Reducing Students' Foreign Language Anxiety in Speaking Class Through Cooperative Learning

One of the challenges in teaching English as a foreign language to students in Indonesia is the existence of Foreign Language Anxiety (FLA) that are faced by students at any level of education. FLA has hindered the students in mastering English, especially in Speaking Skill, it is shown by their performances in the class which are too nervous, shy, unwilling to participate and lack of confidence.Gardner and McIntyre,(1987) stated that FLA negatively impacts the quality of learning and is a critical factor in learners' success or failure in learning a foreign language. Based on the aforementioned statements, it means reducing students' language anxiety can enhance their overall learning experience and improve motivation and achievement.Thus, for many years, some researchers have attempted to find the most suitable techniques and methods to help students overcome this problem. Some of which is by providing them a conducive learning environment, the culture of caring and of course, a non-threatening atmosphere in the classroom. For that reason, this paper isintended to propose a technique to reduce the students' anxiety; that is cooperative learning. By using cooperative learning, it is expected that it can overcome this problem, as this technique offers a good language-learning environment in which the process of learning dealing with cooperativeness rather than competitiveness. This is in line with Krashen (1982). He, through his Affective Filter Hypothesis, contends that one of the factors of language acquisition to happen is in a low-filter language-learning environment

Foreign Science and Engineering Presence in U.S. Institutions and the Labor Force

[Excerpt] The increased presence of foreign students in graduate science and engineering programs and in the scientific workforce has been and continues to be of concern to some in the scientific community. Enrollment of U.S. citizens in graduate science and engineering programs has not kept pace with that of foreign students in those programs. In addition to the number of foreign students in graduate science and engineering programs, a significant number of university faculty in the scientific disciplines are foreign, and foreign doctorates are employed in large numbers by industry. Few will dispute that U.S. universities and industry have chosen foreign talent to fill many positions. Foreign scientists and engineers serve the needs of industry at the doctorate level and also have been found to serve in major roles at the masters level. However, there are charges that U.S. workers are adversely affected by the entry of foreign scientists and engineers, who reportedly accept lower wages than U.S. citizens would accept in order to enter or remain in the United States. NSF data reveal that in 2005, the foreign student population earned approximately 34.7% of the doctorate degrees in the sciences and approximately 63.1% of the doctorate degrees in engineering. In 2005, foreign students on temporary resident visas earned 30.8% of the doctorates in the sciences, and 58.6% of the doctorates in engineering. The participation rates in 2004 were 28.5% and 57.3%, respectively. In 2005, permanent resident status students earned 3.8% of the doctorates in the sciences and 4.5% of the doctorates in engineering, slightly above the 2004 levels of 3.7% and 4.2%, respectively. Many in the scientific community maintain that in order to compete with countries that are rapidly expanding their scientific and technological capabilities, the country needs to bring to the United States those whose skills will benefit society and will enable us to compete in the new-technology based global economy. The academic community is concerned that the more stringent visa requirements for foreign students may have a continued impact on enrollments in colleges and universities. There are those who believe that the underlying problem of foreign students in graduate science and engineering programs is not necessarily that there are too many foreign-born students, but that there are not enough native-born students pursuing scientific and technical disciplines. Legislation has been introduced in the 110th Congress to attract foreign students in the scientific and technical disciplines. H.R. 1645, the Security Through Regularized Immigration and a Vibrant Economy Act of 2007, would provide, among other things, an expansion of the types of individuals who would no longer be subjected to the annual limits on legal immigrants. Included in this group would be those who (1) hold an advanced degree in science, mathematics, engineering, or technical fields and who have been working in the United States in a related field for three years on a nonimmigrant visa; and (2) been awarded a medical specialty certification based on post-doctoral training and experience in the United States

Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy

textResearch into foreign language and second language learning motivation has progressed steadily over the past half century. Several theories and models have been developed to explain how learners are motivated to learn a foreign language. Context-specific research, however, is lacking for Anglo-Texan high school students learning Spanish. This report applies the theories of foreign language learning motivation to this context, using personal experience and anecdotes from the author as a Spanish teacher and student, in order to prescribe pedagogical applications of the research for high school Spanish teachers in Texas who seek to increase their students' motivation.Curriculum and Instructio

"Migration of Talent: Foreign Students and Graduate Economics Education in the United States"

