A MEASUREMENT AMONG THE INDICATORS OF THE WRITING SELF-EFFICACY SCALE AND SELF-ASSESSMENT

This research investigated a measurement among the indicators of writing self-efficacy and self-assessment scales. This research aimed to examine the relationship between the variables forming indicators of the self-efficacy scale and self-assessment scales and the pre-test and post-test treatment that influence the language writer's self-efficacy scale and self-assessment. This research involved 135 students of the University of Pahlawan Tuanku Tambusai, Indonesia. Data were analyzed using the correlation test; the ANOVA Repeated Measures test and the paired Z-test. The result shows that the variables comprising the Language Writer Self-Efficacy Scale and Self-Assessment have a significant and strong correlation (>0.50) overall. Moreover, the post-test treatment significantly affects changes in Self-Efficacy and Self-Assessment Scales

Phonetics Learning Anxiety – Results of a Preliminary Study

The Phonetics Learning Anxiety Scale, a 44-item questionnaire based on a 6-point Likert scale, designed for the purpose of the research sheds light on the nature of this peculiar type of apprehension experienced by advanced FL learners in a specific educational context (i.e. a traditional classroom, rather than a language or computer laboratory), in which the major focus is on pronunciation practice. The obtained quantitative data imply that such factors as fear of negative evaluation (represented by general oral performance apprehension and concern over pronunciation mistakes, pronunciation self-image, pronunciation self-efficacy and self-assessment) and beliefs about the nature of FL pronunciation learning are significant sources of PhLA. Anxiety about the transcription test (IPA Test Anxiety) - one of the other hypothetical determinants of PhLA - did not prove to be correlated with the general level of Phonetics Learning Anxiet

Los efectos de la ansiedad de pronunciación y la motivación en la voluntad de comunicarse de los estudiantes de inglés

The present quantitative study intended to investigate the effect of Iranian EFL learners' pronunciation anxiety (PA) and pronunciation motivation (PM) on their L2 willingness to communicate (L2 WTC) in English classes. Additionally, it aimed at identifying which of these two independent variables (PA or PM) could better predict their L2 WTC. To these aims, a convenient sample of 134 upper-intermediate EFL learners were recruited from two private language institutes in one of the large cities of Iran. Their proficiency level had already been determined by the institutes using written and oral placement tests. To gather the necessary data, three questionnaires, namely, Baran-Lucarz's (2017) PA, and PM, and Simić’s (2014) WTC questionnaires were used. Descriptive and inferential statistics were utilized to answer the research question of the study. Findings indicated that both variables under study, PA and PM, had significant correlations with learners’ L2 WTC. However, although results suggested that both independent variables predicted the learners' L2 WTC, PA was found to be a stronger predictor. Implications of the study findings and suggestions for further research are also offered.El presente estudio cuantitativo pretende investigar el efecto de la ansiedad de pronunciación (PA) y la motivación de pronunciación (PM) de los estudiantes iraníes de EFL en su disposición a comunicarse en L2 (L2 WTC) en las clases de inglés. Además, tuvo como objetivo identificar cuál de estas dos variables independientes (PA o PM) podría predecir mejor su L2 WTC. Con estos objetivos, se reclutó una muestra de conveniencia de 134 estudiantes de EFL de nivel intermedio alto de dos institutos de idiomas privados en una de las grandes ciudades de Irán. Su nivel de competencia ya había sido determinado por los institutos utilizando pruebas de ubicación escritas y orales. Para recopilar los datos necesarios, se utilizaron tres cuestionarios, a saber, PA y PM de Baran-Lucarz (2017), y los cuestionarios WTC de Simić (2014). Se utilizó estadística descriptiva e inferencial para responder a la pregunta de investigación del estudio. Los hallazgos indicaron que ambas variables bajo estudio, PA y PM, tenían correlaciones significativas con el WTC L2 de los alumnos. Sin embargo, aunque los resultados sugirieron que ambas variables independientes predijeron el WTC L2 de los alumnos, se encontró que PA era un predictor más fuerte. También se ofrecen implicaciones de los hallazgos del estudio y sugerencias para futuras investigaciones.

