影响学生在课堂互动中不愿说英语的因素

Khinanti Giantari, Eri Kurniawan, D. Suherdi
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引用次数: 0

摘要

EFL 学生有一个很大的问题,叫做 "不情愿"。不情愿是指学生不愿意或不情愿开口说英语和参与课堂活动。本研究试图确定三个因素对学生在课堂互动中不愿说英语的影响程度,以及哪个因素最主要。本研究采用了描述性定量方法。采用问卷调查的方式收集数据。本研究使用第 25 版社会科学统计软件包(简称 SPSS)对数据进行了分析。结果显示,心理因素、语言相关因素和社会文化因素三个因素的加权平均比例分别为 2.66、2.58 和 2.39。由此可以得出结论,心理因素(缺乏动机)是影响学生不愿开口说英语的主要因素。因此,学生应保持高昂的学习动机,以提高口语能力。此外,教师应采取各种策略,创造一个能调动学生积极性的学习或活动环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FACTORS AFFECTING STUDENTS' RELUCTANCE TO SPEAK ENGLISH IN CLASSROOM INTERACTIONS
EFL students have a big problem called reluctance. Reluctance is students’ unwillingness or disinclination to speak and participate in classroom activities. This research attempts to determine how much each of the three factors affects students’ reluctance to speak English in classroom interactions and which is the most dominant. A descriptive quantitative method was used in this research. A questionnaire was used to collect data. This research analysed the data using version 25 of the Statistical Package for Social Sciences, abbreviated as the SPSS program. The result showed that the weighted average of the proportions of the three factors was 2.66, 2.58, and 2.39, respectively, for psychological, language-related, and socio-cultural factors. It can be concluded that the psychological factor (lack of motivation) was the main factor that affected students’ reluctance to speak in English. Because of that, the students should maintain their high motivation to improve their speaking ability. Additionally, teachers should employ various strategies to create an engaging learning or activity environment that can motivate students.
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