UT - English Language Education

Attitudes and Speaking Strategies: Exploring Their Interplay in Learning English as a Foreign Language

2024-09-29T13:32:41Z

Attitudes and Speaking Strategies: Exploring Their Interplay in Learning English as a Foreign Language Sholiha, Laili Mar’atus Attitude is a kind of individual’s mindset, feelings, and disposition towards the process of acquiring and using the English language. There are many attitudes in language learning those are attitudes toward native Speakers of English, attitudes toward learning English, desire to learn English, English class Anxiety, English use anxiety, interest in foreign languages, instrumental orientation, integrative orientation, and motivational intensity. The attitudes used in this study are attitude toward native speakers of English and attitude toward learning English which own strong connection with speaking strategies. Speaking strategies refer to strategies that the learner used in learning English. The strategies are divided into six, including Interactional Maintenance strategies, Metacognitive-Evaluative strategies, Compensation strategies, Fluency-Oriented strategies, Culture-Related Social strategies, and Time-Gaining strategies. A correlational research design aims to determine whether attitudes toward native speakers of English and attitude toward learning English correlate to the speaking strategies. There are forty nine samples used from English department students in one of private university in Malang. An adapted questionnaire (AMTB) has been modified and categorized into 18 items consist of attitude toward native speakers of English and attitude toward learning English. Speaking strategies also used a questionnaire with 55 total items that have been divided into 6 kinds of strategies. In this study, attitudes and speaking strategies have positive correlation with the significant value (0.011) also the R values 0.421, R square is 0.177 and the F values is 4.949. That statement showed that attitude and speaking strategies are correlated. The attitudes which contribute more to the speaking strategies is attitude toward native speakers of English (0.067). Keyword: attitudes, speaking strategies, Interplay, English as a Foreign Language (EFL)

EFL Students Journey in Non-English Speaking Country: A Case Study of International Credit Transfer Program in Taiwan

2024-09-29T13:32:38Z

EFL Students Journey in Non-English Speaking Country: A Case Study of International Credit Transfer Program in Taiwan Safitri, Alfi Husna In implementing strategies to enhance English proficiency through the international student exchange program, students are surrounded by the target language in various settings, including the school environment and daily activities. This approach emphasizes using the target language as the primary means of communication, with little or no use of the native language. The continuous language exposure students receive through assignments, activities, and various extracurricular events tends to be more successful due to active engagement from each student. This research aims to explore EFL students' experiences and perceptions while studying in a non-English speaking country when participating in the international credit transfer program in Taiwan, along with the benefits and obstacles encountered. In the process of data collecting, the researcher used semi-structured interviews with participants' experiences tailored to the writer's intent and purpose in conducting research. For data analysis, the researcher used thematic analysis. The findings of the study indicate that EFL students face challenges upon their initial arrival in Taiwan due to cultural differences that affect the English pronunciation accent. However, the foreign environment around them serves as a supportive factor that motivates EFL students to improve their English language skills. This study also shows that the three EFL students experienced an improvement in their English language proficiency after participating in the international credit transfer program for one semester in Taiwan. Based on the findings, it is expected to provide valuable insights for educational institutions and language instructors in designing programs to enhance English language proficiency. Additionally, this research can be an important consideration for students in choosing and participating in similar programs, allowing them to maximize the benefits of learning English in non-English speaking countries. Furthermore, different research methods can be utilized to gain more detailed insights into the benefits of learning English in non-English speaking country by measuring the specific levels of English language proficiency development for future research. Key words: EFL Students, Non-English Speaking Country, Foreign Environment

Public Speaking Anxiety and Coping Strategies among Students In Islamic Boarding School

