The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL

Mohammadipour, Mohammad; Rashid, Sabariah Md; Rafik-Galea, Shameem; Yap, Ngee Thai

doi:10.7575/aiac.ijels.v.6n.1p.86

Cited by 10 publications

(15 citation statements)

References 22 publications

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“…In this stage, the students practice their critical thinking related to the topic. This activity gave the students chance to decrease their communicative pressure, increase their confident and at last increase their speaking ability [25]. This also helped the students to identify the speaking strategies that they can use in report stage.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, it was found that intrinsic motivation helps the students to achieve better speaking proficiency [24]. It was also found that the authentic or real world tasks can intrinsically motivate students to accomplish the task and hence increase speaking skill [25].…”

Section: Discussionmentioning

confidence: 99%

“…This activity helps the students to think several ideas or informations that related to the topic in order they can express their opinion easily. Additionally, this stage trigerred the students to related vocabulary, grammar, pronunciation, etc [25]. It is because in pre-task stage, the teacher discusses the difficult vocabularies or phrases that are related to the topic.…”

Section: Discussionmentioning

confidence: 99%

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The Influence of Task-based Language Teaching on Speaking Skill of EFL Students with Intrinsic Motivation

Nita¹,

Rozimela²,

Ratmanida³

2019

IJLA

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In teaching speaking, EFL students should be taught by a method that offers speaking practice and motivates them to speak intrinsically. Task-Based Language Teaching is one of teaching methods that uses authentic or real world tasks in teaching which can motivate students to speak English. This study aimed to investigate the influence of Task-Based Language Teaching on speaking skill of EFL students with intrinsic motivation. This study was a quantitative study which used quasiexperimental design. This study was conducted in one of Public Senior High School in Padang, West Sumatera, Indonesia. The sample involved one experimental and control class which consisted of 72 students which were chosen by cluster random sampling technique. The experimental class was taught by using Task-Based Language Teaching and the control class was taught by using Conventional Teaching. The data were collected through post test and questionnaire. The post test was used to find out the speaking skill of EFL students with intrinsic motivation and the questionnaire was used to determine the students' type of motivation. Then, the data were analyzed by using t-test formula with the significance alpha 0.05. The result of the analysis indicated that the value of t observed was 3.510 which was higher than the value of t table that was 1.705. Thus, it means that the EFL students with intrinsic motivation who were taught by using Task-Based Language Teaching had better speaking skill than those who were taught by using Conventional Teaching. In conclusion, Task-Based Language Teaching gave significant effect on speaking skill of EFL students with intrinsic motivation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Influence of Task-based Language Teaching on Speaking Skill of EFL Students with Intrinsic Motivation

Nita¹,

Rozimela²,

Ratmanida³

2019

IJLA

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“…The results revealed that gender and personality types have some effects on pre-service teachers' strategy use at the overall, category and individual levels. Junior (Tjandra, 2021) Urban schools (Ardasheva, 2016;Rusli et al, 2019) High Schools (Fernandez-Malpartida, 2021;Babikkoi & Abdul Razak, 2014;;Liyanage & Bartlett, 2013) Senior High Schools (Sukirlan et al, 2020) Religious School (Ismail & Yusoff, 2021) Colleges (Alharbi, 2015;Chan, 2014;Huang, 2015;Hou et al, 2014 ;Yi-An, 2013) Universities / Institutions Pre-service teachers (Zhou & Intaraprasert, 2014) Adult learners of TESL (Hashim et al, 2018) English teacher of education undergraduates (Intriago et al, 2017) Non-TESL learners (Chang & Liu, 2013;Giang & Tuan, 2018;Kunasaraphan, 2015;Luo & Weil, 2014;Madhumathi et al, 2014 ;Nazri et al, 2016;Shah et al, 2013;Rianto, 2020;Sheu, Wang, & Hsu, 2013;Sukying, 2021) Undergraduate learners of English (Rahimirad & Zare-ee, 2015) Graduates of education studies (Sadeghi et al, 2021;Setiadi & Piyakun, 2019) ESL Net-Geners (Shakarami et al, 2017) Not specified (Fu et al, 2018;Danko & Decman, 2019;Kamalizad & Samuel, 2015;Kasim et al, 2019 ;Ida Rahimah et al, 2014 ;Mohammadipour ...…”

