Analysis of Demotivating Factors Affecting Students’ Willingness to Speak English

Pale, Erlinda Sonya; Wisrance, Maria Wihelmina

doi:10.29240/ef.v5i1.2026

Cited by 4 publications

(6 citation statements)

References 15 publications

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“…This could be the result of learners not being ready to use the language as well as their unwillingness to speak. Therefore, there are some affective variables that could affect learners' readiness to speak English as identified by [14]:…”

Section: Readiness To Speak Englishmentioning

confidence: 99%

“…The state of being fully prepared is significant to learners' willingness to speak or communicate in any given situation. With regards to [14], hesitation will notably impede any signs of improvements in speaking skills. Therefore, it seems necessary to carry out a positive impression in the process of teaching and learning to support learners' involvement in the speaking process.…”

Section: Introductionmentioning

confidence: 99%

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The Usage of MALL in Learners’ Readiness to Speak English

Zhen

Hashim

2022

Sustainability

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Having proficiency in English macro skills has been of foremost importance among English language learners to have a sustainable education. Evidently, knowing English corresponds with being able to articulate the language. However, many language learners still struggle to successfully master speaking skills. Previous studies advocated mobile-assisted language learning (MALL) as an innovative pedagogical practice that has the potential to be utilized in the acquisition of the speaking skills. Nevertheless, current studies that specify the usage of MALL in the readiness of speaking English are still limited. Therefore, this paper plans to fill in the gap by propounding a systematic review of published studies from the year 2013 to 2022 that are relevant to the implementation of MALL in the readiness to speak English. The findings of this review indicated that the usage of MALL fosters affective variables such as motivation, self-confidence, less anxiety, and learners’ control in the readiness of speaking skills, but most of the reviewed studies’ focal point were on older or adult learners, which created a gap in the literature. Hence, this requires the study of the usage of MALL in primary and secondary levels of education for the benefits of English language learners of all ages in the acquisition of speaking English.

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Section: Readiness To Speak Englishmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Usage of MALL in Learners’ Readiness to Speak English

Zhen

Hashim

2022

Sustainability

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“…He also emphasizes that Chinese English learners should not go overboard with English standardization. According to him, the emphasis should also be connected with speakers' confidence which is one of the most demotivating elements affecting individuals' motivation to speak in the English context (Pale & Wisrance, 2021). These responses, from Ms. Meng and Mr. Feng, generally suggest that CE is not a concern for participants who are more preoccupied with communication than with standards.…”

Section: Interview Findingsmentioning

confidence: 99%

Fluency Matters! Chinese Netizens’ Attitudes towards China English

Sun

Wu²

2022

Register J.

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This research examined Chinese netizens’ attitudes towards China English (CE), a growing English variety in China, as well as the underlying reasons for their attitudinal responses. The corpus consisted of 905 tokens of Danmus (a form of video synchronous commentary used by netizens on the Internet video) that were collected from an online interview video. Instead of adopting the frequently employed questionnaire survey, these unique Danmus were utilized as the data resource and were analyzed via a paradigmatic approach to investigate Chinese netizens’ acceptance of some potential features of CE. Four netizens were invited to an interview to investigate the reasons for their Danmu delivery on language attitudes. The results revealed that Chinese netizens showed overwhelmingly positive attitudes towards CE, which differed significantly from earlier findings. The participants' positive evaluations of CE were based on three key parameters: the fluency and confidence in using CE as a communicative tool, the possibility of CE to mark speakers' Chinese identity, and the ease of using CE in communication. The findings of the study may shed light on the increasing awareness of China English and English globalization among Chinese netizens in the web-mediated context where local varieties of English are emerging. This research also hopes to provide some methodological implications in terms of research subjects and data-collection approaches for current investigations of language attitudes. This study offers some pedagogical implications of introducing English varieties, especially China English, to the English language programs in China.Keywords: China English, Danmus, Chinese netizens, language attitudes, English language teaching

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“…There are many reasons why students have difficulty in speaking, such as lack of inspiration to tell, lack of vocabulary to express inspiration, lack of opportunity to speak, and lack of interesting teaching methods that can motivate students to speak. Furthermore, motivation and confidence were also factors that hinder the students to speak in English (Pale & Wisrance, 2021). Therefore, this study applies storytelling to speaking classes so that beginners are excited to speak English.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Storytelling Technique to Improve Speaking Skill

Kaet,

Bouk,

Pale

2023

ijoeel

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The target of speaking skills is difficult to achieve in junior high school, since instruction and learning of speaking can present certain challenges for teachers and students. Therefore, this study aims to explore how storytelling affects students' speaking skills and how they feel about using storytelling technique. This research was conducted in class VIII Kefamenanu middle school. This current research utilized classroom action research in which interview and observation were the instruments to use in obtaining necessary data. The mean score from the results of the implementation of the first cycle test was 59.67 and 75.21 for the second cycle, which experienced an increase. Thus, the result indicated that storytelling technique was an effective way to upgrade students’ speaking skill. In addition, storytelling techniques allow the students to speak more clearly and they also gain more confidence in practicing their English.

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Analysis of Demotivating Factors Affecting Students’ Willingness to Speak English

Cited by 4 publications

References 15 publications

The Usage of MALL in Learners’ Readiness to Speak English

The Usage of MALL in Learners’ Readiness to Speak English

Fluency Matters! Chinese Netizens’ Attitudes towards China English

Implementation of Storytelling Technique to Improve Speaking Skill

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