Students’ Perceptions on Collaborative Speaking Tasks in ESL Classrooms

Govindasamy, Manimegalai; Shah, Parilah M.

doi:10.4236/ce.2020.1111167

Cited by 5 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar results were found in a study conducted by Pattanpichet (2011) that investigated the impact of collaborative tasks on learners' speaking achievement. In a recent study concerning learners' perceptions, Govindasamy and Shah (2020) found similar results to previous studies. Learners believed that collaborative tasks positively influenced their speaking proficiency as they expressed feeling more confident, motivated, and engaged in the process.…”

Section: Review Of Literaturesupporting

confidence: 84%

The Impact of Collaborative Learning on Speaking Anxiety Among Foreign Language Learners in Online and Face-to-Face Environments

Bozkurt

Aydın

2023

International Journal of Virtual and Personal Learning Environments

View full text Add to dashboard Cite

While speaking anxiety is one of the most problematic aspects observed in English as a foreign language (EFL) context, a limited number of studies focused on the impact of collaborative learning on speaking anxiety in different learning environments. This study investigates the effects of collaborative tasks on foreign language learners' speaking anxiety in face-to-face and online learning contexts. In this experimental study, the data were collected from 34 foreign language students with a questionnaire consisting of a background part and a scale for measuring speaking anxiety. Even though the results revealed changes in speaking anxiety levels after the collaborative instruction in the face-to-face environments, no differences were found between face-to-face and online environments in terms of the impact of collaborative instruction on learners' speaking anxiety.

show abstract

Section: Review Of Literaturesupporting

confidence: 84%

The Impact of Collaborative Learning on Speaking Anxiety Among Foreign Language Learners in Online and Face-to-Face Environments

Bozkurt

Aydın

2023

International Journal of Virtual and Personal Learning Environments

View full text Add to dashboard Cite

show abstract

“…(Srinivas, 2019, p. 6). All in all, performing collaborative activities is beneficial to the students' learning process in term of anxiety, self-confidence, and language skills (Govindasamy & Shah, 2020).…”

Section: Student-centered Learning Approach Sclmentioning

confidence: 99%

Teachers’ and Students’ Roles in Reducing Foreign Language Anxiety

Atifnigar

2024

EJCEEL

View full text Add to dashboard Cite

Foreign language anxiety is a common challenge faced by English as a Foreign Language (EFL) learners worldwide. This review paper explores effective strategies for removing foreign language anxiety among EFL learners. The analysis of published resources revealed several major themes, including the role of teachers, and students. Regarding teachers, they are recommend to implanting different classroom activities, and student-centred learning approaches, clear instructions, creating a relaxing classroom environment, teachers' psychological aspects, and the incorporation of technology. Students also play an important in reducing their foreign language anxiety Overall, this review highlights the significance of effective strategies in removing foreign language anxiety among EFL learners. By implementing these strategies, teachers can create a supportive and conducive learning environment that promotes language learning and reduces anxiety among learners. Students play a crucial role in reducing foreign language anxiety when learning English as a second or foreign language. They can take proactive steps to identify and address their personal and interpersonal anxieties, employing positive thinking strategies, avoidance strategy, and role of family help students overcoming their classroom anxiety.

show abstract

“…By working with their peers, learners will learn from and with each other by clarifying and consolidating their ideas and opinions. Nonetheless, teachers should make sure that group or pair works do not go out of hands as it is not uncommon for students who work with peers to excessively correct each other's mistakes, use their native language for interaction, and eliminate weak students from participating and engage in social loafing (Bishnoi, 2017;Govindasamy & Shah, 2020;Ibrahim et al, 2015;Watanabe & Swain, 2008).…”

Section: Lesson Planning and Developmentmentioning

confidence: 99%

Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

Zulfikar

2021

ELTWW

View full text Add to dashboard Cite

This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.

show abstract

Students’ Perceptions on Collaborative Speaking Tasks in ESL Classrooms

Cited by 5 publications

References 19 publications

The Impact of Collaborative Learning on Speaking Anxiety Among Foreign Language Learners in Online and Face-to-Face Environments

The Impact of Collaborative Learning on Speaking Anxiety Among Foreign Language Learners in Online and Face-to-Face Environments

Teachers’ and Students’ Roles in Reducing Foreign Language Anxiety

Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

Contact Info

Product

Resources

About