Foreign language speaking competence and self‐regulated speaking motivation

Uztosun, Mehmet Sercan

doi:10.1111/flan.12559

Cited by 27 publications

(28 citation statements)

References 56 publications

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“…By mastering English, there is no fear anymore to communicate with foreigners while visiting abroad or meeting foreigners in Indonesia. Uztosun (2021) asserts that EFL speakers have good regulation and motivation to develop a higher speaking competence. EFL speakers will easily understand various information, songs, and movies in English.…”

Section: Learning English As Foreign Languagementioning

confidence: 99%

English Education Students’ Perception of Instagram Usage as a Medium to Learn English

Anindita

Noveintine

2022

UC Journal

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The popularity of Instagram made people increasingly use it well, one of which is to learn new languages. English as an international language is a language that is being encouraged to be mastered by people. The objective of this study is to know how EFL students use Instagram as an English learning medium. The data collected was from ELESP students’ batch 19-21 who learn English with Instagram as the learning medium. This study was conducted in a descriptive qualitative method by distributing an open-ended questionnaire. This study result showed that ELESP students have a positive perception of Instagram usage as the learning medium to learn English. ELESP students deliver how Instagram can enhance vocabulary, grammar, and pronunciation knowledge, and also gain new information.

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Section: Learning English As Foreign Languagementioning

confidence: 99%

English Education Students’ Perception of Instagram Usage as a Medium to Learn English

Anindita

Noveintine

2022

UC Journal

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“…Notwithstanding its strengths, the volume could at times, benefit from both macro-and micro-level presentation of empirical case studies of discourse analysis in Translation and Interpretations, therefore making significant contribution in advancing the methodology in this area. Despite its importance, developing oral competence in a foreign language is always a hard nut to crack (Lafford, 2004;Uztosun, 2021). Even after years of developing language competence, language learners often become frustrated while participating in L2 oral communication.…”

Section: Visual and Multimodal Communication: Applying The Relevance ...mentioning

confidence: 99%

Researching discourse: A student guide, ChristopherHart (Ed.), Routledge, 2020. 240 pp., £26.39 (pbk), ISBN: 9781138551084

Zhang

Feng

2021

Int J App Linguistics

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It is widely acknowledged that young children who learn additional languages are more likely to have success in a multi-cultural and multi-linguistic world. Currently, teaching a foreign language in preschool settings is a widespread modern trend in many European countries. Preschool bilingual education: Agency in interactions between children, teachers, and parents (Multilingual Education) (investigates early bilingual development and education in preschool contexts and explores effective language teaching strategies for very young learners in Europe. Author Mila Schwartz brings together scholars to discuss significant issues regarding contemporary bilingual education for preschool children and effective bilingual pedagogical practices.Preschool bilingual education explores interactions among three important actors in preschool bilingual education: teachers, children, and parents. Their interactions are examined from the following four aspects: (1) child's, teacher's, and parents' agencies in interactions; (2) child's agency; (3) teacher's and child's agencies in interaction, and (4) parents' , child's, and teacher's agencies in interaction. The book brings together several research topics, such as educational linguistics, educational ethnography, language education policy, childhood development, and parenting.Eleven chapters in this volume cover theories, language-conducive strategies and contexts, and recommendations for teaching bilinguals in preschool settings. In the book's Introduction, Mila Schwartz lays a conceptual introduction for this volume. Part I "Teachers' challenges in navigating bilingual spaces in their classrooms and practical decisions" contains three chapters. In the chapter titled "Separating the languages in a bilingual preschool: To do or not to do?", Danijela Prošić-Santovac and Danijela Radović explore issues concerning young children's language acquisition in a Serbian/English bilingual kindergarten. The chapter examines teachers' and children's attitudes on a paired bilingual model: the "one person -one language" (OPOL) approach; the teachers' and children's views on the use of several language teaching strategies and their relationship across languages; and how teachers' and parents' strategies influence the children's motivation and attitudes towards second language acquisition. The results demonstrate that while the teachers strongly support the OPOL approach, the children and the parents favor the incorporation of L1 into the L2 teaching process. Many children prefer trans-languaging and translating teaching strategies while, teachers object to these strategies. The dominate strategies used by teachers are non-linguistic strategies while metalinguistic strategies are used the least. The most dominant motivational strategies adopted by teachers are verbal teaching strategies. Parents were found to consciously and positively motivate their children's language learning by personal attitudes, both educational and social. The result suggests that the bilingual model combined with the t...

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“…Similarly, in the research field of L2 speaking, self-monitoring is acknowledged to work both covertly and overtly, considerably affecting L2 speech production ( Kormos, 2006 , 2011 ; Bygate, 2011 ). Some scholars (e.g., Uztosun, 2021 ; Gan et al, 2022 ) have proposed that SRL effectively assists L2 learners to surmount the difficulty of acquiring L2 speaking, a daunting task assumed by a vast majority of L2 learners ( Uztosun, 2021 ; Gan et al, 2022 ). Despite the intimate relationship between SRL and L2 speaking, scant literature is available that contextualizes SRL in L2 speaking or vice versa ( Uztosun, 2021 ; Gan et al, 2022 ), in particular from the angle of self-monitoring, although a large body of research has been done to investigate SRL in the contexts of writing (e.g., Teng and Zhang, 2020 ), listening (e.g., Vandergrift and Goh, 2012 ), and reading (e.g., Cirino et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?

Zhang

Wilson

2023

Front. Psychol.

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Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between L2 testing and L2 learning, a research effort in monitoring working in speaking tests, in particular computer-delivered integrated speaking tests, a testing format that has been advocated as an internal part of L2 classroom instruction and represents the future direction of L2 testing, is warranted. This study, therefore, serves as such an effort through investigating the use of monitoring by 95 Chinese English as foreign language (EFL) learners on a self-reported questionnaire after they performed three computer-delivered integrated speaking test tasks. Descriptive analysis followed by Hierarchical Linear Modelling (HLM) testing reveals that monitoring was used in a high-frequency manner, but it exerted no substantial effects on learner performance. Primarily, the results are expected to provide pedagogical implications for SRL: while fostering self-regulating learners, especially self-monitoring L2 speakers, it is necessary for L2 teachers to purposefully reduplicate testing conditions in their classroom instructions for helping the self-regulating learners be equally self-regulating test-takers. Moreover, the results are hoped to offer some insights into L2 testing through the perspective of self-monitoring, one proposed component of strategic competence, a construct that has been extensively acknowledged to reflect the essence of L2 testing.

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Foreign language speaking competence and self‐regulated speaking motivation

Cited by 27 publications

References 56 publications

English Education Students’ Perception of Instagram Usage as a Medium to Learn English

English Education Students’ Perception of Instagram Usage as a Medium to Learn English

Researching discourse: A student guide, ChristopherHart (Ed.), Routledge, 2020. 240 pp., £26.39 (pbk), ISBN: 9781138551084

From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?

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