“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English

Abrar, Mukhlash; Mukminin, Amirul; Habibi, Akhmad; Asyrafi, Fadhil; Makmur, Makmur; Marzulina, Lenny

doi:10.46743/2160-3715/2018.3013

Cited by 67 publications

(63 citation statements)

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“…Based on the fundamental task of establishing moral education, foreign languages curriculum standards have updated the content of the curriculum and emphasized the thematic contexts [1]. In foreign languages teaching, teaching design based on thematic contexts can guide students to integrate the development of language ability, cultural awareness, ideological quality and learning ability, and shape students' core foreign languages subject literacy [2,3].…”

Section: Introductionmentioning

confidence: 99%

Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

Zhao

2021

Scientific Programming

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Foreign language teaching is not simply the transfer of knowledge, but rather the placement of students in contexts to explore and discover problems. The thematic contexts do not exist in isolation. Teachers should adopt certain teaching strategies based on thematic contexts, rely on relevant discourse, study the discourse text, and use rich learning and activities as the driving force to highlight students’ active experience and emotional experience. In this paper, we propose an ELT (English Language Teaching) affective analysis method based on contextual classification and genetic algorithms. The method first constructs ELT topic sets and ELT topic word sets using the LDA (latent Dirichlet allocation) model, then applies genetic algorithms to each ELT topic word set one by one using ELT label data to automatically iterate the sentiment values of words in the word sets, and finally calculates the sentiment polarity of ELT texts using the sentiment values of words in the word sets. The experimental results show that the accuracy of this method improves 3.12% compared with LDA, the recall rate reaches 87.32%, and F1 reaches 73.79%, which can obtain ELT sentiment information from contextual and nonfeatured sentiment words and effectively improve the accuracy of sentiment classification.

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Section: Introductionmentioning

confidence: 99%

Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

Zhao

2021

Scientific Programming

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“…The solution which is suggested by many is that to have native or native-like language instructors or peers to assist these L2 users or learners. Abrar (2018) encountered in his research that one of the learners' preferences to learn spoken English is by listening to native speakers. In this case, it could also possibly mean that language instructors -no matter if he or she a native or native-like speaker -has to play their role and has to be genuinely responsible to really impart the knowledge and skill (in terms of instilling correct grammar usage and accurate syntax skills) to these learners; not only as language instructors but also as "educator, model, and cultural ambassador that offers a more global outlook" (Brown, 2018).…”

Section: Talk As Interaction and Transaction -The Challenges Amongst The L2 Usersmentioning

confidence: 99%

“…However, L2 learners or communicators will end up revert to their mother tongue or choose to keep silent if they are unable to express all their thoughts in English due to lack of motivation from the language instructors and lack of English language competency (Smith, 2018). Again, both intrinsic and extrinsic motivations are believed to be the factor one's could speak up confidently in which their anxiety level too is decreasing (Jang & Wood, 2019;Abrar, 2018).…”

Section: Second Language Learners' Anxiety To Speaking English -The Cause and Effectmentioning

confidence: 99%

FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

Rahmat

Shahabani

Ibrahim

2020

EJEL

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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. Article visualizations:<img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" />

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“…This trend has also popularised the teaching of English in non-English speaking countries. Due to the increased demand for instruction in English, 80% of the English teachers in the world are non-English speakers [1]. Studies have shown that the teaching of English to non-English speakers is a complex task for student teachers [2,3].…”

Section: Introductionmentioning

confidence: 99%

Strategies Used by UNISA Student Teachers in Teaching English First Additional Language

Maja¹,

Motseke²

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.

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“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English

Cited by 67 publications

References 0 publications

Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

Strategies Used by UNISA Student Teachers in Teaching English First Additional Language

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