Language anxiety: from theory and research to classroom implications

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Motivational design of instruction to mediate student motivation

Communicative competence is one of the most highly sought after skills of prospective graduates among employers. In spite of its importance, the notion of communicative competence has been deemed fuzzy in Communication and Engineering studies. This fuzziness has undoubtedly led to tensions among stakeholders like educators and professional engineers across disciplinary tenures in interpreting the said notion. The study seeks to investigate the perceptions and understanding of educators and professional engineers of the notion in terms of two main elements of communicative competence: linguistic and rhetorical competence. The educators are language lecturers who conduct a speaking course for final-year Engineering-project students while the professional engineers are engineers from various Oil Producing Units (OPU) of the national oil company, PETRONAS, who have been selected as examiners to assess the said students’ technical oral presentation. The professional engineers have been chosen by the university selection committee based on their years of working experience and professional expertise in engineering. Both language lecturers and the professional engineers were interviewed to gauge their perceptions on linguistic and rhetorical features deemed necessary to enhance communicative competence for the workplace. Both groups articulated awareness of the similarities and differences between the sub-sets of communicative competence, namely, technical, disciplinary, rhetorical style, interactive and interpersonal competence. Sublime differences in the way educators and professionals from different disciplines perceive communicative competence indicate possible reference to learning theory. Despite such disparity, pedagogical efforts are required to enhance communicative competence on such opportune platforms prior to the graduates’ entry to the workplace.

Communicative Competence in Technical Oral Presentation: Perspective of ESL Educators and Professional Engineers

This study examines Japanese engineering students' English learning motivation over the duration of their academic careers with an instrument consisting of both open-ended and closed self-report items. The study found motivational peaks in the third years of junior high school, secondary school, and university, with motivational ebbs in the intervening periods of study. Higher levels of motivation were attributed to entrance examinations, positive features of the learning environment, future career preparation, and credit requirements, while drops in motivation were attributed to insufficient skills (self-evaluated), negative features of the learning environment, and a general dislike for, or lack of interest in, English.

An exploratory study of Japanese engineering students' EFL learning motivation (特集 外国語教育)

This study mainly seeks to investigate English teachers and Ministry of Education officials’ views on the implementation of CEFR in Malaysia. It also intends to explore the challenges encountered by the stakeholders in view of the adoption of CEFR onto Form 5 English syllabus and assessment. Data for this study were collected from questionnaires distributed to 331 English secondary school teachers and from in – depth interviews with two senior ministry officials. The findings revealed that most of the teachers had very limited knowledge, minimum exposure and low level of awareness about CEFR. Nevertheless, they were optimistic about the idea and believed that the framework is vital in order to improve the level of English proficiency of Malaysians. The officials in the ministry were also positive about the implementation plan despite the challenges and obstacles perceived. The teachers’ resistance, lack of training and negative conception that most teachers have namely it would be difficult to incorporate CEFR in their teaching are some of the main challenges identified in this study. In conclusion, the adoption of CEFR in Malaysia is seen as obligatory but sufficient time should be given by the ministry to ensure that all stakeholders are fully prepared and familiar with the framework before it is extensively introduced and used in the country. Keywords: CEFR; English proficiency; Malaysian CEFR; CEFR alignment; education system

https://ejournal.ukm.my/3l/article/download/24273/8384

Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges

Toward a Cohesive Curriculum of Communicative Language Instruction at Muroran Institute of Technology

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Toward a Cohesive Curriculum of Communicative Language Instruction at Muroran Institute of Technology