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Type :thesis
Subject :LB Theory and practice of education
Main Author :Soo, Ruey Shing
Title :Remediating reticence in oral participation among TESL students in EAP classrooms
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2019
Notes :With cd
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
The purpose of this study was to examine a remedial course to alleviate reticence in oral  participation among TESL (Teaching of English as a Second Language) students in EAP (English for  Academic Purposes) classrooms. Adopting a multiphase mixed- method research design, this study was  implemented in four phases: (I) identification of reticent students, (II) needs assessment, (III)  remedial course development, and (IV) course implementation and evaluation. Data were collected  through questionnaires, semi-structured interviews, focus group discussions and classroom  observations. 9 EAP instructors and 144 TESL students from a university involved in Phase I and  Phase II of the study. For the remediation, an intact group of 31 TESL students participated in the  remedial course. The needs assessment results in Phase II showed that the remedial course should  cover the teaching of oral participation skills, modifying reticent beliefs and alleviating fear  towards oral participation. The analysis of the remediation results using Wilcoxon signed-rank test  showed significant effects (Z = -2.906, p = 0.004) in reducing the level of reticence and modifying  four reticent beliefs, particularly beliefs that are related to the roles of listening in open  class discussion. The findings also showed that the students could take more speaking turns and  utilise more words in their utterances to sustain interaction. Moreover, the students considered  practice-based components in the remedial course as more helpful than  instruction-based   components.  In  conclusion,  the  TESL  students’  oral participation productivity has improved  after undergoing the remediation. The findings of this study have implications for the  understanding of reticent behaviour among TESL students, and for developing remediation programme  to alleviate student reticence in classroom oral participation.  

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