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L2 ANXIETY IN SPANISH-SPEAKING ADULT ESL POPULATIONS: POSSIBLE CAUSES AND CULTURAL INFLUENCES
Title
L2 ANXIETY IN SPANISH-SPEAKING ADULT ESL POPULATIONS: POSSIBLE CAUSES AND CULTURAL INFLUENCES.
Creator
Freiberger, Scott, Mihai, Florin, University of Central Florida
Abstract / Description
Anxiety has been identified as a plausible factor affecting second language (L2) acquisition. However, more research is needed on how anxiety may influence Spanish-speaking adult English as a Second Language (ESL) populations. Determining precisely what causes anxiety in Spanish-speaking adult ESL populations should be of interest not only to L2 researchers but also to ESL instructors who may have adult Spanish-speaking English language learners (ELLs) in their classes. This study researched...
Show moreAnxiety has been identified as a plausible factor affecting second language (L2) acquisition. However, more research is needed on how anxiety may influence Spanish-speaking adult English as a Second Language (ESL) populations. Determining precisely what causes anxiety in Spanish-speaking adult ESL populations should be of interest not only to L2 researchers but also to ESL instructors who may have adult Spanish-speaking English language learners (ELLs) in their classes. This study researched L2 anxiety in Spanish-speaking adult ESL learners. Specifically, it considered possible causes and cultural influences of L2 anxiety in 10 Spanish-speaking adult ESL students at a university English language institute (ELI). Participants were given a choice of completing an English or Spanish version of the Foreign Language Classroom Anxiety Scale (FLCAS) and then participated in follow-up interviews. Results were documented and evaluated. A total of 14 causes of L2 anxiety were identified, including incompatible goals, using English in professional contexts, the native country, and the need for error correction. Finally, contrary to the literature, collaborative group work was found to cause L2 anxiety in Spanish-speaking adult ESL students enrolled at a language institute.
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Date Issued
2010
Identifier
CFE0003050, ucf:48364
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003050
A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs
Title
A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs.
Creator
Al Jabbawi, Mais Flaieh Hasan, Sivo, Stephen, Nutta, Joyce, Vitanova-Haralampiev, Gergana, Folse, Keith, University of Central Florida
Abstract / Description
The current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location...
Show moreThe current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location sampling examined 160 AGSs, enrolled full-time in different IEPs in the U.S. during the spring semester of 2019. The AGSs participants were from Iraq, Kuwait, Saudi Arabia, Qatar, Bahrain, the United Arab Emirates, and Oman. A pilot study preceded the final study to obtain AGSs' insight on the questionnaire items and time consumption. In the final study, the participating students completed a demographic information questionnaire as well as the SACQ and SIQ for the quantitative segment of this study. Face-to-face and Skype interviews followed as the qualitative segment of the proposed study. Data analyses included several methods. The questionnaire results were analyzed by inputting data into IBM Statistics Package for Social Sciences (SPSS) Statistics. The interview responses were analyzed within a phenomenological approach by finding common themes within the interview responses. The findings shed light on the needs and means of helping AGSs succeed in achieving high levels of English proficiency in IEPs in the U.S.
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Date Issued
2019
Identifier
CFE0007595, ucf:52520
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007595
Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?
Title
Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?.
Creator
Barzanji, Amal, Mihai, Florin, Folse, Keith, Purmensky, Kerry, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the most common writing errors made by undergraduate Saudi students with special focus on the five most common errors. The study also examined whether the type of prompt has an effect on the frequency of these errors. 58 English major students participated in this study, and each student wrote two timed essays. The first one was persuasive and the second one was compare and contrast. In order to analyze the data, the researcher used an error...
Show moreThe purpose of this study was to investigate the most common writing errors made by undergraduate Saudi students with special focus on the five most common errors. The study also examined whether the type of prompt has an effect on the frequency of these errors. 58 English major students participated in this study, and each student wrote two timed essays. The first one was persuasive and the second one was compare and contrast. In order to analyze the data, the researcher used an error inventory developed by Bushong and Mihai (2012) based on Ferris (2002), which categorized ten types of errors. However, five other errors were added to this category later, which resulted in a combination of fifteen types of errors. The findings revealed that missing/unnecessary word was the most frequent type of error (17.86%), followed by spelling errors (15.66%), wrong choice (14.00%), article (7.68%), wrong noun form (6.68%). In addition, the results showed that the type of prompt had no effect on the number of errors. However, it had an influence on the frequency and types of errors, which was manifested in the differences between the last two categories of the five most common errors found in prompts A and B.
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Date Issued
2016
Identifier
CFE0006071, ucf:50957
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006071
THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS
Title
THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS.
Creator
Fishkin, Monica, Allen, Kay W., University of Central Florida
Abstract / Description
A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for...
Show moreA review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level international students in an intensive English program at a large metropolitan university. Scores (n = 23) on the SILL and the ISALNA-2 were used to investigate the changing perspectives of students receiving similar information from different sources, classroom teachers and peer advisors or only classroom teachers. Peer advising sessions were provided to the experimental group of students. The focus of the sessions was advice and direction in language skills (reading, writing, listening, and speaking) for university academic tasks. A split-plot analysis of variance was employed to analyze the quantitative data obtained from pre- and posttest administrations of the instruments. Analysis of the data did not reveal a statistically significant effect of the peer advising sessions as regards the improvement of scores on the SILL and ISALNA-2. Qualitative data (n = 29) indicated that the experimental participants were positively impacted in understanding the necessary language skills necessary for academic success. Interviews with the peer advisors revealed that they had enhanced their understanding of university expectations and had developed a higher level of confidence as a result of their participation in the advising sessions. Qualitative data revealed positive attitudes by the peer advisors in giving language skills information and by the ESL international students involved in receiving that information. The study format could contribute to future studies and may have implications for the development of international peer advising for English language instruction, foreign student orientation programs, host family programs, and programs linking foreign students with American student study partners.
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Date Issued
2004
Identifier
CFE0000027, ucf:46093
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000027