Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom

Yunus, Melor Md; Osman, Wan Safuraa Wan; Ishak, Noriah Mohd

doi:10.1016/j.sbspro.2011.04.161

Cited by 76 publications

(64 citation statements)

References 3 publications

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“…Conversely, students think that the teacher is a valuable source that helps them learn the language by giving advice and explanation. An effective relationship established by teachers in the classroom allows their students to have learning opportunities and to be motivated to perform their activities successfully in the academic field as well as in their personal life (Yunus, Osman, & Ishak, 2011).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

The Effect of Communicative Activities on EFL Learners’ Motivation: A Case of Students in the Amazon Region of Ecuador

Ochoa

Cabrera

Quiñónez

et al. 2016

Colomb. Appl. Linguist. J

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Efecto de actividades comunicativas en la motivación de aprendices del inglés: un caso de estudiantes en la región amazónica del Ecuador AbstractThis study sought to shed light on the relationship between communicative activities and their impact on students' motivation to learn English as a Foreign Language (EFL). A total of 180 senior high school learners (86 male and 94 female) and 8 EFL teachers in a town of the Amazon region of Ecuador completed a questionnaire. A sample of these students and all of the teachers participated in a face-to-face interview. Both instruments were applied to obtain data concerned with use of communicative activities in the classroom and their relation with motivation. The data gathered was analyzed using a mixed-method approach, comprising quantitative and qualitative methods. Results showed that students and teachers believe that communicative activities are motivating. Furthermore, students feel highly motivated when participating in communicative activities because these enhance their fluency, pronunciation, and performance in the use of English in a realistic and enjoyable way since students are confident when they help each other during interaction in activities.

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Section: Discussion Of Resultsmentioning

confidence: 99%

The Effect of Communicative Activities on EFL Learners’ Motivation: A Case of Students in the Amazon Region of Ecuador

Ochoa

Cabrera

Quiñónez

et al. 2016

Colomb. Appl. Linguist. J

View full text Add to dashboard Cite

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“…Lightbown and Spada (2013) supported this in their research that teachers can assist low proficient students to expand their style of learning strategies and develop greater flexibility in using learning strategies using instructional materials such as videos and digital tools to give students opportunities to practice the language outside of the class. As stated by Yunus, Osman & Ishak (2011) interaction between the students and the teacher becomes extremely important for successful relationship throughout the school year and this can be achieved through the face to face interaction.…”

Section: Discussion and Implicationmentioning

confidence: 99%

Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

Krishnan

Yunus

2019

SSRN Journal

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Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 -2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

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“…As noted by Yunus et al (2011), the quality of the relationship between the teacher and the student, greatly influences their academic achievement and motivation. A study, conducted to identify factors impacting students' motivation in an ESL classroom, demonstrated that students had more motivation when the lecturers fostered an approachable, friendly relationship with the students (Mustapha et al 2010).…”

Section: Discussionmentioning

confidence: 99%