Self-efficacy and Prediction of Note-taking Inclination among Undergraduate Translation Students

Self-efficacy is the self-perceived ability of an individual in performing the tasks assigned to him/her. Self-efficacy and its implications have been widely studied in the field of language teaching and learning. Yet, few studies have explored the relationship between self-efficacy and various aspects of interpreting ability. This article aims at investigating the role of self-efficacy in predicting the note-taking inclination of undergraduate translation students. In this regard, a total number of 53 junior and senior undergraduate translation students at the University of Zabol completed the Schwarzer’s General Self-efficacy Questionnaire, and took the note-taking ability test in which test-takers were supposed to listen to VOA Special News tracks (five 30-45 second audio tracks at lower-intermediate level of difficulty) and take notes. Prior to administration, test takers received a brief instruction of seven main note-taking skills, based on the guidelines proposed by Mazzei (noting the idea, abbreviation, links, negation, emphasis, verticality, and shift). Finally, the students’ notes were scored by two raters at a 0-35 point basis, according to the Mazzei’s note-taking skills; and a high inter-rater reliability was achieved. The obtained Pearson results revealed a significant positive relationship between the self-efficacy of the test-takers and their note-taking inclination. Our findings imply that learners’ self-efficacy should be more considered in interpreter training programs at B.A. level

Effet de l’auto-évaluation sur la réussite des femmes aux examens professionnels en contexte organisationnel contre-stéréotypique

Les femmes de la Marine nationale réussissent moins bien que les hommes aux examens professionnels (concours), en particulier les épreuves relatives à la connaissance de l’institution et aux domaines techniques. Les potentiels effets médiateurs des auto-évaluations réalisées dans ce contexte ont été analysés. Il apparaît que les attentes de performances par rapport aux collègues sont déterminantes, contrairement au sentiment d’auto-efficacité et au biais d’auto-évaluation. Cette étude met ainsi en lumière le rôle du contexte sexué sur la réussite aux concours et les effets délétères de la comparaison sociale sur la progression hiérarchique au sein d’environnements professionnels contre-stéréotypiques.Women in the French Navy are less successful than men in professional exams (competitive examinations), especially in the tests about the knowledge of the institution and the technical fields. The potential mediating effects of self-assessment in this context have been analyzed. It appears that performance expectations in comparison to their colleagues are determining factors, contrary to self-efficacy and self-assessment bias. This study highlights the role of the context of gender in competitive exam success and the negative effects of social comparison on the hierarchical progression in counter-stereotypical professional environments

The contribution of individual differences to L2 pronunciation learning: Insights from research and pedagogical implications

Adult second language (L2) learning often exhibits great variability in its rate and outcome. Although research shows that learning trajectories are partly shaped by social and contextual factors (e.g. Larson-Hall, 2008), certain learner factors play an important role in enhancing L2 pronunciation learning by helping L2 learners notice and process input efficiently, whereas certain learner factors may impede L2 pronunciation learning by impairing attention control or slowing down L2 input processing. Therefore, in order for language teachers to provide effective instruction and help their students improve their L2 pronunciation proficiency, it is beneficial for them to understand the differential impact of learner characteristics on L2 learning and adapt such understanding to their instruction and learning activities. The aim of the current article is to provide a review of existing studies that have explored individual differences (IDs) in relation to L2 pronunciation acquisition and to present implications for effective L2 pronunciation teaching. The article begins with an introduction of the paradigm shift in L2 pronunciation research and the conceptual framework of ID proposed by Dörnyei (2009). This is followed by a summary of the processes involved in L2 pronunciation learning. The third section focuses on the characteristics of four IDs that have been found to influence the development of L2 pronunciation. Those IDs include foreign language learning aptitude (e.g. Saito and Hanzawa, 2016), musical aptitude (e.g. Milovanov et al., 2010), L2 learning motivation (e.g. Moyer, 1999) and anxiety (e.g. Baran-Łucarz, 2016). Based on the discussion in the third section, the last section will offer various applications of IDs research findings to L2 pronunciation instruction (e.g. instructional approaches, feedback, and pronunciation syllabi) for successful L2 pronunciation teaching

The Correlation between the Students’ Pronunciation Anxiety and Their Willingness to Communicate at Senior High School Babussalam Pekanbaru

