scholarly journals Challenges and Strategies in Teaching Speaking Skills to the Yemeni EFL Learners at Aden University: A Case Study

2021 ◽  
Author(s):  
Abdulbari Mahboob Ahmed Al-Hassaani ◽  
Abdulkarim Fadhl Mahmood Qaid
Keyword(s):  
Efl Learners ◽  
Challenges And Strategies ◽  
Speaking Skills

scholarly journals EFL Learners’ Use of Language Learning Strategies to Handle Language Anxiety

2021 ◽  
pp. 64-70
Author(s):  
Syamsudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Anxiety ◽  
Language Learning Strategies ◽  
Descriptive Case Study ◽  
Efl Learners ◽  
The Subject ◽  
Depth Interviews ◽  
Speaking Skills

This study is about the use of language learning strategies by the students of the English Letters department of one of the Islamic Universities in Malang to handle language anxiety to improve their speaking skills. This study aims at discussing the result of some observations and in-depth interviews to two EFL learners using language learning strategies to handle language anxiety to improve their speaking skills. This study applies a descriptive case study involving two EFL learners as the subject of the study. From the study, it is found that EFL learners might experience language anxiety due to several factors/ conditions. It is necessary for the EFL learners to be acquainted more with the use of language learning strategies to handle language anxieties so that they might improve their speaking skills.

scholarly journals Challenges and Strategies in Teaching Speaking Skills to the Yemeni EFL Learners at Aden University: A Case Study

2021 ◽  
Author(s):  
Abdulbari Mahboob Ahmed Al-Hassaani ◽  
Abdulkarim Fadhl Mahmood Qaid
Keyword(s):  
Labor Market ◽  
College Of Education ◽  
Teaching English ◽  
Teaching Materials ◽  
Efl Learners ◽  
English Speaking ◽  
Second Year ◽  
Anxiety And Fear ◽  
Speaking Skills

This study focused on Yemeni EFL learners of second-year level, Department of English, College of Education/Saber, Aden University. Yemeni learners started to study English in class seven at the age of about 14, and this is a problem for Yemeni EFL learners. Besides, Yemeni EFL learners’ problems were inadequate syllabus and inappropriate teaching materials of English-speaking skills course. The researchers identified a problem existing in the classroom. The learners in this college faced difficulties in their study of English-speaking skills at Aden University. This was because of their limited background in English. They felt anxiety and fear of making mistakes. The study’s main objective was to examine the difficulties faced by the Yemeni EFL learners in English-speaking skills course at Aden University. The study contributed to finding remedies to the Yemeni EFL learners’ problems in English -speaking skills. It would also help syllabus designers, teaching materials writers, learners, and teachers at Aden University. We conclude that the Yemeni EFL learners need enough time to practice English-speaking skills at Aden University. The current syllabus and teaching materials for teaching English-speaking skills need to be changed and developed to match the learners’ needs in the labor market.

scholarly journals Challenges and Strategies in Teaching Speaking Skills to the Yemeni EFL Learners at Aden University: A Case Study

2021 ◽  
Vol 12 (1) ◽  
pp. 498-514
Author(s):  
Abdulbari Mahboob Ahmed Al-Hassaani ◽  
Abdulkarim Fadhl Mahmood Qaid
Keyword(s):  
Labor Market ◽  
College Of Education ◽  
Teaching English ◽  
Teaching Materials ◽  
Efl Learners ◽  
English Speaking ◽  
Second Year ◽  
Anxiety And Fear ◽  
Speaking Skills

This study focused on Yemeni EFL learners of second-year level, Department of English, College of Education/Saber, Aden University. Yemeni learners started to study English in class seven at the age of about 14, and this is a problem for Yemeni EFL learners. Besides, Yemeni EFL learners’ problems were inadequate syllabus and inappropriate teaching materials of English-speaking skills course. The researchers identified a problem existing in the classroom. The learners in this college faced difficulties in their study of English-speaking skills at Aden University. This was because of their limited background in English. They felt anxiety and fear of making mistakes. The study’s main objective was to examine the difficulties faced by the Yemeni EFL learners in English-speaking skills course at Aden University. The study contributed to finding remedies to the Yemeni EFL learners’ problems in English -speaking skills. It would also help syllabus designers, teaching materials writers, learners, and teachers at Aden University. We conclude that the Yemeni EFL learners need enough time to practice English-speaking skills at Aden University. The current syllabus and teaching materials for teaching English-speaking skills need to be changed and developed to match the learners’ needs in the labor market.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

scholarly journals Is there a Relationship between Critical Thinking and Critical Reading of Literary Texts: A Case Study at Arak University (Iran)

2014 ◽  
Vol 33 ◽  
pp. 63-76 ◽  
Author(s):  
Hamedreza Kohzadi ◽  
Fatemeh Aziz Mohammadi ◽  
Fatemeh Samadi
Keyword(s):  
Critical Thinking ◽  
Proficiency Test ◽  
Literary Work ◽  
Literary Texts ◽  
Critical Reading ◽  
Male And Female ◽  
Efl Learners ◽  
Female Data ◽  
The Subject

Examining the theme, plot, and characters of a literary work is a common practice for students of literature so that they can criticize literature. Unlike a non-critical reading which provides readers only with facts, a critical reading also entails depicting how a book or a source illustrates the subject matter. Through various reading procedures including interpretation, inference and examining ideologies embedded in texts, readers can develop critical thinking. This paper aims at examining whether or not there is a relationship between critical thinking and critical reading of literary texts in higher education. To meet the mentioned aim, 121 EFL learners from Arak University were invited to participate in this study. After administrating English proficiency test, total numbers of students were 98 male and female. Data analysis was done through employing ANOVA and T-test.

scholarly journals Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Najah Ahmad Khamis ◽  
Rohaiza Jupri
Keyword(s):  
English Language ◽  
First Language ◽  
Final Word ◽  
Sound System ◽  
Postgraduate Students ◽  
Efl Learners ◽  
Case Study Design ◽  
The Difference ◽  
Quantitative Case Study

<p>Achieving a near-native speaker’s pronunciation is so essential for EFL learners. However, many factors contribute to the challenges faced by EFL learners, mainly due to the difference in the sound system of English Language and that of their first language. For this reason, Arab learners of English Language may mispronounce some English sounds. This paper analyzed one of the few problematic sounds to the Arab Yemeni EFL learners - the pronunciation of the English voiceless postalveolar affricate /ʧ/. The study which has a quantitative case study design uses four Yemeni EFL postgraduate students as its participants. The participants’ pronunciations of /tʃ/ sound in the initial, middle and final word-positions were analyzed using Praat phonetic software. The findings of the study showed that Yemeni EFL learners have difficulties in producing the /tʃ/ sound, especially in the initial and final positions, and deaffrication of /tʃ/  occurred in the  pronunciation of the four participants. The current study is expected to be of value, particularly for EFL learners, teachers, as well as material writers.</p><p> </p>

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