scholarly journals Confronting Cultural Barriers in Public Speaking through Multiple Learning Strategies: A Case of Indonesian EFL Learners

2020 ◽  
Vol 32 (1) ◽  
pp. 51
Author(s):  
Concilianus Laos Mbato
Keyword(s):  
Learning Strategies ◽  
Mixed Methods Research ◽  
Public Speaking ◽  
Research Question ◽  
The Body ◽  
Cultural Barriers ◽  
Independent Learning ◽  
Efl Students ◽  
Public Speakers ◽  
Speaking Skills

Cultural barriers, anxiety and lack of English competence may lead to EFL students’ failures in public peaking. Conducive learning environments, right coaching and learning strategies are likely to increase the possibility of students’ success. This research aimed to investigate whether the implementation of multiple learning strategies empowered Indonesian EFL students’ public speaking skills. 56 students enrolled in three public speaking classes of Sanata Dharma University, Yogyakarta in the academic year 2017-2018 participated in the research. One overriding research question was postulated, i.e., to what extent does the implementation of multiple learning strategies empower students’ public speaking skills? To answer the question, classroom mixed-methods research was employed where students filled out four different questionnaires and submitted focus group discussion (FGD) results at the end of the semester. Quantitative and qualitative data analyses indicated that students had very high perceptions about the use of and the combinations of reflections, peer-, teacher-, and self-assessments, independent learning plans and activities. They believed that multiple learning strategies implemented in the Public Speaking Class enabled them to be independent, responsible, and better learners. They also acknowledged becoming more confident and better public speakers. This study contributes to the body of knowledge in public speaking in two important ways. First, learning to speak in public for non-native speakers of English should begin with raising their awareness about cultural barriers that might inhibit the development of the necessary skills in public speaking. Second, teaching public speaking to EFL students requires the adoption of multiple learning strategies including strategies to confront imminent cultural barriers. This research, therefore, urges public speaking trainers and teachers in EFL settings to include intercultural understanding and multiple learning strategies in their public speaking classes in order to empower students’ public speaking skills

scholarly journals Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 112
Author(s):  
Made Dama Yanti ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Teacher Perceptions ◽  
Learning Strategies ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Efl Students ◽  
Perception Of Self ◽  
Quantitative Statistics ◽  
Teacher's Perception

The COVID-19 pandemic has forced academic institutions in Indonesia to implement online learning. As a result, teachers must prepare online learning strategies that can build students’ independent learning. This study aims to analyze teacher perceptions of independent learning, assigned activities in online learning, and independent learning components in activities. This study uses an embedded mixed-method approach. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are self-rated questionnaires, observation tables, and classification tables. The technique used in analyzing the data is descriptive qualitative and quantitative statistics. The results of this study indicate that teachers feel they have knowledge about and in implementing Independent Learning. The teacher carries out the learning process in three parts: pre-activity, initial activity, and post-activity. However, there are only three components of Self-Directed Learning that are included in the action. In its activities, self-directed learning is when the teacher provides material, individual assignments, and assistance when needed. However, independent learning is no longer a reflection on post-activity because there is no feedback. Therefore, more effective and exciting learning activities are required.

scholarly journals University Students’ Perceptions of Videotaping as a Teaching Tool in a Public Speaking Course

2018 ◽  
Vol 14 (8) ◽  
pp. 102
Author(s):  
Latifa El Mortaji
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Major Effect ◽  
Verbal Communication ◽  
Independent Learning ◽  
Skills Development ◽  
Efl Learners ◽  
Self Reflection ◽  
Freshmen Students ◽  
Speaking Skills

The purpose of this study was to investigate the effect of videotaping on college students’ public speaking skills development in English as a Foreign Language (EFL) from the learners’ perspective. Twenty Moroccan freshmen students majoring in Engineering, Business, and Humanities at Al Akhawayn University in Ifrane, Morocco, participated in the study. Using 60 videotaped extemporaneous speeches, pre and post-videotaping surveys together with self-reflection essays, the researcher reports on students’ perceptions of and attitudes towards the effectiveness of videotaping on their public speaking competence development. Results revealed that the students’ public speaking skills improved over the course of a semester in terms of content, followed by non-verbal communication, verbal communication, organization, and language. In line with some previous research, this study confirms that a combination of videotaping and self-reflection has a major effect on improving students' public speaking skills, developing confidence of EFL learners, and fostering independent learning

scholarly journals The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

2021 ◽  
Vol 17 (33) ◽  
pp. 128
Author(s):  
Ana Gadakhabadze
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Positive Impact ◽  
Educational Institution ◽  
Teaching Approaches ◽  
Teaching Procedure ◽  
Efl Students ◽  
Higher Educational ◽  
The Impact ◽  
Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

scholarly journals The use of e-learning in foreign language learning: A Case Study of Undergraduate EFL Students

2019 ◽  
Vol 1 (3) ◽  
pp. 30-42
Author(s):  
ABDELOUAHED LAACHIR
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Independent Learning ◽  
Traditional Learning ◽  
Problem Solving Skills ◽  
E Learning ◽  
Efl Students

