Self-efficacy in English language oral communication skills of technical trainees

Idrus, Hairuzila; Salleh, Rohani; Hassan, Wan Norhazlina Wan; Ali, Razol Mahari Mohd

doi:10.1109/tale.2013.6654548

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…On the other hand, teachers had low efficacy as they had a deficiency in oral skills and pedagogical knowledge for developing learners' oral skills in EFL contexts (Chen & Goh, 2011). In some cases, both learners' and teachers' low efficacy was also responsible for poor development in learners' oral skills in EFL contexts (Idrus et al, 2013).…”

Section: Teaching Resourcesmentioning

confidence: 99%

A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

Seraj

Habil

2021

JLE

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The objective of this systematic review is to present a critical overview of current studies to explore issues such as the factors causing EFL learners’ poor oral performance and the teaching and assessment methods of oral English communication skills (OECSs) for developing tertiary level learners’ OECSs in EFL contexts. For this purpose, 51 empirical studies of the 2907 retrieved from SpringerLink, SCOPUS, Web of Science, and the Google Scholar database that were published between 2010 and 2019 in different EFL contexts were analyzed. This study followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically using NVIVO 12, followed by the Mendeley reference management software. Studies that were conducted in native English contexts and non-empirical studies were excluded from consideration for this study. The findings showed that the environmental factor was the primary factor for learners’ poor OECS performance in EFL contexts. For the method of teaching and assessment of learners’ OECSs, the use of technology is rapidly increasing in different EFL contexts. This study suggests some implications for both future researchers and academics for developing EFL learners’ oral English communication skills dealing with environmental, psychological, and linguistic factors along with teaching and learning resources at the tertiary level in EFL contexts.

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Section: Teaching Resourcesmentioning

confidence: 99%

A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

Seraj

Habil

2021

JLE

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“…Subjective observation and several informal conversations cannot offer conclusive data on the reasons for the reticence of students in giving oral presentations in English. However, the phenomenon of the reticent ELL student in the midst of busy collaborative discussion has been observed, and it has been conjectured that this behavior may be linked to a lower level of productive---specifically verbal--language proficiency (Cox, 2011;Craig, 2014;Idrus et al, 2013). Such reticent behavior is understandable.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, obstacles or imbalances in power and influence may also affect group cohesion and collaboration as well as the motivation of the student with lower language level proficiency (Cox, 2011). Understandably, frustration and vulnerability can reduce a student's sense of self-efficacy in that domain, and low self-efficacy correlates with lack of persistence, reticence, and withdrawal (Idrus, Salleh, Ali, & Hassan, 2013). Bandura notes that people who fall into this cycle are also likely to blame themselves for their lack of ability, often experiencing stress and depression ( Bandura, 1994).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teaching Oral Communication at a Russian University: Helping English Language Learners Present Their Engineering Designs

Craig

2016 ASEE International Forum Proceedings

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is a lecturer in the Department of Comparative Media Studies/Writing at the Massachusetts Institute of Technology where she teaches writing, oral communication, and collaborative skills to engineering students in the Department of Aeronautics and Astronautics. She has consulted in the graduate program of the Department of Mechanical Engineering as well as in industry. Ms. Craig has also consulted and taught in universities in Russia, Singapore, Chile, Costa Rica, and Mexico. She is the author of "Integrating Writing Strategies in EFL/ESL University Contexts: A Writing-across-the-Curriculum Approach." She is a co-author of "Learning to Communication in Science and Engineering: Case Studies from MIT", a book that was the 2012 winner of the CCCC's Advancement of Knowledge award.

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Self-efficacy in English language oral communication skills of technical trainees

Cited by 2 publications

References 2 publications

A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

Teaching Oral Communication at a Russian University: Helping English Language Learners Present Their Engineering Designs

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