Remediating reticence in oral participation among TESL students in EAP classrooms

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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Main Author: Soo, Ruey Shing
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Published: 2019
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Soo, Ruey Shing
Remediating reticence in oral participation among TESL students in EAP classrooms
description <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>
format thesis
qualification_name
qualification_level Doctorate
author Soo, Ruey Shing
author_facet Soo, Ruey Shing
author_sort Soo, Ruey Shing
title Remediating reticence in oral participation among TESL students in EAP classrooms
title_short Remediating reticence in oral participation among TESL students in EAP classrooms
title_full Remediating reticence in oral participation among TESL students in EAP classrooms
title_fullStr Remediating reticence in oral participation among TESL students in EAP classrooms
title_full_unstemmed Remediating reticence in oral participation among TESL students in EAP classrooms
title_sort remediating reticence in oral participation among tesl students in eap classrooms
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=7469
_version_ 1747833395432390656
spelling oai:ir.upsi.edu.my:74692022-10-04 Remediating reticence in oral participation among TESL students in EAP classrooms 2019 Soo, Ruey Shing <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. 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