Factors Influencing Learners’ Participation in EFL Classroom
DOI:
https://doi.org/10.58329/criss.v3i1.95Abstract
Abstract Views: 242
This study aimed to develop a model to assist in improving class participation of EFL learners. With the assistance of teachers’ training sessions (TTS) pertaining to the hypothesized factors affecting the EFL learners’ class participation, the study aimed to measure the learners’ class participation before TTSs and after TTSs. The learners’ class participation was measured via the adopted unpublished scale. The findings of the study concerning to the impact of hypothesized factors affecting the EFL learners’ class participation reveal that the increased motivation and positive attitude of students lead them to increase their increased class participation. Similarly, their increased discomfort leads them to the decreased class participation. The results also suggest that anxious and shy students are more likely to participate in the EFL classrooms. The findings of the post TTSs are yet to incorporate if trained teachers can overcome such factors to make sure the increased class participation of EFL learners.
Keywords:
Class participation, EFL classroom, EFL learners, Teachers’ training
References
Abderrezag, S. (2010). The effects of Anxiety On Students’ Achievement The case of third year LMD students: Department of English University of Constantine (Doctoral dissertation, Ministry of Higher Education).
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155-168.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.
Awang, M. M., Ahmad, A. R., Bakar, N. A. A., Ghani, S. A., Yunus, A. N. M., Ibrahim, M. A. H., ... & Rahman, M. J. A. (2013). Students’ Attitudes and Their Academic Performance in Nationhood Education. International Education Studies, 6(11), 21-28.
British Council. (2013). English language example lesson plans Selected entries from the Trinity College London.
Brown, H Douglas, (2007) Principles of language learning and teaching. Pearson education, Inc
Brown, H.D. (1994). Teaching by Principles. Prentice Hall. New Jersey.
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies. Communication Education, 53(1).
Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30(4), 445-454.
Ely, C. M. (1986). An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom. Language learning, 36(1), 1-25.
Emmer, E.T., & Stough, L.M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112.
Erdogan, Y., Bayram, S., & Deniz, L. (2008). Factors that influence academic achievement and attitudes in web based education. International Journal of Instruction, 1(1), 31-48.
Gandara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Policy Analysis for California Education, PACE (NJ1).
Gregersen, T. S. (2003). To Err Is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals, 36, 1, 25-32.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social psychology, 73(6), 1284.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Jones, R. C. (2008). The” why” of class participation: A question worth asking. College Teaching, 56(1), 59-63.
Kausar, G. (2012). Role of students’ and teachers’ beliefs in English language learning at federal colleges of Pakistan (Doctoral dissertation, National University of Modern Languages Islamabad).
Lantolf, J. (2000). Sociocultural theory and second language learning. New York: Oxford University Press.
Lantolf, J., & S. Thorne. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Linsin, M. (2017). Why Students Don’t Participate In Discussions And What To Do About It.
Mahmud, M. (2015). Questioning Powers of the Students in the Class. Journal of Language Teaching and Research, 6(1), 111-116.
McNeil, L. (2012). Using talk to scaffold referential questions for English language learners. Teaching and Teacher Education, 28(3), 396-404.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. London: Routledge.
Murray, N. (2018). Understanding Student Participation in the Internationalised University: Some Issues, Challenges, and Strategies. Education Sciences, 8(3), 96.
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective.
Powell, R. G., & Powell, L. (2010). Classroom communication and diversity: Enhancing instrumental practice. New York: Routledge.
Renshaw, P., & Brown, R. A. (2007). Formats of classroom talk for integrating everyday and scientific discourse: Replacement, interweaving, contextual privileging, and pastiche. Language and Education, 21(6), 531-549.
Rezvani, R., & Sayyadi, A. (2015). Instructors ‘and learners’ questioning: a case of EFL classroom discourse in Iran. Journal of Teaching Language Skills, 34(3), 141-164.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
Tavares, V. (2016). The Role of Peer Interaction and Second Language Learning for ESL Students in Academic Contexts: An Extended Literature Review. (Master’s Thesis, York University. Toronto, Ontario).
Tsiplakides, I., & Keramida, A. (2010). Promoting positive attitudes in ESL/EFL classes. The Internet TESL Journal, 16(1).
Van Lier, L. (2000). From input to affordance: Social interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-260). New York: Oxford University Press.
Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3–23.
Wang, A. (2014). Managing student participation: Teacher strategies in a virtual EFL course. JALT CALL Journal, 10(2), 105-125.
Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
Yule, G. (2006). The Study of Language. United States of America: Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 CARC Research in Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
