Learning grammar may be perceived as challenging and difficult by many ESL learners. One effective way to attract them to learn grammar is by incorporating games in the lessons. This study involves the use of a language card game titled 'Jester', which is inspired and adapted from Donkey and Joker games. The current study aims to examine university students' attitude towards Jester and how Jester helps them in learning Adjectives. The methodology comprises a mixed method research design using a questionnaire and structured interview. The data from the questionnaire were analysed descriptively and the responses from the interview were used to triangulate the data. The study revealed that the respondents had a positive attitude towards the use of Jester in the grammar lesson. The findings imply interesting implications on the use of language games in the ESL classroom.
There are four types of communication skills taught in a language classroom, namely speaking, writing, reading and listening. These four skills are also separate language skills known as productive and receptive skills. Speaking and writing are categorised as the productive skills. This study aims to identify learners' speaking abilities through oral presentations. Language learners fear oral presentation due to negative evaluation and social-environment factors. One way to lessen the burden and fear of speaking among learners is by focusing on group activities when it comes to language learning. This study is done to investigate how language learners feel about pair and group work oral presentation. This quantitative research will investigate the prevalence of fear of oral presentation among learners of English as a second language. 56 respondents were purposively chosen to answer the survey. Findings in this study has shown that learners are equally affected by their external and internal fear when it comes to oral presentation. Findings of this study bear interesting pedagogical implications in the teaching and learning of oral presentation.
According to Gahungu (2007), learners' use of learning strategies can influence their language learning ability and affect their self-efficacy. There are 6 strategies namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. Self-efficacy is a skill that is not already embedded in the self of a learner. It is generated and developed. Past researches have shown the relationship between language learning strategies and learners' self-efficacy. This study aims to look into detail on students' preferences of strategies and how those strategies affect their level of proficiency in second language acquisition. The result of this study will show interesting findings on how language learning strategies influence self-efficacy.
Public speaking as a form of communication skill has pervaded today's learning environment. It is in contrast to the previous method of delivery in which oral communication is obscure. The vicissitudes occur because students need to be competent in the field of academics. This skill is vital for students, but hitherto much difficult because of their anxiety. Additionally, students think that the act of giving a speech needs strong volition and confidence. Therefore, it is crucial for them to tackle the fear before they endure the real journey in professional working life. Hence, this study aims to analyse the causes of fear in public speaking among students and how Social Cognitive Theory influences this anxiety. This study employed a quantitative survey comprising four sections in order to get a more in-depth data analysis. A total of 171 undergraduate students from Universiti Teknologi MARA served as the respondents of this study. The findings reveal that the students are influenced by several internal and external factors that cause fear in public speaking. In response to the influence of Cognitive and Behavior factors, the majority of those surveyed indicated that the size of the audience and nervousness lead to students' anxiety. These findings add to a growing body of literature on the anxiety of public speaking as well as aid as a reference for students and teachers, especially in English classrooms. Future studies on the current topic are therefore recommended in order to corroborate the findings.
In the current trends of education, the learning process is not confined to only traditional methods of acquiring knowledge. Students can now gain knowledge and information at their fingertips using various types of resources available. For students to be able to be independent of their own learning, the role of motivation is an essential element to make this a success. Hence, this study is conducted to explore the motivating factors for learning among undergraduates. The instrument for this quantitative study is adapted from Pintrich and De Groot, 1990). The survey consists of four sections, which are Demographic Profiles, Forethought, Performance and Self-Reflections. A total of 43 items are used for this study with a 5-Likert scale rating ranging from 1 (Never) to 5 (Always). 122 undergraduate students at a public university in Malaysia completed the survey which was administered online through a Google Form. Generally, the findings revealed that forethought, performance and self-reflection influenced learners' motivation to self-regulate. A positive correlation was also observed among the three variables in SRL. The findings imply interesting implications for educators to facilitate learners in the teaching and learning process, as well as for learners themselves to be in control of their own learning.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.