching approaches, EFL teaching needs to be innovative to better engage and motivate students and to create more learning opportunities. </p><p>Taken as a whole, this thesis suggests that socially affective classroom culture plays an important role in students’ foreign language (FL) and second language (L2) learning and development. A positive lecturer-student relationship, a supportive learning environment, and interaction opportunities are the three main factors that can mediate and construct students’ FL/L2 learning. This study also emphasises the essential role of lecturers in shortening the perceptual gaps between them and students and opening learning space for students. Lecturers’ classroom communications strategies are used for communicative, affective, motivational, and pedagogical purposes and can be converted into students’ learning strategies with mediation tools. To improve EFL teaching and learning, this study also recommends an English-dominant teaching policy, job-oriented and communicative-based syllabus and assessment, and frequent teacher self-reflection and students’ feedback. Lastly, the research has useful implications for EFL teacher education and proficiency development. </p>

scholarly journals An Acoustic Study of Communication Apprehension during English Oral Presentations by Japanese University Students

2020 ◽  
Vol 13 (8) ◽  
pp. 178
Author(s):  
Hiroko Nakamura ◽  
Kazuhiro Nomura ◽  
Namie Saeki
Keyword(s):  
University Students ◽  
Acoustic Analysis ◽  
Communication Apprehension ◽  
Oral Communication ◽  
Oral Performance ◽  
Speech Anxiety ◽  
Actual Performance ◽  
Japanese University ◽  
Significant Difference ◽  
English Major

This study investigated the influence of communication apprehension and anxiety in second-language (L2) learning on oral performance of Japanese university students in terms of F0 (fundamental frequency) analysis. The participants were English-major students (3 males and 6 females) who presented at an oral communication festival for university students. The F0 analysis consisted of a mean F0 and F0 range. The participants&rsquo; utterances were digitized and analysed with Praat. Participants also completed two structured closed-ended questionnaires: a Personal Report of Communication Apprehension (PRCA) and a Foreign Language Classroom Anxiety Scale (FLCAS). One subscale of PRCA is Speech Anxiety (SA) that measures apprehension in public speaking. Acoustic analysis of F0 was conducted of the utterances provided by the students and their F0 data during rehearsal and the actual performance settings. The results revealed a significant difference in mean F0 between the rehearsal and actual performance. Mean F0 was significantly correlated with SA. These results suggest that students tend to show higher speech anxiety during an actual performance setting that is also reflected by a higher speaking F0.

scholarly journals The influence of proficiency level on the use and choice of L1/L2 communication strategies used by Iraqi EFL students

2019 ◽  
Vol 8 (1) ◽  
pp. 127
Author(s):  
Raed Latif Ugla ◽  
Mohamad Jafre Zainol Abidin ◽  
Mohammed Najim Abdullah
Keyword(s):  
Language Proficiency ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Proficiency Level ◽  
English Major ◽  
Efl Students ◽  
Interactive Task ◽  
Speaking Task

<span>This study aimed at investigating the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from<em> </em>52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). A taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1-based strategies more frequently, while high proficient students use L2-based strategies more frequently.</span>

Lending Ears to EFL Learners: Language Difficulties

2011 ◽  
Vol 28 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Sahail M. Asassfeh ◽  
Yousef M. Al-Shaboul ◽  
Wael Zuraiq ◽  
Sabri Alshboul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Major ◽  
Learning Problems ◽  
Grade Point ◽  
Efl Learners ◽  
Basic Language ◽  
Language Difficulties ◽  
English Major ◽  
English Major Undergraduates

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

scholarly journals Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study

2018 ◽  
Vol 11 (2) ◽  
pp. 539-554
Author(s):  
Yusuf Demir ◽  
◽  
Gülçin Mutlu ◽  
Yavuz Selim Şişman ◽  
◽  
...  
Keyword(s):  
Mixed Methods ◽  
Communication Strategies ◽  
Oral Communication ◽  
Mixed Methods Study ◽  
Efl Learners

Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence

2017 ◽  
Vol 5 (4) ◽  
pp. 57
Author(s):  
Gan Lai Kuen ◽  
Shameem Rafik-Galea ◽  
Chan Swee Heng
Keyword(s):  
Second Language ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Strategy Instruction ◽  
Oral Communication ◽  
Communication Strategy ◽  
Self Report ◽  
Control Group ◽  
Strategic Competence ◽  
Experimental Group

This study investigates the use of oral communication strategy instruction on English as a Second Language (ESL) learners’ oral communicative performance and their strategic competence. The treatment involved 12 weeks of training using oral communication strategies such as circumlocution, appeal for help, clarification request, fillers, comprehension check, confirmation checks, self-repair and topic avoidance. Strategies were integrated into the learners’ Communicative English 2 Course syllabus with Mechanical Engineering content. The study involved two intact control (n=34) and experimental groups (n=54). The control group only received the normal Communicative English course with no explicit focus on communication strategies (CS) while the experimental group received CS training designed with metacognitive strategies. Pre and posttest procedures were used to assess the effectiveness of the training and learners’ strategic competence. Five instruments were used to collect the data (oral proficiency test, oral communication test, transcripts of oral communication test, unstructured interview and self-report). The findings revealed that the experimental group significantly outperformed the control group after the training and the learners’ self-reports also revealed positive results. The results also revealed that the learners frequently used literal translation from their first language in their communication. 

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