Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed that English is used during formal transaction. In addition to that, the discussion on academic matters is a necessity to speak English. Next, findings for performance revealed that no matter how good or poor their achievement in this second language, speakers have to make it happen – this is one of the challenges that the speakers have to face. Lastly, the speaking anxiety may impact their (speakers) interaction with other people. Results of this study bear interesting implications towards the acquisition and learning of speaking in English among learners. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" /></p>
Herzberg's Motivator-Hygiene theory has been used for decades to measure individuals' motivations for reaching their jobs' achievements in their workplaces. Nevertheless, very limited studies are found on the relations of Herzberg's Two-factor theory with learning motivation in education setting. This study aimed to identify the correlations between motivator (satisfiers) factors and hygiene (dissatisfiers) factors by utilizing motivational scales by Pintrich & De Groot in language learning classrooms. This quantitative study delved into what motivates students to learn and it used a 5-point Likert-scale survey, which was adapted from Herbeg's (1964) two-factor theory and correlated with motivational scale by Pintrich & De Groot (1990). The instruments consisted of 3 sections. Section A has 4 items on demographic profile. Section B has 12 items on satisfiers and section C has 12 items on dissatisfiers. A purposive sample of 140 participants from a public university in Malaysia responded to the survey. The findings disclose that the application of motivator and hygiene factors from Herzberg's Two-Factor Theory is feasible in finding the students' motivations in language learning. Teachers and Curriculum writers need to design course works, authentic lesson plans, meaningful classroom activities and relatable tests to motivate students in language classrooms.
In the midst of covid 19 endemic, educators all over the world realized that learning can be achieved everywhere via E-learning. In this study, the researchers investigated students' perceptions of E-learning and face-to-face learning by performing qualitative and quantitative studies that involved 311 students from public and private universities in Malaysia and State Islamic University Imam Bonjol of Padang, Indonesia. The objectives were to investigate and analyse students' perceptions of learner preferences, performance, study load, interactivity, and obstacles in E-learning and face-to-face learning. Findings disclosed that students demonstrated different perceptions and learning experiences. Most of the respondents indicated that they often experienced poor internet signal quality as the dominant factor especially those living in rural areas. In the interview, some students shared that they prefer a mix of face-to-face classes and a few online meetings. They also shared that their interest in online learning seemed to decrease and they appreciate face-to-face learning more. It was also disclosed that instructors are advised to be more creative and strengthen themselves with more advanced IT skills. As for the instructors, online instruction was a time-consuming resource and caused a work-life imbalance which not only impacts their families but also their social relations.
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