Enriching English-Malay Proverbs using Proverbs Card Game for Second Language Learners

For ESL students, acquiring English proverbs have always been a struggle due to a wide range of aspects related to L2 that are mostly dissimilar with their L1. However, many studies conducted have accentuated the significance of comprehending L2 proverbs in encouraging students’ communicative competence in real-life context. Due to limited L2 exposure or knowledge related to proverbial texts, ESL students have the tendency to use word-for-word translation when they attempt to use them in writing and speaking. To encourage students to use suitable English proverbs, a 52-piece proverbs card game that consists of English proverbs with equivalent Malay proverbs pairs was introduced to 20 heterogeneous level of ESL diploma students. A case study with a predominant quantitative method was employed where the preliminary pre- and post-test were conducted to investigate the significance of introducing the proverbs card game to reduce students’ direct translation. Subsequently, the result was later validated with qualitative data where semi-structured interviews were conducted in order to identify the affective variables as proposed by Krashen (1982) in Affective Filter Hypothesis. From the findings, it can be presumed that there is a significant difference between pre- and post-test scores with the post-test scores being higher16than the pre-test scores. Moreover, based on the hypothesis, data analysed from the semi-structured interviews revealed respondents’ affective variables such as motivation, self-confidence, attitude were high and anxiety are high, thus, it allows more comprehensible input when they were playing with the proverbs card game. Therefore, it can be concluded that teaching L2 proverbs using card game can help students’ reduce dependency on direct translation and lower their affective filter hypothesis which enriches their usage of L2 proverbs.

The impact of the COVID-19 pandemic on the affective filter of EFL learners in an online classroom

Introduction: the integration of technology in language teaching, especially in the context of the COVID-19 pandemic caused the search for different pedagogical strategies. Due to this drastic change in education along with the rapid access to online resources have placed technology as the most important tool in teaching. Therefore, when planning a class, the teacher must consider digital tools and dynamic methodologies to streamline and motivate students to reduce their affective filter. Objective: the current research aims to determine the effectiveness of Kahoot in the reduction of the impact of the EFL students’ affective filter. Methods: this study developed applied research with a mixed method approach and descriptive scope, with a quasi-experimental design. 42 students actively participated. For the data gathering, two main tools of data collection were used, namely a survey to look for information about the impact of students’ affective filter during the virtual classes and a pre and post-test based on reading comprehension to check the students’ English performance. Conclusions: the students are facing negative experiences in their learning of English because their affective filter is high. Besides, after the intervention phase with the use of Kahoot, the students improved their English performance in the reading comprehension skill. Therefore, it is suggested to continue sampling innovative technological resources to enhance students’ performance.

DAILY VERBS: TEACHING ENGLISH VERB TENSES THROUGH A SIMPLE VIDEO GAME

This study introduces an educational game called “Daily Verbs” which teaches verb tenses to second language learners. The mechanics of the game is simple. The player moves a sprite through daily tasks and to each task there is a sentence attached stating the relevant tense. In the game, the researcher made use of Stephen Krashen’s principles of second language acquisition, namely, the acquisition vs. learning hypothesis, the affective filter, and the monitor hypothesis. Their manifestation in the game is explained in this study. Besides, the researcher made extensive use of John Gee’s 13 principles of learning embedded in video games. Their evidence in the game is also explained in the study. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0871/a.php" alt="Hit counter" /></p>

UNDERSTANDING KRASHEN HYPOTHESIS OF SECOND LANGAUGE ACQUISITION: A CASE STUDY OF A POLYGLOT

This research focuses on a case of a polyglot. The objectives of the study were to describe how a plyglot acquires the languages related to three of Krashen Hypothesis regarding the acquisition vs learning, affective filter, and natural order hypothesis. The subject of this study was a an English teacher who is able to speak many foreign languages or polyglot. The instruments used in the study were observation, an interview and questionnaire. The findings showed that the way he gained all the foreign languages are acquisition in natural setting. In terms of affective filter hypothesis, the result revealed that the affective variables played a facilitative role in her SLA. In this case, the subject showed good characteristics of language learner, such as good langauge aptitude, high motivation, and cognitive and affective factors. As for the natural order hypothesis, she found it easy to learn new language, since it was relatively similar to her previous learned languages in term of grammar and structure. However, it is suggested to explore the other two Krashen hypothesis to complete the findings with more samples to get deeper understanding on polyglot phenomena.

