Remediating reticence in oral participation among TESL students in EAP classrooms
<p>The purpose of this study was to examine a remedial course to alleviate reticence in oral</p><p>participation among TESL (Teaching of English as a Second Language) students in EAP (English for</p><p>Academic Purposes) classroom...
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| Format: | thesis |
| Language: | eng |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=7469 |
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| Summary: | <p>The purpose of this study was to examine a remedial course to alleviate reticence in oral</p><p>participation among TESL (Teaching of English as a Second Language) students in EAP (English for</p><p>Academic Purposes) classrooms. Adopting a multiphase mixed- method research design, this study was</p><p>implemented in four phases: (I) identification of reticent students, (II) needs assessment, (III)</p><p>remedial course development, and (IV) course implementation and evaluation. Data were collected</p><p>through questionnaires, semi-structured interviews, focus group discussions and classroom</p><p>observations. 9 EAP instructors and 144 TESL students from a university involved in Phase I and</p><p>Phase II of the study. For the remediation, an intact group of 31 TESL students participated in the</p><p>remedial course. The needs assessment results in Phase II showed that the remedial course should</p><p>cover the teaching of oral participation skills, modifying reticent beliefs and alleviating fear</p><p>towards oral participation. The analysis of the remediation results using Wilcoxon signed-rank test</p><p>showed significant effects (Z = -2.906, p = 0.004) in reducing the level of reticence and modifying</p><p>four reticent beliefs, particularly beliefs that are related to the roles of listening in open</p><p>class discussion. The findings also showed that the students could take more speaking turns and</p><p>utilise more words in their utterances to sustain interaction. Moreover, the students considered</p><p>practice-based components in the remedial course as more helpful than instruction-based</p><p>components. In conclusion, the TESL students oral participation productivity has improved</p><p>after undergoing the remediation. The findings of this study have implications for the</p><p>understanding of reticent behaviour among TESL students, and for developing remediation programme</p><p>to alleviate student reticence in classroom oral participation.</p><p></p> |
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