Reducing Efl Learners’ Speaking Anxiety Through Selective Error Correction and Group-Work Strategies

Zulfikar, Zulfikar

doi:10.24235/eltecho.v7i1.10204

Cited by 3 publications

(4 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar findings were obtained from studies conducted byAkkakoson (2016), Azizifar & Fariadian (2015), and Toubot et al (2018), Asysyifa et al (2019), Çağatay (2015) and Zulfikar (2022). Accordingto Toubot et al (2018), teaching methods and classroom atmosphere could be the reasons contributing to this finding.…”

Section: Levels Of Foreign Language Speaking Anxietysupporting

confidence: 87%

Unraveling the Veil of Speaking Anxiety: A Comprehensive Study of Indonesian EFL Learners at the Undergraduate Level

Mahardika,

Widyantoro

2024

AIJP

View full text Add to dashboard Cite

This study aimed to examine students’ anxiety in speaking: the students’ anxiety level, the differences between genders, and the factors contributing to it. It was a quantitative study that employed survey method. Descriptive analysis was used to evaluate the data, which were obtained using a closed-ended questionnaire disseminated using Google Forms. The finding revealed that most of the third-semester students of the English Department at a state university had speaking anxiety at a moderate level. Furthermore, it was reported that the anxiety that female and male students experienced did not significantly differ. However, male students were more anxious compared to female students. In addition, it was also found that the factor contributing the most was communication apprehension. In conclusion, the study has identified that students experienced anxious feelings in speaking class. Therefore, lecturers must be able to select teaching techniques that work effectively and create a safe space where students feel comfortable to speak.

show abstract

Section: Levels Of Foreign Language Speaking Anxietysupporting

confidence: 87%

Unraveling the Veil of Speaking Anxiety: A Comprehensive Study of Indonesian EFL Learners at the Undergraduate Level

Mahardika,

Widyantoro

2024

AIJP

View full text Add to dashboard Cite

show abstract

“…Based on the results above, students also mentioned that they are more courageous to speak English as a team rather than individually while speaking in front of the class or many people.The reason is related to their anxiety while speaking in front of many people. The other researcher, Zulfikar (2022), also mentioned that when teachers allow learners to work cohesively in a group and students realize their peers are on their side, they feel less anxious about L2 learning scenarios.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, fluency can help students feel more self-confident in speaking. Zulfikar (2022) stated that EFL learners tend to have a lower level of fluency due to their lack of exposure to authentic language. To learn to speak English fluently, students need to practice consistently.…”

Section: Introductionmentioning

confidence: 99%

Integrating Cooperative Learning in EFL Classroom to Alleviate Students’ Speaking (Fluency) Anxiety

Meilasari,

Rofi’i,

Kustini

et al. 2023

IJLECR

View full text Add to dashboard Cite

In the EFL classroom, even though students learn all the skills and are good at some skills, they still feel anxious when they speak in front of the teacher and their friends. The feeling of anxiety can happen because of some factors. One of them is the learning atmosphere. Students feel uncomfortable with a learning atmosphere that is too strict and formal. Cooperative learning can be an alternative way to help alleviate students’ anxiety in speaking English. Since Cooperative learning is related to activities that focus on student learning through group work, it gives a supportive and safe learning vibe to those students who are afraid to speak their foreign language. This research investigates how to integrate cooperative learning in English Foreign Language classrooms to alleviate students speaking anxiety. This research employed a descriptive case study. The participants of this study were the teacher and 36 tenth-grade students in one of the senior high schools in Majalengka. The results showed that the teacher integrated cooperative learning in speaking activities through group investigation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety.The results showed that most students were anxious because they lacked confidence and practice. In overcoming this problem, the teacher integrated cooperative learning in speaking activities through group investigation. Moreover, the teacher allowed students to communicate with each other by using group work and gave the students practice with fluency while having the discussion and presentation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety.

show abstract

“…According to Al-khresheh and Orak (2021), the immediate correction of students' errors may strike down students' learning motivation. On the contrary, Zulfikar (2022) found that selectively correcting students' errors can effectively decrease students' learning anxiety.…”

Section: Communicative Language Teachingmentioning

confidence: 94%

Chinese Teachers’ Perceptions on Implementation of CLT in College Business English Class

Chen,

Bhattacharyya,

et al. 2023

E-BPJ

View full text Add to dashboard Cite

This qualitative study investigates teachers’ perceptions and challenges of the implementation of Communicative Language Teaching. The participants were nine Business English teachers at a private college in Chengdu, China. The data was collected through semi-structured interviews. The findings revealed that the majority of participants have favourable perceptions of CLT. However, participants mentioned teacher-related challenges, student-related challenges, and policy-related challenges that hinder their implementation of CLT in Business English classes. The findings of this study are beneficial to the field of CLT in China, especially in the English for Specific Purpose context. The recommendations for future studies are discussed.

show abstract

Reducing Efl Learners’ Speaking Anxiety Through Selective Error Correction and Group-Work Strategies

Cited by 3 publications

References 48 publications

Unraveling the Veil of Speaking Anxiety: A Comprehensive Study of Indonesian EFL Learners at the Undergraduate Level

Unraveling the Veil of Speaking Anxiety: A Comprehensive Study of Indonesian EFL Learners at the Undergraduate Level

Integrating Cooperative Learning in EFL Classroom to Alleviate Students’ Speaking (Fluency) Anxiety

Chinese Teachers’ Perceptions on Implementation of CLT in College Business English Class

Contact Info

Product

Resources

About