Development of Exposure to English Scale and Investigation of Exposure Effect to Achievement

Gökcan, Mustafa; Aktan, Derya Çobanoğlu

doi:10.21449/ijate.527887

Cited by 5 publications

(5 citation statements)

References 24 publications

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“…Chinese EFL university students agreed upon the fact that maximum exposure to English and comprehensible input is vital and essential for overcoming the speaking anxiety factor and developing good communication skills. The findings supported the prior stu dies empirically and theoretically [27]. This shows the benefit of language acquisition in an authentic environment when the learners use their computers at h o m e, watching a movie or tv series or playing a gam e, they might catch words and phrases and use them in daily conversation and in the future.…”

Section: Discussionsupporting

confidence: 83%

An empirical investigation of the relationship between individual learner factors and foreign language speaking anxiety in EFL university learners

Malik,

Oteir,

Alotaibi

2024

ijirss

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The current study recruited 306 participants (males=194, females= 112) to fill out a questionnaire consisting of two sections for demographic information and a second section with 38 close-ended items to investigate the structural relationships among individual learner factors and anxiety when speaking a foreign language in Chinese EFL university learners. These factors included exposure to English, attitude towards learning English, perceived oral proficiency, years of learning English, perceived effectiveness of the use of social media, perceived competence and parental education status. The findings of the direct effects indicated that exposure to English, attitude towards learning English and perceived oral proficiency were negatively correlated whereas years of learning English and the perceived effectiveness of social media had an insignificant effect on foreign language speaking anxiety. In addition, according to the indirect predictive effects of perceived competence (mediator) on foreign language speaking anxiety, all other factors with the exception of years of learning English were found to be positively mediated by perceived competence. Lastly, the moderating effect of parental education status indicated that the interaction term (perceived competence x parental education status) had a negative and significant effect on foreign language speaking anxiety. The findings indicate that speaking anxiety exists in and out of class and can cause a detrimental effect on university learners’ communication and speaking skills due to a lack of confidence, practice, exposure and interaction. This research provides several insightful practical implications for EFL teachers and policymakers.

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Section: Discussionsupporting

confidence: 83%

An empirical investigation of the relationship between individual learner factors and foreign language speaking anxiety in EFL university learners

Malik,

Oteir,

Alotaibi

2024

ijirss

View full text Add to dashboard Cite

show abstract

“…This can be seen from the high frequency of daily English usage of students that pictures how influential English exposure is. In addition, the more students get the opportunity to get contact the language, the more the language is likely learnt (Gökcan & Çobanoğlu Aktan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exposure to English: How Significance English Exposure to English Achievement

Nur Fajar,

Putri,

Sulistyanto

2023

EHDJ

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The purpose of this study is to find out the exposure that is able to influence individuals’ on English achievement and to investigate the influence of English exposure on English achievement. The students are given five sets of likert scale type of questionnaire as the instrument of this study. Modification a language exposure questionnaire, the researcher indentifies the activities that exposed students to the target language. The subject of this study is 46 students of 2022 academy class from English Education Department at Kadiri Islamic University. Firstly, the result of study found that students were mostly exposed to English language through Media compared to exposure at school, which higher than their exposure at home or through their friends. It showed students acquire much of their exposure through media. Secondly, the study indicated that it was only 19.7% of the significance between English exposures on English achievement. It can be concluded that it is a low exposure on English achievement and there is no significance influence of English exposure on English achievement

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“…In today's world, people with one language are the threatened species of the universe (Ammon, 2010;Gökcan & Aktan, 2019), nevertheless English plays a minor part in people's daily lives and communication. There are still limitations and few opportunities for English language learners to interact with and be exposed to the language outside of an academic or educational setting.…”

Section: Introductionmentioning

confidence: 99%

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Al Awlaqi,

Ghozali

2023

REiLA Journal

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Globally, effective oral communication skills in English as a lingua franca have become increasingly important. However, many EFL learners, including those in Indonesia, experience apprehension about oral communication in culturally diverse environments. This study explores the phenomenon of oral communication apprehension among Indonesian EFL learners, focusing on identifying the sociocultural factors that hinder them. Using a single-case design, classroom observations, learner interviews, and a teacher focus group were conducted. Purposive sampling selected three ninth-grade students from selected private junior high school in Jember, who demonstrated apprehension in oral communication, and two EFL teachers experienced in addressing students' communication apprehension. Data analysis involved Ethnomethodological Conversation Analysis (ECA) and thematic coding. The findings indicate that factors like interruption, overlap, self-correction, self-monitoring, and reliance on the first language (L1) during oral communication contribute to apprehension. Additionally, sociocultural factors such as learners' attitudes, parental language background, language interference, and educational challenges were identified as contributing to oral communication apprehension among EFL learners. This study sheds light on the root causes of learners' struggles, encouraging them to overcome these challenges. It also offers valuable insights for educators to implement strategies that can alleviate the sociocultural burden faced by many EFL learners, especially relevant in Indonesia's context within the expanded circle of English language learning, where cultural nuances significantly influence language acquisition experiences.

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Development of Exposure to English Scale and Investigation of Exposure Effect to Achievement

Cited by 5 publications

References 24 publications

An empirical investigation of the relationship between individual learner factors and foreign language speaking anxiety in EFL university learners

An empirical investigation of the relationship between individual learner factors and foreign language speaking anxiety in EFL university learners

Exposure to English: How Significance English Exposure to English Achievement

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

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