Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

El-Sakka, Samah Mohammed Fahim

doi:10.5539/elt.v9n12p22

Cited by 20 publications

(26 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students need to master speaking skill as itis an important skill required for daily interaction with other people both for academic and interpersonal context [1]. S. M. F. El-Sakka [1]; M. Bashir, M. Azeem, Ashiq, and H. Dogar [2] indicated that an effective oral interaction in using the target language with different utterers presents the fruitful of language learning. It infers that the success of speaking skill becomes an essential part of language learning in order to communicate with others.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning in an English Listening and Speaking Course: Freshmen’s Voice and Choice

Rahmawati¹

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

View full text Add to dashboard Cite

Listening and speaking skills clearly turn into a critical ability for language students as those skills facilitate the fruitful adaptation, particularly on the advancement of education and technology. There have been numerous studies investigating that blended learning supports the enhancement of students' language skills, especially reading and writing skills. However, few discuss how listening and speaking skills are productively conducted in a blended learning mode. This study aimed to explore the students' voice on blended learning implementation in the Listening and Speaking for Formal Setting course at one Islamic Private University in Yogyakarta. It also investigated the students' choice on their class mode preference for other future courses: full face-to-face or the combination of both face-to-face and online modes. Six English Language Education Department (ELED) freshmen who enrolled the course was selectively chosen using snowball sampling technique to participate in this study. Using an indepth interview and observation of the online learning course website, this study indicated that the blended learning model being designed was suitable for the students' learning needs. Furthermore, the students perceived that blending the face-toface with the online meetings for the listening and speaking course was an effective delivery mode for the following reasons: various learning materials, interactive yet challenging activities, appropriate to the students' proficiency level, relevant to the course syllabus, flexible, and improved language skills. Regarding which delivery mode the participants prefer, the majority indicated to have a blended learning mode for their other future courses.

show abstract

Section: Introductionmentioning

confidence: 99%

Blended Learning in an English Listening and Speaking Course: Freshmen’s Voice and Choice

Rahmawati¹

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

View full text Add to dashboard Cite

show abstract

“…Speaking anxiety in a language class is manifested in some ways. Some researches show that speaking anxiety increases students' monitor use (Dulay, Burt, & Krashen, 1982;El-Sakka, 2016). Students cannot speak fluently because they are self-conscious.…”

Section: Introductionmentioning

confidence: 99%

“My lecturer’s expressionless face kills me!” An evaluation of learning process of German language class in Indonesia

Wijayati

Rofi'ah

Ayub

2018

REiD

View full text Add to dashboard Cite

This qualitative study aimed at evaluating the circumstances in plenary class that provoke learners’ speaking anxiety. To meet the objectives, this study investigated students of German as a Foreign Language (GFL) course who were experiencing speaking anxiety symptoms in the plenary class. The research was a narrative qualitative study, and the data were collected through observation and interview. The result of this study reveals that learners’ speaking anxiety occurred in particular circumstances of the plenary class, such as unfamiliar topic, still class, students’ unpreparedness for spontaneous speaking, expressionless face of the lecturer, and students’ fear of native speaker lecturers.

show abstract

“…During the last five years, self-regulated learning has been examined with a large amount of research focusing on developing a student's academic achievement, proficiency and motivation (e.g. El-Sakka, 2016;Leanah-Tascilar, 2016;Ebadi & Shakoorzadeh, 2015). In his research about self-regulated strategy instruction, El-Sakka (2016) concludes that there are four categories of self-regulation strategies which are: cognitive, metacognitive, management and behavioral strategies.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using Self-Questioning Strategy in Developing Strategic Listening and Self-Regulation

2020

JEP

View full text Add to dashboard Cite

The study aimed at investigating the effectiveness of using self-questioning strategy in developing strategic listening and self-regulation of female students at Taif University. It adopted the quasi-experimental design: a pre/ post-test. It incorporated (89). The researcher designed a strategic listening skills test which was based on a list of strategic listening skills prepared by the researcher. Also, a self-regulation scale was used to measure students' self-regulation adapted from (Alsowat, 2013). The most important results of the study were: There were statistically significant differences between the mean scores of the study groups in the post strategic listening skills in favor of the experimental group. Also, there were no statistically significant differences between the mean scores of the study groups in the post self-regulation skills. Finally, there was no statistically significant difference between the mean scores of the experimental group in the post strategic listening skills due to (high-low) selfregulation skills.

show abstract

Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

Cited by 20 publications

References 30 publications

Blended Learning in an English Listening and Speaking Course: Freshmen’s Voice and Choice

Blended Learning in an English Listening and Speaking Course: Freshmen’s Voice and Choice

“My lecturer’s expressionless face kills me!” An evaluation of learning process of German language class in Indonesia

The Effectiveness of Using Self-Questioning Strategy in Developing Strategic Listening and Self-Regulation

Contact Info

Product

Resources

About