Marketing Students’ Perceptions and Their Experiences during Industrial Training on English Oral Communication Skills

Subramaniam, Gunadevi K. Jeevi; Harun, Raja Nor Safinas Raja

doi:10.1016/j.sbspro.2012.11.270

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…However, some students also admitted that sometimes they have difficulty accessing YouTube because some students' homes are located in areas that are difficult to reach the internet network, as well as the limited internet quota that students have, so they have to work even harder if they want to get a strong network and accessing YouTube for free like in schools that provide Wi-Fi. This is also supported by Subramaniam et al (2013) some students sometimes had problems when accessing YouTube, that as problems concerning an internet connection, and purchasing credits or internet data with money.…”

Section: Discussionmentioning

confidence: 74%

YouTube for EFL Students: Perceptions on Building Speaking Confidence

Musdayanti,

Sudewi,

Nurhaeni

2024

glens

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This study aimed to investigate students' perceptions of utilizing YouTube as a learning medium to foster their speaking confidence in English. Specifically, it explored students' views on YouTube's accessibility, usefulness, and practicality while examining its potential to enhance their confidence in speaking English. The researchers collected data through questionnaires and interviews with 10 second-grade students from SMAN 1 Tinambung. The findings revealed that students perceived YouTube as an accessible and user-friendly platform, aiding their comprehension and vocabulary expansion. Furthermore, they found it useful and motivating to practice proper English-speaking skills. Notably, students acknowledged YouTube's role in triggering their confidence to speak English, whether in front of a camera or in class settings. Peer feedback and comments were deemed valuable for augmenting knowledge and confidence. The questionnaire data indicated positive perceptions, with 80% acknowledging YouTube's accessibility, 82% recognizing its usefulness, 84% appreciating its practicality, and 72% reporting increased confidence levels. The interview data further corroborated these findings, with most students endorsing the continued integration of YouTube, as it facilitated their understanding of lesson materials and bolstered their confidence in spoken English. The study underscored YouTube's potential as an effective learning medium for developing EFL learners' speaking confidence.

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Section: Discussionmentioning

confidence: 74%

YouTube for EFL Students: Perceptions on Building Speaking Confidence

Musdayanti,

Sudewi,

Nurhaeni

2024

glens

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“…It has also become an axiom in English as Foreign Language (EFL) contexts that graduates with a strong command of oral English communication skills have a better chance in life than those without the skill http://ijlter.org/index.php/ijlter (Idrus et al, 2011;Kunioshi et al, 2012). This indicates there is a need to enhance the skills of graduates towards ensuring they are prepared for the competitive and explosive nature of the market both in the EFL and native contexts (Subramaniam & Harun, 2012). Moreover, Oral English Communication Skills (OECSs) necessitate a distinct focus on learning and teaching in all disciplines of education to make the students more effective in both their academic and professional lives (Kunioshi et al, 2012;Malthus & Lu, 2012;Mitchell & Eng, 2010;Nikolic et al, 2018;Tuomaitė & Zajankauskaitė, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Application of Mobile-Enhanced Collaborative Learning Models on Oral Presentation Competence in Rural Area During Covid-19 Pandemic

Rachman

Margana

Priyanto

2022

IJLTER

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Limited conceptual knowledge, and the lack of competencies and skills in the discharge of duties have been part of the challenges faced by some teachers within the South African school system. One of the reasons attributed to this is poor teacher development programmes in some of the training institutions. This study explored the impact of mentorship development on pre-service teachers from a university in South Africa. The five-factor model of mentoring namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback was employed as a theoretical lens. The purpose was to understand the attributes and practices mentors transfer to their mentees (student teachers) during their teaching practice. Located in the interpretive paradigm, the research employed a qualitative case study design to generate data through semi-structured interviews from 26 B.Ed Honours pre-service teachers, purposively selected as the study sample. A thematic approach was used to analyse the data generated. Findings from the analyses revealed that pre-service teachers were positively impacted mostly in the development of pedagogical knowledge, followed by system requirements, personal attributes, modelling and feedback. The findings support the Five-Factor mentoring Model as a valid and useful framework for measuring the impact of the mentoring received by pre-service teachers on teaching practicum. The study concludes that mentoring activity in pre-service teacher education is an important component of professional development for effective teachers. Based on this conclusion, the study recommends that mentors support student teachers in the development of the necessary skills and competencies required of a professional teacher.

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“…Additionally, it has become an axiom in EFL contexts that a graduate with a strong command of oral English communication skills will have a better chance in life than one who does not (Idrus et al, 2011;Kunioshi et al, 2012). As a result, graduates' skills must be enhanced in order to prepare for the competitive and explosive nature of market value in both EFL and native contexts (Subramaniam & Harun, 2012).…”

Section: Introductionmentioning

confidence: 99%

Needs analysis in English specific purposes context: Non-English students as a case study

Rachman¹,

Khatimah²,

Fajaruddin

et al. 2022

PETiER

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Globalization, on the other hand, necessitates the use of English scholarly for a multitude of objectives. With the exception of the oral presentation course, which was designed without undertaking needs analysis, English has been taught in traditional ways at universities. As a result, completing a systematic requirements analysis and identifying the challenges faced by Non-English major students necessitates investigation. The qualitative case study approach was used in this study, and the questionnaires were designed to extract information regarding the students' oral presentation demands. The questionnaire was filled out online by 164 people. According to the findings of the investigation, students in the ESP class regard oral presenting as a crucial component of their formal education. Furthermore, oral presentations have proven to be a good means of improving students' communication skills. As a result, student presentations have evolved into key components in providing positive learning experiences. This finding and conclusion, however, are limited to a specific department in a specific location and circumstance. The analysis results may differ depending on the field and circumstances. It is recommended that additional needs analysis research for other disciplines be conducted in greater depth.

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Marketing Students’ Perceptions and Their Experiences during Industrial Training on English Oral Communication Skills

Cited by 5 publications

References 9 publications

YouTube for EFL Students: Perceptions on Building Speaking Confidence

YouTube for EFL Students: Perceptions on Building Speaking Confidence

The Application of Mobile-Enhanced Collaborative Learning Models on Oral Presentation Competence in Rural Area During Covid-19 Pandemic

Needs analysis in English specific purposes context: Non-English students as a case study

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