Classroom Activities, Classroom Anxiety and Teacher Roles: Three Dimensions Revealing Class Reality of a University English Course
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Language learning in classrooms has been studied from different perspectives. Among numerous focuses, the present study aims to examine three dimensions—classroom activities, classroom anxiety and teacher roles as well as their interactions by investigating 49 students of an English class at university. Quantitative instruments of three 5-likert scales were used to measure the number and the frequency of classroom activities used in the English class, the level of classroom anxiety of students as well as their perceptions of teacher roles. Results showed that the English class was “often” dominated by interactive activities, coupled “sometimes” with language exercises and “occasionally” with real-life tasks. In this activity-dominated English class, learners revealed rather low level of classroom anxiety. In contrast, the overall higher mean of teacher role perceived indicated noticeably facilitating impact of the teacher in class. Correlational analyses disclosed that classroom anxiety was neither significantly correlated with teacher role nor with classroom activity. However, a significant correlation was found between classroom activities and teacher roles.
Abstract
Language learning in classrooms has been studied from different perspectives. Among numerous focuses, the present study aims to examine three dimensions—classroom activities, classroom anxiety and teacher roles as well as their interactions by investigating 49 students of an English class at university. Quantitative instruments of three 5-likert scales were used to measure the number and the frequency of classroom activities used in the English class, the level of classroom anxiety of students as well as their perceptions of teacher roles. Results showed that the English class was “often” dominated by interactive activities, coupled “sometimes” with language exercises and “occasionally” with real-life tasks. In this activity-dominated English class, learners revealed rather low level of classroom anxiety. In contrast, the overall higher mean of teacher role perceived indicated noticeably facilitating impact of the teacher in class. Correlational analyses disclosed that classroom anxiety was neither significantly correlated with teacher role nor with classroom activity. However, a significant correlation was found between classroom activities and teacher roles.
참고문헌 (60)
- Admiral, W., "Linking theory and practice:teacher research in history and geography classrooms", Educational Action Research, 25(2), pp.316~331 (2017)
- Al-Shboul, M. M., "Foreign language anxiety and achievement: A systematic review", International Journal of English Linguistics, 3, pp.32~45 (2013)
- Alrabai, F., "The influence of teachers’ anxiety-reducing strategies on learners’ foreign language anxiety", Innovation in Language Learning and Teaching, 9(2), pp.163~190 (2015)
- Andon, N., "Chacun a son gout? Task-based L2 pedagogy from the teacher’s point of view", International Journal of Applied Linguistics, 19(3), pp.286~310 (2009)
- Argaman, O., "The influence of language anxiety on English reading and writing tasks among native Hebrew Speakers", Language Culture and Curriculum, 15(2), pp.143~160 (2002)
- Batenburg, E. V., "Oral interaction in the EFL classroom: The effects of instructional focus and task type on learner affect", The Modern Language Journal, 103(1), pp.308~326 (2019)
- Bosmans, D., "Phonological attainment and foreign language anxiety in distance language learning: a quantitative approach", Distance Education, 37(3), pp.287~301 (2016)
- Branden, K. V. D., "Mediating between predetermined order and chaos: The role of the teacher in task-based language education", International Journal of Applied Linguistics, 19(3), pp.264~285 (2009)
- Breen, M. P., "Making sense of language teaching:Teachers’ principles and classroom practices", Applied Linguistics, 22, pp.470~501 (2001)
- Bygate, M., "Research pedagogic tasks: Second language learning, teaching and testing" (2001), Pearson Education
- Calvert, M., "Task-based language learning and teaching: An action-research study", Language Teaching Research, 19(2), pp.226~244 (2015)
- Collins, L., "The foreign language classroom: current perspectives and future considerations", The Modern Language Journal, 100, pp.133~147 (2016)
- Côté, S., "The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation", The Language Learning Journal, 49(1), pp.105~116 (2021)[DOI]
- Donnelly, R., "The role of PBL tutor within blended academic development", Innovations in Education and Teaching International, 50(2), pp.133~143 (2013)
- Ellis, R., "Task-based language teaching: Sorting out the misunderstandings", International Journal of Applied Linguistics, 19(3), pp.221~246 (2009)
- Fallah, N., "Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis", Educational Psychology, 37(6), pp.745~756 (2017)
- Fareh, S., "The TESOL Encyclopedia of English Language Teaching" (2018), John Wiley & Sons, Inc
- Guzer, B., "The past, present, and future of blended learning: An in-depth analysis of literature", Procedia-Social and Behavioral Sciences, 116, pp.4596~4603 (2014)
- Haruehansawasin, S., "Scaffolding in problem-based learning for low-achieving learners", The Journal of Educational Research, 111(3), pp.363~370 (2018)
- Heift, T., "Task-related variation in computer-assisted language learning", The Modern Language Journal, 96(4), pp.525~543 (2012)
- Henry, A., "Teacher-student relationships and L2 motivation", The Modern Language Journal, 102(1), pp.218~241 (2018)
- Horwitz, E. K., "Foreign-language classroom anxiety", The Modern Language Journal, 70(2), pp.125~132 (1986)