This research paper is intended to shed light on the use of e-learning in learning and more particularly in foreign language learning by EFL students in higher education either to support the process of their traditional learning or for any other independent learning purposes. The aim is to identify how e-learning is used, the various existing e-learning strategies that students prefer to learn with and the extent to which EFL students are satisfied with the support offered by e-learning to assist the process of EFL learning. To answer these queries, a quantitative method is adopted for the collection of data using online tools in the creation and the administration of the questionnaire to the respondents. The findings of the study demonstrate that students usually use e-learning as it helps them to develop many language skills including communication skills, problem solving skills besides the four language skills. It has been shown also that students are highly satisfied with the use of e-learning which is usually used by traditional learning students to fulfill the missing gaps.

scholarly journals Perplexity and Predicament: A Corpus Stylistic Analysis of A Summer Bird-Cage

2021 ◽  
Author(s):  
Xuqin Lin
Keyword(s):  
Women Characters ◽  
Mixed Methods Research ◽  
Research Question ◽  
Value Orientations ◽  
The Body ◽  
Stylistic Analysis ◽  
The Novel ◽  
Specialized Knowledge ◽  
Lexical Categories ◽  
Spatio Temporal

This paper aims to explore the text style of Margaret Drabble’s novel A Summer Bird-Cage. Specifically, it is intended to scrutinize how Drabble’s language style vivifies her representation of some women characters’ perplexity and predicament when they are confronted with problems related to value orientations and lifestyles. The present paper’s significance lies in a methodological breakthrough and resultant interdisciplinary insights. To achieve the main aims specified above, this paper will explore the following research question: stylistically, how some lexical categories such as nouns, verbs, and clusters are related to the spatio-temporal order of the novel and to its discourse prosodies or “tone of characters” speeches. As a whole, this study is situated in a research context where previous and many current studies of A Summer Bird-Cage are primarily qualitative. To complement them, this paper embodies mixed methods research, featuring in a computer-aided, data-based, corpus stylistic approach to the style in Drabble’s novel. Based on a multi-layered investigation of Drabble’s language use and a close corpus stylistic analysis of it, this paper obtains some interesting findings as follows. First, some young, educated British women’s complicated psychological experiences are thematized via narratorial introspection that centers around characters’ processing of mind. Second, the tone of the women characters’ speeches and the underlying attitude to some important issues are often negative, indicative of the women characters’ bewilderment. In short, this paper adopts a corpus stylistic approach to thematic studies and character analysis as a contribution to the body of specialized knowledge of Drabble’s art of fiction.

scholarly journals Perplexity and Predicament: A Corpus Stylistic Analysis of A Summer Bird-Cage

2021 ◽  
Vol 5 (1) ◽  
pp. 159-176
Author(s):  
Xuqin Lin
Keyword(s):  
Women Characters ◽  
Mixed Methods Research ◽  
Research Question ◽  
Value Orientations ◽  
The Body ◽  
Stylistic Analysis ◽  
The Novel ◽  
Specialized Knowledge ◽  
Lexical Categories ◽  
Spatio Temporal

This paper aims to explore the text style of Margaret Drabble’s novel A Summer Bird-Cage. Specifically, it is intended to scrutinize how Drabble’s language style vivifies her representation of some women characters’ perplexity and predicament when they are confronted with problems related to value orientations and lifestyles. The present paper’s significance lies in a methodological breakthrough and resultant interdisciplinary insights. To achieve the main aims specified above, this paper will explore the following research question: stylistically, how some lexical categories such as nouns, verbs, and clusters are related to the spatio-temporal order of the novel and to its discourse prosodies or “tone of characters” speeches. As a whole, this study is situated in a research context where previous and many current studies of A Summer Bird-Cage are primarily qualitative. To complement them, this paper embodies mixed methods research, featuring in a computer-aided, data-based, corpus stylistic approach to the style in Drabble’s novel. Based on a multi-layered investigation of Drabble’s language use and a close corpus stylistic analysis of it, this paper obtains some interesting findings as follows. First, some young, educated British women’s complicated psychological experiences are thematized via narratorial introspection that centers around characters’ processing of mind. Second, the tone of the women characters’ speeches and the underlying attitude to some important issues are often negative, indicative of the women characters’ bewilderment. In short, this paper adopts a corpus stylistic approach to thematic studies and character analysis as a contribution to the body of specialized knowledge of Drabble’s art of fiction.

Computer- vs. Mobile-Assisted Learning to Promote EFL Students’ Speaking Skills: A Preliminary Classroom-Based Research

2020 ◽  
Vol 13 (3) ◽  
pp. 417-432
Author(s):  
Yudi Juniardi ◽  
◽  
Lina Herlina ◽  
Arif Husein Lubis ◽  
Irmawanty Irmawanty ◽  
...  
Keyword(s):  
Efl Students ◽  
Speaking Skills

scholarly journals Characterizing Mathematics Learning in Colombian Higher Distance Education

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1740
Author(s):  
Elizabeth Martinez-Villarraga ◽  
Isabel Lopez-Cobo ◽  
David Becerra-Alonso ◽  
Francisco Fernández-Navarro
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Context ◽  
Mathematical Knowledge ◽  
Mixed Methods Research ◽  
Mathematics Learning ◽  
Sequential Design ◽  
Education Students ◽  
Approach To Learning ◽  
Conditional Knowledge

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.

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