Oral Academic Discourse Socialisation: Challenges Faced by International Undergraduate Students in a Malaysian Public University

Mahfoodh, Omer Hassan Ali

doi:10.5539/ies.v7n2p10

Cited by 14 publications

(14 citation statements)

References 19 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…feel anxious and uncomfortable because I find difficult vocabulary." This finding is in line with Kheirzadeh and Tavakoli (2012); Mahfoodh (2014) who reveal that one of the difficulties faced by master students in academic reading is an advanced level of vocabulary. Despite the difficulty faced by P1, he has an effective strategy to overcome his negative feeling.…”

Section: Affectivesupporting

confidence: 87%

The Role of Motivation-Regulation in Master Students’ Academic Reading

Diasti

Mbato

2020

JEES

View full text Add to dashboard Cite

Motivation is a paramount aspect in the learning process. It is a drive that encourages students to achieve better learning results. In the process of accomplishing the learning task, students might encounter difficulties that can demotivate them. Therefore, motivation-regulation is needed to maintain students’ motivation in completing the task. Many studies have been done to investigate master students’ academic reading. Yet, little research has explored master students' motivation-regulation in academic reading. This paper sought to investigate the role of motivation-regulation in master students’ academic reading. It employed mixed-method research where the researchers distributed questionnaires and conducted an interview to collect the data. The research took place at the English Education Master’s Program of Sanata Dharma University from February to April in 2020. There were 14 master students involved in this study. The findings showed that there were three roles of motivation-regulation in master students’ academic reading: (1) Students had high self-efficacy in academic reading which enable them to accomplish the academic reading task; (2) they had an intrinsic interest in academic reading which empowered them to maintain their motivation in the process of academic reading; (3) they had positive emotions towards academic reading. The researchers concluded that the students in this study are capable of regulating their motivation in an academic reading task. This study proposed two suggestions for future research.Keywords: motivation, self-regulated learning, motivation-regulation, academic reading

show abstract

Section: Affectivesupporting

confidence: 87%

The Role of Motivation-Regulation in Master Students’ Academic Reading

Diasti

Mbato

2020

JEES

View full text Add to dashboard Cite

show abstract

“…In other words, the audience anxiety leads to "fear, tension and [they become] disorganised in front of an audience" (Buss, as cited in McCroskey, 2010, p. 146). Similar findings on anxiety during oral presentations were obtained by other researchers Kakepoto, Habil Omar & Said, 2012;Mahfoodh, 2014). A possible reason for the nervousness is their fear of negative evaluation; they are too concerned "about being judged despairingly or hostilely by others" (Carleton et al, 2006, p. 297).…”

Section: Discussionsupporting

confidence: 74%

“…Two students mentioned in their interviews that they were not able to speak English as fluently as Malay or their mother tongues. Elsewhee, El Enein (2011), Mahfoodh (2014) and Nguyen Thi Van (2010) also found that students who faced linguistic difficulties such as oral proficiency, fluency and lack of vocabulary and structures would be constrained in expressing their complex concepts and ideas when they were giving oral academic presentations. Thus, the students became highly apprehensive when they were required to deliver their presentation in English, and this emotion affected their performance.…”

Section: Discussionmentioning

confidence: 99%

“…Thus far, research has identified various difficulties related to oral presentations have been on tertiary students (Abdullah & Abdul Rahman, 2010;l Chen, 2009;El Enein, 2011;Habil & Ab Rahman, 2010;Hanafi Zaid & Kamarudin, 2011;Kakepotp, habil, Omar, & Said, 2012;Mahfoodh, 2014;Nguyen Thi Van, 2010;Yusoff, 2010) but less is known about the oral presentation difficulties of college and polytechnic students (Zainuddin & Selamat, 2012) whose academic training is more skill-based. The employers in Zainuddin and Selamat's (2012) study on efficacy of polytechnic students' interpersonal communication skills are concerned that the polytechnic graduates have "great difficulties in communicating effectively at work despite having excellent technical knowledge in their areas" (p. 78).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Oral presentation difficulties – Experience of students at a polytechnic in Sarawak

Kho¹,

Abdullah²,

Leong

2015

ILS

View full text Add to dashboard Cite

This study investigates areas of oral presentation difficulties experienced by students at a polytechnic in Sarawak. The participants of this study were 223 engineering and commerce students. The data were gathered through questionnaires and interviews. Findings from the data analysis show that the topmost predicament of the students in dealing with oral presentation is delivery, especially where language usage and anxiety management are concerned. Another aspect of the findings is that engineering students differ significantly from commerce students in coping with oral presentation difficulties such as preparation, organisation and delivery.

show abstract

“…Puvaneswary (2016) employed the 'Pecha Kucha' (PK) or 'chitchat' Japanese style of PPT presentation to enhance oral presentation skills among university students and findings indicated the PK style though successful was challenging for the low proficiency level students. Students also have difficulty in preparing PPT slides and organizing content in slides (Mahfoodh, 2014). Thus, learners should be taught the skills in preparing and delivering PPT oral presentations.…”

Section: Visuals In Aopmentioning

confidence: 99%

Exploring the Genre of Academic Oral Presentations: A Critical Review

Kaur

Ali

2017

Int. J. Appl. Linguist. Engl. Lit.

View full text Add to dashboard Cite

Conducting Academic Oral Presentation (AOP) is an endeavour for undergraduates although it is a key academic genre for undergraduates. Despite its importance, there remains a paucity of studies on this oral genre in the Malaysian context as shown in the body of the literature. This paper provides a critical review of the literature on AOP and discusses the advantages and limitations of the previous studies to date on this oral genre. The literature shows most studies that adopt the genre analysis approach typically analyse only one section of the oral genre. These studies have not examined the AOP rhetorical structure in totality. Moreover, studies on multimodal analysis of AOP comparing the verbal and non-verbal modes are limited. Only few studies have attempted to examine the juxtaposition of the moves, linguistic elements and the visuals. AOPs are ubiquitous for the students across various courses and disciplines in the university and past studies have also compared the differences between disciplines (Zappa-Hollman, 2007;Morita, 2000).Thus, realizing the importance of AOP, clearly there is a necessity to conduct more research in this area in the local context.

show abstract

Oral Academic Discourse Socialisation: Challenges Faced by International Undergraduate Students in a Malaysian Public University

Cited by 14 publications

References 19 publications

The Role of Motivation-Regulation in Master Students’ Academic Reading

The Role of Motivation-Regulation in Master Students’ Academic Reading

Oral presentation difficulties – Experience of students at a polytechnic in Sarawak

Exploring the Genre of Academic Oral Presentations: A Critical Review

Contact Info

Product

Resources

About