ABSTRACT Neila Izzati (2019) : The Correlation between the Students’ Pronunciation Anxiety and Their Willingness to Communicate at Senior High School Babussalam Pekanbaru Pronunciation anxiety (PA) is an important determinant of students’ WTC in a FL classroom. (Lucarz, 2014). However, based on the preliminary research, it was found that students’ pronunciation is not good at the school. Then, considering some factors influencing to communicate, it was also found that they felt anxiety about their pronunciation. This research was aimed to find out the correlation between students’ pronunciation anxiety and their willingness to communicate at Senior High School Babussalam Pekanbaru. This research is correlational research.There was one instrument use in collecting the data for this research is used questionnaire. The population of this research is 120 students. Then, in taking the sample, the researcher used simple random sampling and chose 30 students from all classes. By using product moment formula through SPSS 2.0 in analyzing the data, the mean score of students’ pronunciation anxiety was 67 categorized as good level. On the other hand, the mean score of students’ willingness to communicate was 66. It is also categorized as good level. The data analysis is concluded that robserved is 0.897. it means that Ha was accepted, or there is a significant correlation.It is categorized as “ Very High Level” Keywords: Correlation, Pronunciation Anxiety, Willingness to communicate

The Challenges that English Teachers Face in the Employment of the Evaluation Matrix in Classes for Students with Learning Difficulties

The current study aimed at identifying the challenges that English teachers face when they employ the evaluation Matrix in classes for students with learning difficulties. The study followed the descriptive-analytical method. A questionnaire was designed to meet the study objectives.  the study sample consisted of 136 English teachers of the primary education level in public schools in the city of Irbid.  The findings revealed that the challenges that English teachers face in employing the evaluation Matrix in classes for students with learning difficulties came with a very high degree, they also revealed the absence of differences with statistical significance between the responses of the sample attributable to the variables of gender and experience years.  Furthermore, the findings showed the presence of statistically significant differences between the responses of the sample attributable to the variable of academic qualification

The Effect of Self-Assessment in the Self-Efficacy of Students Studying Spanish as a Foreign Language

Self-efficacy, the belief that one can complete a specific learning task effectively, is of vital importance for students studying Spanish as a foreign language. In prior research increased self-efficacy has been correlated with enhanced learner motivation, academic performance, and overall achievement. Theoretically, learners' ability to self-assess their own strengths and limitations during the learning process may be linked to overall self-efficacy. However, this association has not been tested empirically. The purpose of this study was to investigate the influence of a continuous self-assessment component on the self-efficacy of undergraduate students studying Spanish as a foreign language. 104 undergraduate students from two different universities participated in this experimental study. 62 participants were in a treatment group, and 42 participants were in the control group. All participants completed the Spanish as a Foreign Language Self-Efficacy Questionnaire (SFL-SEQ) during the second week of the semester (i.e., pre-test) and during the final week of the semester (i.e., post-test). Participants in the treatment group also completed weekly Self-Assessment Questionnaires throughout the semester. Results of an Analysis of Covariance, which tested whether inter-group differences in self-efficacy were different between the control and treatments group at post-test after controlling for participants' pre-test self-efficacy scores (i.e., the covariate) were not statistically significant (F [1,86]=1.77, p=.19). However, results of a follow-up 2X2 Analysis of Variance, which tested whether intra-group self-efficacy increased from pre-test to post-test, were statistically significant (F [1,87]=12.40, p<.01). Pairwise t-tests for dependent measures showed that self-efficacy scores did increase significantly from pre-test to post-test for treatment group participants (t = -7.18 [df=53], p<.001), but self-efficacy scores did not significantly increase from pre-test to post-test for control group participants (t = -.90 [df=34], p=.38). Therefore, Spanish undergraduate students' self-efficacy seemed to be heightened significantly more with continuous self-assessment than without it. In addition, Pearson correlations revealed that participants' Self-Assessment Questionnaire scores were significantly positively correlated with their SFL-SEQ scores. That is, when students rated themselves as learning and knowing more during the course, their self-efficacy scores proportionately increased as well. A detailed interpretation of these results, as well as implications for foreign language education, is provided