In this paper, Rao tackles the reasons behind the increasing number and share of foreign students enrolled in Ph.D. economics programs in the U.S. The conventional argument of comparative advantage in U.S. graduate economics education fails to stand up under closer scrutiny. In addition to not explaining the actual and relative decline of American students pursuing graduate economics education, the traditional view fails to explain the relatively narrow scope of foreign students in these programs: The majority of foreign students come from a few Asian countries (e.g., India, South Korea, China, and Taiwan). Among the questions posed in this paper are the reasons for the change in the proportion of foreign students over time, and the effect of this change on American graduate (and undergraduate) economics education. It is surmised that most foreign students enroll in American Ph.D. programs to facilitate their migration to this country. Given the relative ease of securing work permission as a university faculty member-for which a U.S. Ph.D. is essential-most foreign students view an American Ph.D. and a subsequent academic job as an ideal entree to the U.S. In contrast, the most popular postgraduate path for American college economics majors is business or law school, and the appropriate strategy for these institutions is to offer a curriculum that fosters successful completion of an M.B.A. or J.D. via a general rather than a specialized economics training. Meanwhile, Rao ponders the possibility of "reverse foreign aid" occurring: After all, the home governments of these students are not compensated for their education subsidies through the undergraduate level. In sum, he suggests that the influx of foreign Ph.D. students-who typically receive financial aid from U.S. institutions-must be considered as a positive phenomenon. Since most of these students remain in the U.S. and become part of the vital stock of human capital, the financial aid awarded them should be regarded as an investment in a productive asset.

Questionnaire-based pronunciation studies: Italian, Spanish and polish students’ views on their English pronunciation

Rather than casting new light on teaching pronunciation, the outcome of this study is consistent with the findings of other research on foreign students’ choice of preferred pronunciation model, which is undeniably native rather than foreign-accented

Do Foreign Students Crowd Out Native Students from Graduate Programs?

This paper examines how the growth in the number of foreign students enrolled in graduate programs affects native enrollment in those programs. Although there is little evidence of a crowdout effect for the typical native student, the impact of foreign students on native educational outcomes differs dramatically across ethnic groups, and is particularly adverse for white native men. There is a strong negative correlation between increases in the number of foreign students enrolled at a particular university and the number of white native men in that university's graduate program. This crowdout effect is strongest at the most elite institutions.

Competition for the International Pool of Talents : Education Policy with Student Mobility

The paper presents a model of two countries competing for the international pool of talented students from the rest of the world. To relax tuition-fee competition, countries differentiate their education systems in equilibrium. While one country offers high education quality at high charges for students - the most talented ones study in this country - the other one provides lower quality and charges lower tuition fees. The regional quality-differentiation increases with the size of the international pool of talents, with the stay rate of foreign students in the host countries upon graduation and with the degree of development of the sending countries of foreign students. Compared to the welfare-maximizing education-policy, the decentralized solution is likely to imply an inefficient allocation of foreign students to the two host countries, as well as an inefficient quality differentiation.higher education, student mobility, vertical quality differentiation, return migration

Efficacy of REACH Forgiveness across Cultures

Across cultures, most people agree that forgiveness is a virtue. However, culture may influence how willing one should be to forgive and how one might express forgiveness. At a university in the United States, we recruited both foreign-extraction students and domestic students (N = 102) to participate in a six-hour REACH Forgiveness intervention. We investigated the efficacy of the intervention overall as well as whether foreign-extraction and domestic students responded differently to treatment. Forgiveness was assessed using two measures—decisional forgiveness and emotional forgiveness. The six-hour REACH Forgiveness intervention improved participants’ ratings of emotional forgiveness, but not decisional forgiveness, regardless of their culture. Thus, the REACH Forgiveness intervention appears equally efficacious for participants from different cultural backgrounds when conducted in the United States with college students

Integrative Motivation as a Predictor of Achievement in the Foreign Language Classroom

This study examines the relationship among five independent variables—integrative motivation, instrumental motivation, the need to fulfill a foreign language requirement, grade point average (GPA), and previous years studying Spanish—as predictors of five dependent variables: scores on a simulated oral proficiency interview (SOPI), final exam grades, final grades, the desire to enroll in Spanish courses after completing the language requirement, and intention to major in Spanish. Data from a questionnaire and a SOPI administered to 130 students enrolled in fourth-semester Spanish identified integrative motivation as a significant predictor of SOPI scores and final exam grades. Furthermore, integrative motivation was a significant predictor of students’ desire to enroll in additional coursework after completing the four-semester foreign language requirement. It also had an important role in students’ intention to major in the language. A negative relationship was found between the need to fulfill the language requirement and intent to continue with further studies in Spanish. The findings demonstrate that integrative motivation is important in predicting student achievement in the foreign language classroom