UPSI Digital Repository (UDRep)
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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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