- Huang, Q., "Learner perceptions of blended learning and the roles an interaction of face-to-face and online learning", OR TESOL Journal, 33, pp.14~33 (2016)
- Huang, Q., "A study on the roles of teachers in CLT classroom by metaphor analysis", Canadian Social Science, 13(6), pp.62~71 (2017)
- Huang, Q., "Development of an instrument to explore teacher roles based on perceptions of English learners in online learning context", Cross-Cultural Communication, 13(5), pp.1~11 (2017)
- Huang, Q., "Comparing teacher’s roles of f2f learning and online learning in a blended English course", Computer Assisted Language Learning, 32(3), pp.190~209 (2019)
- Huang, Q., "Exploring teacher roles in relation to classroom activities in an activity-dominated English class: The learners’ perspectives", European Journal of English Language Teaching, 6(6), pp.168~190 (2021)
- Jeon, J., "A study on oral presentation anxiety and confidence: A comparison between L1 and L2presentations", The Journal of Asia TEFL, 2(2), pp.89~115 (2005)
- Jin, Y., "The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement", International Journal of Bilingual Education and Bilingualism, 24(7), pp.948~962 (2021)[DOI]
- Jackson, D. O., "Complementary theoretical perspectives on task-based classroom realities", TESOL Quarterly, 51(3), pp.493~506 (2017)
- Jacobs, G. M., "Understanding and implementing the CLT paradigm", RELC Journal, 34(5), pp.6~32 (2003)
- Bahareh Kamalian, "The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners", Journal of Asia TEFL, 14(1), pp.32~46 (2017), 아시아테플
- Kessler, G., "Fluency and anxiety in self-access speaking tasks: The influence of environment", Computer Assisted Language Learning, 23(4), pp.361~375 (2010)
- 김정옥, "Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program", Journal of Asia TEFL, 15(1), pp.17~31 (2018), 아시아테플
- Lakens, D., "Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAS", Front Pschol, 4, pp.863~883 (2013)
- Lai, C., "University Student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom", Computer Assisted Language learning, 29(4), pp.703~723 (2016)[DOI]
- Long, M. H., "Second language acquisition and task-based language teaching" (2015), Wiley
- Long, M. H., "Problems in SLA" (2007), Erlbaum
- Long, M. H., "Modelling and assessing second language acquisition", pp.124~133 (1985), Multilingual Matters
- Mak, S. H., "Tensions between conflicting beliefs of an EFL teacher in teaching practice", RELC Journal, 42, pp.53~66 (2011)
- Newman, R. M. C., "Engaging talk: One teacher’s scaffolding of collaborative talk", Language and Education, 31(2), pp.130~151 (2017)
- Onem, E., "Testing a model of teaching for anxiety and success for English language teaching", Cambridge Journal of Education, 43(3), pp.357~376 (2013)
- Peng, J. E., "Willingness to communicate in English: A model in the Chinese EFL classroom context", Language Learning, 60(4), pp.834~876 (2010)
- Pinter, A., "Tasks in action: Task-based language education from a classroom-based perspective", pp.131~158 (2007), Cambridge Scholars
- Pyun, D. O., "Attitudes toward task-based language learning: A study of college Korean language learners", Foreign Language Annals, 46(1), pp.108~121 (2013)
- Samuda, V., "Tasks, design and the architecture of pedagogical spaces", Domains and directions in the development of TBLT: A decade of plenaries from the international conference, pp.271~302 (2015), John Benjamins
- Senior, R., "Connectivity: A framework for understanding effective language teaching in face-toface and online learning communities", RELC Journal, 41(2), pp.137~147 (2010)
- Shintani, N., "Input-based tasks in foreign language instruction for young learners" (2016), Benjamins
- Shirvan, M. E., "Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: Latent growth curve modeling", International Journal of Bilingual Education and Bilingualism, 24(1), pp.31~49 (2021)[DOI]
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- Stapleton, P., "Research in language teaching over two decades: A retrospective of the first 2- volumes of language teaching research", Language Teaching Research, 22(3), pp.350~369 (2017)
- Szyszka, M., "Foreign language anxiety and self-perceived English pronunciation competence", Studies in second Language Learning and Teaching, 1(2), pp.283~300 (2011)
- Toyama, M., "Exploring the components of the foreign language classroom anxiety scale in the context of Japanese undergraduates", Asian-Pacific Journal of Second and Foreign Language Education, 3(4), pp.1~27 (2018)
- Thoms, J. J., "An ecological view of whole-class discussions in a second language literature classroom: Teacher reformulations as affordances for learning", The Modern Language Journal, 98(3), pp.724~741 (2014)
- Torres, K. M., "Students’ foreign language anxiety and self-efficacy believes across different levels of university foreign language coursework", Journal of Spanish Language Teaching, 3(1), pp.57~73 (2016)
- Uştuk, Ö., "The effects of the use of paralinguistic cues on foreign language anxiety among English as a foreign language speaker", Innovation in Language Learning and Teaching, 12(3), pp.289~302 (2018)
- Nguyen Gia Viet, "Forms or Meaning? Teachers’ Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study", Journal of Asia TEFL, 11(1), pp.1~36 (2014), 아시아테플
- Wheeler, S., "Information and communication technologies and the changing role of the teacher", Journal of Educational Media, 26(1), pp.7~17 (2001)
- Wu, M. L., "Statistical analysis of questionnaire: SPSS operation and application" (2012), Chongqing University Press
- Yang, X., "Comparing discourse behaviors of a high-rated and a low-rated Chinese EFL teacher: A systemic functional perspective", The Modern Language Journal, 102(3), pp.594~610 (2018)