Caste Microaggression: A Barrier to Lower Affective Filter and to Promote Inclusivityin the Classroom

This article explores the impact of caste microaggressions in classroom activitiesin the countries like Nepal. It focuses on the study of how caste microaggressions are barriers to lower affective filter and promote inclusivity in the classroom. This is a review article based on qualitative research in which the ideas are derived from different secondary sources and are arranged to support how lower-caste students are the victim of caste microaggressions in Nepali society. This article shows that the students of lower-caste families, especially the Dalits, are greatly victimized by discriminatory activities in the schools of rural areas of Nepal. To promote inclusivity and to encourage lower-caste children in learning activities, it is essential to avoid caste microaggression and to emotionally engage such students in classroom activities that have to be initiated by the teachers primarily.

The effects of drama-based activities as a language learning tool on learners’ motivation in Non-Malay-medium national schools in Malaysia

Transitioning from Non-Malay-medium national primary schools to Malay-medium or English-medium secondary schools proved to be a struggle for many students due to the lack of emphasis on audio-lingual skills of the second language (L2) throughout their six-years of primary education. This study aims to explore the effects of drama-based activities as a language learning strategy on L2 learning motivation among students aged between 12 to 13 years old from Non-Malay-Medium National Schools. Six students were recruited through purposive sampling to participate in this qualitative experimental research. Over a period of 14 weeks, pre-intervention interviews (on the first week), intervention (over the span of 2 hours per week for 12 weeks), and post-intervention interviews (on the fourteenth week) were carried out. The content of the intervention was adapted from the Trinity College London’s Grade 4 Communication Skills syllabus. The instruments used for data collection include:(1) pre-determined pre-and post-intervention interview protocols and (2) classroom observation rubric. Two themes emerged in the analysis of this study: (a) language learning motivation and (b) affective filter. Findings revealed that participants were motivated and possessed self-confidence in the language learning process. The current study provides instructional implications for instructors and learners besides contributing to the novelty in the area of the research setting and sampling for future studies.

Beyond classroom walls: The role of a co-curricular English club in supporting second language learning

Second language learners of English in South Africa and beyond face challenges in acquiring the target language. In this paper, we report on a study during which we worked with an English Language Club set up as a co-curricular activity at a South African high school. We focus on one activity of the club that took place beyond the classroom walls to help learners improve their spelling. While the activities of the club were underpinned by critical pedagogy, we interpreted the findings of the study using Krashen's Affective Filter hypothesis. Using a critical paradigm, a qualitative approach, and an action research design, in this aspect of the study, as foregrounded in this paper, we aimed to answer the question of how learners' attitudes towards spelling may be changed by an activity outside the classroom. Our observations, fieldnotes, and reflections revealed that learners are able to transcend their fear of the language and increase their participation levels when they are in a relaxed learning environment that values their interests; this increased, in turn, their self-confidence. We argue for the use of alternative teaching methods to complement conventional teaching and learning.

Social Functions of humor in telecollaboration

Considering that humorous moments (BELL; ATTARDO, 2010; KIM; PARK, 2017; REDDINGTON, 2015) can arise when language learners interact, this study aimed at understanding the social functions of humor in telecollaborative activities. For the analysis, data from telecollaborative sessions and a mediation session were included. Among other social functions of humor, data analysis revealed “reinforcement of displeasure”, “the lowering of the participants’ affective filter” and “the maintenance of harmony among the participants”. The outcomes indicated that the participants could engage themselves in meaning negotiation with language learners from other cultural horizons as they constructed humor.

The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia

The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2) Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education

A Comparative Study of Learning Burnout of College Students

Learning burnout circumstances appear commonly in the process of English learning. The current research investigates the features of learning burnout of English and a non-English major junior student from three dimensions, including exhaustion, cynicism and decreased professional self-efficacy. Results find that, firstly, these two groups of participants hold a similar degree of learning burnout, while non-English major participants show more individual variability of the learning burnout situation. Based on Krashen’s Input hypothesis and Affective Filter hypothesis, there exist differences and similarities of reasons for participants’ learning burnout. The high degree of learning burnout of these two groups is influenced by the choice of expected jobs as well as the sense of inferiority caused because of peer pressure. Furthermore, learning burnout of English major students is more influenced by teachers, having higher expectations for comprehensible and sufficient input. Therefore, teachers should pay attention to students’ learning burnout situation and understand the specific needs and practical condition of junior students.