The Role of Topic-Based Virtual Speaking Club on Turkish Adult EFL Learners’ Emotional Attitudes Towards Speaking in English
Abstract
English as a foreign language (EFL) is taught in Turkish schools from primary to high school levels. However, a significant proportion of classroom time is devoted to grammar instruction, leaving less opportunity for speaking practice and hindering learners’ ability to effectively develop their speaking skills. Considering this complication, this research explored the role of a 5-week long topic-based Virtual Speaking Club on Turkish adult EFL learners’ emotional attitudes towards speaking in English in a group of people. Participants consisted of 20 adult Turkish EFL learners across Turkey and meetings were held via online conferencing platform. The data were collected through an online open-ended questionnaire and reflection papers received before and after the study. The findings of this research indicated that after participating in the virtual topic-based speaking club, the majority of participants’ thoughts and emotional attitudes on speaking in English changed positively, self-confidence levels increased, levels of anxiety decreased, observed to become more self-reliant and confident to speak in videoconferencing platform, and improved their speaking skills. Additionally, participants had positive viewpoints regarding the idea of a Virtual Speaking Club.
References
- Al-Jarf, R. S. (2021). EFL speaking practice in distance learning during the coronavirus pandemic 2020-2021. International Journal of Research, 9(7), 179-196. https://dx.doi. org/10.2139/ssrn.3900425
- Alshahrani, A. A. (2016). Communicating authentically: Enhancing EFL students’ spoken English via videoconferencing. CALL-EJ, 17(2), 1-17.
- Awaliyah, F., & Irianti, L. (2022). Investigating students’ speaking anxiety in classroom interaction through Zoom meeting. Journal of English Education Program (JEEP). http://dx.doi.org/10.25157/(jeep).v9i1.7572
- Banks, M. and Woolfson, L. (2008). Why do students think they fail? The relationship between attributions and academic self-perceptions. British Journal of Special Education, 35, 49-56. https://doi.org/10.1111/j.1467-8578.2008.00369.x
- Canals, L. (2020). The effects of virtual exchanges on oral skills and motivation. Language Learning & Technology, 24(3), 103–119. http://hdl.handle.net/10125/44742 Candarli, D., & Yuksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia - Social and Behavioral Sciences, 47, 357-361. https://doi.org/10.1016/j.sbspro.2012.06.663
- Hamouda, A. (2020). The effect of virtual classes on Saudi EFL students’ speaking skills. International Journal of Linguistics, Literature and Translation, 3(4), 175-204. Retrieved from https://www.al-kindipublisher.com/index.php/ijllt/article/view/1096
- Martin, J. K. (2021). Exploring EFL students’ perceptions of the use of synchronous videoconferencing to develop their speaking competence. The Journal of Seigakuin University, 33(1-2), 161-180. http://doi.org/10.15052/00003809
- Mosquera Ordoñez, J.E., & Villafuerte Holguín, J. (2021). Strengthening university students’ listening and speaking skills in English as a foreign language: Online international conversation clubs [Fortalecimiento de habilidades de escucha y habla de estudiantes en inglés como idioma extranjero: Clubes internacionales de conversación en línea]. European Journal of Foreign Language Teaching, 5(4), 76-96. http://dx.doi.org/10.46827/ejfl.v5i4.3780
- Risma, S. N. (2021). An analysis of the utilizing Zoom application to English learners’ speaking skill motivation. PROJECT (Professional Journal of English Education), 4(3), 433-445. http://dx.doi.org/10.22460/project.v4i3.p433-445
- Riyadini, M.V. (2022). English Foreign Language Students’ Perceptions of an Online English Speaking Club in Higher Education. In 5th International Conference on Current Issues in Education (ICCIE 2021) (pp. 197-202). Atlantis Press. https://dx.doi.org/10.2991/assehr.k.220129.036
- Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
- Soomro, A. F., & Farooq, M. U. (2018). EFL learners’ attitude towards developing speaking skills at the University of Taif, Saudi Arabia. International Journal of English Linguistics, 8(3), 318-327. http://doi.org/10.5539/ijel.v8n3p318
- Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press. Zygomatic. (n.d.). Free online word cloud generator and TAG cloud creator. Wordclouds.com. Retrieved January 28, 2022, from https://classic.wordclouds.com/
Konu Tabanlı Sanal Konuşma Kulübünün Yabancı Dil Olarak İngilizce Öğrenen Yetişkin Türk Öğrencilerin İngilizce Konuşmaya Yönelik Duygusal Tutumlarındaki Rolü
Abstract
Yabancı dil olarak İngilizce (EFL), ilkokuldan liseye kadar Türk okullarında öğretilmektedir. Ancak, sınıf zamanının önemli bir kısmının dilbilgisi öğretimine ayrılması konuşma pratiği için daha az fırsat bırakmakta ve öğrencilerin konuşma becerilerini etkili bir şekilde geliştirmelerini sekteye uğratmaktadır. Bu durumu göz önünde bulundurarak, bu araştırma, 5 haftalık konu temelli bir Sanal Konuşma Kulübünün İngilizceyi yabancı dil olarak öğrenen bir grup yetişkin Türk öğrencinin üzerindeki İngilizce konuşmaya yönelik duygusal tutumlarının rolünü araştırmıştır. Katılımcılar, Türkiye genelinde yabancı dil olarak İngilizce öğrenen 20 yetişkin Türk öğrenciden oluşmuştur ve seanslar
online konferans platformu aracılığıyla gerçekleştirilmiştir. Veriler, çevrimiçi açık uçlu bir anket ve çalışmadan önce ve sonra alınan yansıtma kağıtları aracılığıyla toplanmıştır. Bu araştırmanın bulguları, sanal konu temelli konuşma kulübüne katıldıktan sonra, katılımcıların çoğunluğunun İngilizce
konuşmaya ilişkin düşüncelerinin ve duygusal tutumlarının olumlu yönde değiştiğini, özgüven düzeylerinin arttığını, kaygı düzeylerinin azaldığını, video konferans platformunda konuşma konusunda kendine güvenenin arttığını ve konuşma becerilerinin geliştiğini göstermektedir. Ayrıca katılımcılar Sanal Konuşma Kulübü fikrine olumlu bakmışlardır.
