An Exploration of the Kinds of Teacher Behaviour to address Students’ Language Speaking Anxiety: An Investigation of Pakistani EFL University Students’ Perspectives

Samad, Abdus

doi:10.35484/pssr.2021(5-i)47

Cited by 4 publications

(6 citation statements)

References 25 publications

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“…According to the semi-structured interview data from this study, several students experienced anxiety as a result of being given little time to speak in front of their classmates in EFL/ESL classrooms, either to answer the instructor's questions or to communicate in general. This finding corresponds to a few past studies (Hanifa, 2018;Samad, 2014).…”

Section: Co-curricular Activitiessupporting

confidence: 93%

“…The learners seem to have different perspectives and experiences of nervousness or comfort while communicating with the opposite gender. This finding confirms Samad's (2014) conclusion that experiences of gender-related speaking anxiety vary from person to person and depend on one's point of view. According to Öztürk and Gürbüz (2014), it was also found that pronunciation, immediate questions, fears of making mistakes, and negative evaluation are the major causes of EFL speaking anxiety.…”

Section: Gender Issuessupporting

confidence: 88%

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Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

Chowdhury,

Khatun,

Hossain

2024

S&S

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Since the mid-20th century, anxiety has been identified as one of the debilitating factors for the success of second language acquisition (SLA) when researchers focus on the role of affective filters, namely motivation and personality factors, in enhancing learners’ cognitive capacities. This study focuses on the speech anxiety of female students in English language classrooms at the tertiary level in Bangladesh. This qualitative research used semi-structured interview techniques to investigate the individual perception of second language learners towards their speaking skills performance in the classroom or social settings. The sample size was 20 female respondents selected from two private universities in Bangladesh through purposive sampling. In order to investigate the learners' anxiety and the related factors behind anxiety systematically, an interview profile has been made where 20 sub-questions are framed under the associated themes of research questions. The findings of this research show not only their views on learners' anxiety but also a wide range of sociocultural and pedagogical factors that demotivate them from speaking in English in the broader social context. It further focuses on the role of the education system of Bangladesh in facilitating the teaching and learning of English speaking at the tertiary level properly. Finally, this study provides insight into the field of SLA showing some pathways to mitigate the speech anxiety of female learners at tertiary levels.

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Section: Co-curricular Activitiessupporting

confidence: 93%

Section: Gender Issuessupporting

confidence: 88%

Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

Chowdhury,

Khatun,

Hossain

2024

S&S

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“…According to Samad (2014), we have three elements associated with foreign language. Firstly, the term Communication Apprehension (CA) refers to a kind of anxiety that may be seen or felt either during or after engaging in conversation with other individuals.…”

Section: Anxiety In Terms Of Language Learningmentioning

confidence: 99%

A Study of the Relationship between Foreign Language Anxiety and Motivation of English Language learners at intermediate level in Pakistan

Samad¹,

Zafar

Mushtaq³

2023

Pak. J. Humanit. Soc. Sci

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Foreign Language Anxiety (FLA) is the unpleasant emotional response to learning a second language, whereas motivation is the fundamental urge to initiate foreign language study and the subsequent impetus to maintain the learning of language. Motivation and anxiety (though studied separately as well by researchers) have yielded groundbreaking results in this study. The researcher works to find the relationship between anxiety and motivation. The investigation employs a quantitative methodology and questionnaires. In order to accomplish this aim, Foreign Language Classroom Anxiety Scale (FLCAS) and the Language Learning Orientations Scale (LLOS) were administered to 318 participants of intermediate-level from Kohat's public colleges. For analysis, the data were subjected to Exploratory Factor Analysis (EFA), Correlation Analysis (CA), and Regression Analysis (RA) utilizing the Statistical Package for the Social Sciences (SPSS). As per the findings of the study, various forms of FL motivation are substantially associated with subscales of FL anxiety. In other words, students with various English learning motivations experience varying levels and types of anxiety. We discover a strong yet negative association between motivation and anxiety in this study. In addition, the study demonstrates that intrinsic motivation and amotivation have a greater relationship with anxiety and producing apprehension in language learners; therefore, motivating language learners by fostering their intrinsic motivation is likely to reduce their anxiety regarding English language learning. Teachers should utilize approaches that enhance pupils' intrinsic motivation. Anxiety was negatively associated with language accomplishment; consequently, in order to boost students' English language achievement, language tutors and students must take steps for decreasing FL anxiety. Teachers can reduce the anxiety of language learners by instructing them in learning processes, establishing goals that are neither too simple nor too tough, and employing anxiety-reduction approaches.

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“…In an attempt to explore teachers' behaviour to cater students' language speaking anxiety, Samad and Shah (2021) conducted a research on Pakistani EFL postgraduate non-major English university students to fill the research gap present in Pakistani context regarding attitudes that could potentially elevate students' speaking anxiety. For this purpose, 20 students were sampled for semistructured interviews while 170 students were targeted for questionnaire survey.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher’s Implementation of Error-Correction Strategies in L2 Classroom

Shahid,

Kashif,

Ayyaz

et al. 2023

RAMSS

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This research aims to highlight the cruciality of error-correction phenomenon in l2 classroom setting by subjecting focus in exploring error-correction strategies amalgamated by teachers into their teaching methodology and its effect on L2 learners. It further encircles the following objectives: 1) to normalize errors for students, 2) to assert that linguistic errors require timed correction, 3) to bring awareness about student’s need and preferences in l2 learning, and lastly 4) to examine whether a perceptive gap of students and teachers exists regarding error-correction. A mixed-method research design inclining towards qualitive study approach, making it lean towards quasi-qualitative research design (QUAL+quan), has been selected; additionally, the population consists of entire L2 student body and teaching faculty of Punjab from which forty-four students and two teachers of grade seven from two private schools are sampled via convenience non-probability sampling for in-depth investigation. The tools include observational checklist to identify error-correction strategies, students' questionnaire survey quantified via Likert Scale and structured interview from the teachers to study their perspective. The research finds a strong perceptive gap between students’ needs and teachers’ practices along with a practice gap between teacher’s beliefs and her classroom practices with respect to method, frequency and time of correction due to which students’ linguistic performance and their perception towards errors has been severely impacted. Hence, the research recommends synthesis of diversified correction techniques tactfully by the teachers in their teaching methodologies to cater students' needs along with commencement of teacher-training programs and students’ feedback on classroom practices to enhance their learning.

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An Exploration of the Kinds of Teacher Behaviour to address Students’ Language Speaking Anxiety: An Investigation of Pakistani EFL University Students’ Perspectives

Cited by 4 publications

References 25 publications

Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

Female Learners’ Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

A Study of the Relationship between Foreign Language Anxiety and Motivation of English Language learners at intermediate level in Pakistan

Teacher’s Implementation of Error-Correction Strategies in L2 Classroom

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