Section: Teachersmentioning

confidence: 99%

Language Learning Strategies Used by ESL Students in Enhancing English Proficiency: A Systematic Review (2013-2022)

Kenol¹,

Hashim²

2022

IJARBSS

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Language learning methods (LLS) are frequently employed to support education, notably to raise ESL students' competence levels. The majority of ESL students' English proficiency, especially among undergraduates, is average, and academics have carried out various studies to better understand the problems. The competency levels of ESL students vary depending on their gender. The goal of the study is to discover, using data from recent studies, the language learning techniques ESL students utilize to improve their English proficiency. In order to improve English proficiency, language learning trends are thus thoroughly identified in this review. 47 final papers were extracted using three databases: Web of Science (WoS), Scopus, and Educational Resources Information Center (ERIC). The data showed that ESL learners frequently adopt LLS to improve English competence. Choices are influenced by socioeconomic, political, educational, religious, and cultural variables. Second, recent studies show language learners tend to use one approach, but rare studies show they use more than one. Third, the current research' focus groups were held in schools, colleges, universities, institutions, and among ESL adults. These three findings imply study gaps on factors influencing LLS decisions. This review helps practitioners know which LLS to apply in language acquisition and highlight research needs to maintain future education.

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“…Most importantly, my interpretation of these findings considered the fact that learners' perceptions and their actual performance were consistent in some studies and contradictory in others (Moattarian, 2012) which encouraged researchers to highlit complexity and sensitivity of the strategic behaviour. For instance, Mohammadipour, Rashid, Rafik-Galea & Thai (2018) show that learners' positive emotions were replicated in more habitual and a variety of language learning strategies' use. Therefore, there is a difficulty in the generalisability of research findings and linking research findings to others in different contexts (Barrios, 2015).…”

Section: Discussion Of the Findings Of The Libyan Teachers And Studenmentioning

confidence: 99%

Communication Strategies in Libyan EFL Classrooms: Materials, Perceptions and Practices

Abdelati¹

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Libyan EFL classrooms represent the main exposure to English (L2) for secondary school students in Libya. Classroom interaction using the L2 is essential for Communicative Language Teaching, which has been adopted by the Libyan authorities for developing the communicative competence (CC) of learners, albeit with limited success. Communication strategies (CSs), required for strategic competence, a component of CC, can potentially enhance L2 communication, interaction and learning in the Libyan secondary school classroom. The use and teaching of CSs, adopted in many educational contexts have not been investigated in the Libyan classroom. Hence, this research examined the role of CSs in the Libyan EFL classroom in developing CC. This research investigated the content of the teaching materials (instances of CSs and types of tasks available), the teachers and students' perceptions about CSs (use, awareness, and teaching), the implementation of tasks and activities in their classrooms, and the Libyan teachers' understanding of CSs. A pragmatic paradigm guided MMR approach. It produced three data sets: a quantitative content analysis of the classroom materials (English for Libya), a quantitative and qualitative analysis of the 55 teachers and 52 student questionnaires, and a qualitative content analysis of the ten teacher interviews.The findings suggested that there exist difficulties in the Libyan classroom with regard to developing a declarative knowledge of CSs and encouraging the use of CSs in natural situations due to mismatches between the curriculum's aims and the teachers' perceptions and practices. The different course book materials lack explicit content for teaching and learning CSs, focus on linguistic knowledge and lack interesting communicative tasks and listening content. Also, there are difficulties related to implementing interactive communicative tasks due to contextual factors, the students' levels and abilities, and the over reliance on the L1. Libyan students and teachers seem to lack interest in the materials due to their inauthenticity and focus on form. The knowledge of CSs is limited or unavailable from the teachers' education. The use and teaching of CSs appear to be limited and unconscious. This research offers a pedagogical CSs framework that could help to link CSs theory to CST in practice, which may have implications for materials designers, and may help to identify recommendations to the Libyan educational authorities.

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The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL

Cited by 10 publications

References 22 publications

The Influence of Task-based Language Teaching on Speaking Skill of EFL Students with Intrinsic Motivation

The Influence of Task-based Language Teaching on Speaking Skill of EFL Students with Intrinsic Motivation

Language Learning Strategies Used by ESL Students in Enhancing English Proficiency: A Systematic Review (2013-2022)

Communication Strategies in Libyan EFL Classrooms: Materials, Perceptions and Practices

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