References
- Al-Jarf, R. S. (2021). EFL speaking practice in distance learning during the coronavirus pandemic 2020-2021. International Journal of Research, 9(7), 179-196. https://dx.doi. org/10.2139/ssrn.3900425
- Alshahrani, A. A. (2016). Communicating authentically: Enhancing EFL students’ spoken English via videoconferencing. CALL-EJ, 17(2), 1-17.
- Awaliyah, F., & Irianti, L. (2022). Investigating students’ speaking anxiety in classroom interaction through Zoom meeting. Journal of English Education Program (JEEP). http://dx.doi.org/10.25157/(jeep).v9i1.7572
- Banks, M. and Woolfson, L. (2008). Why do students think they fail? The relationship between attributions and academic self-perceptions. British Journal of Special Education, 35, 49-56. https://doi.org/10.1111/j.1467-8578.2008.00369.x
- Canals, L. (2020). The effects of virtual exchanges on oral skills and motivation. Language Learning & Technology, 24(3), 103–119. http://hdl.handle.net/10125/44742 Candarli, D., & Yuksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia - Social and Behavioral Sciences, 47, 357-361. https://doi.org/10.1016/j.sbspro.2012.06.663
- Hamouda, A. (2020). The effect of virtual classes on Saudi EFL students’ speaking skills. International Journal of Linguistics, Literature and Translation, 3(4), 175-204. Retrieved from https://www.al-kindipublisher.com/index.php/ijllt/article/view/1096
- Martin, J. K. (2021). Exploring EFL students’ perceptions of the use of synchronous videoconferencing to develop their speaking competence. The Journal of Seigakuin University, 33(1-2), 161-180. http://doi.org/10.15052/00003809
- Mosquera Ordoñez, J.E., & Villafuerte Holguín, J. (2021). Strengthening university students’ listening and speaking skills in English as a foreign language: Online international conversation clubs [Fortalecimiento de habilidades de escucha y habla de estudiantes en inglés como idioma extranjero: Clubes internacionales de conversación en línea]. European Journal of Foreign Language Teaching, 5(4), 76-96. http://dx.doi.org/10.46827/ejfl.v5i4.3780
- Risma, S. N. (2021). An analysis of the utilizing Zoom application to English learners’ speaking skill motivation. PROJECT (Professional Journal of English Education), 4(3), 433-445. http://dx.doi.org/10.22460/project.v4i3.p433-445
- Riyadini, M.V. (2022). English Foreign Language Students’ Perceptions of an Online English Speaking Club in Higher Education. In 5th International Conference on Current Issues in Education (ICCIE 2021) (pp. 197-202). Atlantis Press. https://dx.doi.org/10.2991/assehr.k.220129.036
- Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
- Soomro, A. F., & Farooq, M. U. (2018). EFL learners’ attitude towards developing speaking skills at the University of Taif, Saudi Arabia. International Journal of English Linguistics, 8(3), 318-327. http://doi.org/10.5539/ijel.v8n3p318
- Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press. Zygomatic. (n.d.). Free online word cloud generator and TAG cloud creator. Wordclouds.com. Retrieved January 28, 2022, from https://classic.wordclouds.com/
Details
| Primary Language | English |
|---|---|
| Subjects | Social and Humanities Education (Excluding Economics, Business and Management) |
| Journal Section | The Role of Topic-Based Virtual Speaking Club on Turkish Adult EFL Learners’ Emotional Attitudes Towards Speaking in English |
| Authors | |
| Publication Date | December 25, 2022 |
| Published in Issue | Year 2022 Volume: 2 Issue: 2 |