What Can I Do to Overcome My EFL Students' Speaking Challenges?

Autor/inn/en	Yazici, Esra; Bavli, Bünyamin
Titel	What Can I Do to Overcome My EFL Students' Speaking Challenges?
Quelle	In: Education Quarterly Reviews, 5 (2022) 1, S.311-319 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Foreign Countries; Barriers; English (Second Language); Second Language Instruction; Private Colleges; College Students; Language Skills; Receptive Language; Expressive Language; Learning Activities; Group Discussion; Story Telling; Public Speaking; Online Courses; Affective Behavior; Anxiety; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Privathochschule; Collegestudent; Language skill; Sprachkompetenz; Rezeptive Kommunikationsfähigkeit; Lernaktivität; Gruppendiskussion; Vortrag; Online course; Online-Kurs; Affective disturbance; Active behaviour; Affektive Störung; Angst
Abstract	This study aims to overcome the speaking challenges of the students in an English preparatory class of 2020-2021 spring semester at a private university in Istanbul. Qualitative classroom action research design was operated to conduct the study. In the beginning weeks of spring semester, speaking skills challenge among the students was detected and observed. Accordingly an action plan was developed by using Ur (2009)'s advices. Developed action plan was implemented for 8 weeks. The study included 4 female and 2 male students as participants. Participants were chosen by homogenous sampling method that is one of the purposive sampling methods. To collect data, active participant observer technique and e-mail interview technique were employed. Data were analyzed by content analysis technique. As a result, 2 themes called affective improvements and practical improvements and in each theme 3 sub-themes were discovered. Sub-themes are reduced anxiety, increased motivation, improved self-efficacy, increased participation level, gradual ease in speaking, and examination. To conclude, the study shows that students benefited from the action plan which was prepared mostly by Ur (2009)'s advices. (As Provided).
Anmerkungen	Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01