2024-09-29T13:32:34Z

Public Speaking Anxiety and Coping Strategies among Students In Islamic Boarding School Hariadi, Alie Ubaidillah Speaking is a part of communication which is the skill to utilize language in a suitable way to convey one’s thoughts, feelings, or ideas to exchange information and knowledge with other communicators. In the twenty-first century, speaking talents need to incorporate specific components, or soft skills, such as communication, creativity, teamwork, and critical thinking. Fluency in English is essential for students, particularly those who intend to graduate and get into the workforce. This study employed a mixed-method explanatory sequential design as a research approach. A descriptive statistic was applied to find the level of student public speaking anxiety, the most common factor of student public speaking anxiety, and the strategies students use to overcome their anxiety. The correlational research design was utilized to calculate the correlation between student public speaking anxiety and student speaking achievements. This current study involved 72 Islamic boarding school students which is 53 male students and 19 female students and they were required to fill out a Public Speaking Anxiety Scale (PSAS) questionnaire. The questionnaire consisted of three factors (cognitive, behavioral, and physiological factor). The students ’ scores in public speaking activity given by the teacher were used to define their speaking achievements. The descriptive statistics aim to reveal the level of public speaking anxiety and most factors used by students. Meanwhile, correlational design aims to investigate the correlation between the students’ public speaking anxiety and their speaking achievement. For analyzing data, the researcher used the statistical formula of the SPSS 24.0 version. The result of this study revealed that the mean score of Islamic boarding school student's PSAS was M=2.96 students have medium public speaking anxiety levels, which means that Islamic boarding school students have medium anxiety levels when they perform public speaking activities. It also shows that Islamic boarding school students are not too anxious when they are in public speaking class. The result of the contributing factor of public speaking anxiety shows that Islamic boarding school students have a cognitive factor M=3.11, a behavioral factor, M=2.85, physiological factor M=2.94. On the other hand, the cognitive factor is the most contributing factor to public speaking anxiety in Islamic boarding school students. The correlation between students' public speaking anxiety and their speaking achievements by the result of r (72)= -.102,p<0.01 which means that there is a significant relationship between students' speaking anxiety and their speaking achievements. The result of how students deal with their anxiety shows that practising continuously, understanding the theme and the meaning of the text, and practising with friends are some strategies that can reduce their anxiety before they do public speaking activities. The findings of this study suggest that Islamic boarding school students can make themselves more comfortable in learning public speaking activities. Teachers can come up with strategies to make students more confident and decrease anxiety on public speaking anxiety. A larger sample size, students with different learning levels, and a deeper investigation into the topic are suggested for future researchers. Keywords: Speaking achievements, public speaking anxiety

Student’s Willingness to Communicate in English in EFL Digital Context: A Narrative Inquiry

2024-09-29T13:32:30Z

Student’s Willingness to Communicate in English in EFL Digital Context: A Narrative Inquiry Jannah, Lutfi Ro’ihatul This study explores the influence of social media on students' Willingness to Communicate (WTC) in English as a Foreign Language (EFL) within digital environments. WTC is defined as the individual's inclination to either engage in verbal communication or choose to remain silent when given the option. The research employs a Narrative Inquiry approach to delve into the experiences of an Indonesian EFL learner studying at the University of Islam Malang. Data was gathered through comprehensive narrative interviews, emphasizing the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English language interaction. The findings demonstrate that digital interactions substantially boost the participant's motivation, self-confidence, and proficiency in English. Social media platforms offer real-time communication, exposure to diverse linguistic contexts, and opportunities for immersive language practice, which collectively enhance the learner's WTC. This study highlights the critical role of integrating digital tools with conventional language education methodologies to foster autonomous learning and elevate students' willingness to communicate in English. These insights add to the expanding field of research on Informal Digital Learning of English (IDLE), emphasizing its significance in language acquisition and readiness for communication. Future research should delve deeper into the specific aspects and impacts of social media use on EFL learners' Willingness to Communicate. Studies could focus on comparing different social media platforms to identify which features most effectively enhance language skills and confidence. Additionally, researchers should explore the long-term effects of digital interactions on language acquisition and the sustainability of increased WTC. Investigating the role of digital literacy, the influence of teacher and peer support in online settings, and the effectiveness of various digital language learning activities can provide a more comprehensive understanding of how to integrate these tools into traditional education. This approach can offer valuable insights into optimizing digital environments for language learning. Key words: Willingness to Communicate(WTC), Digital Context, Narrative Inquiry