Libyan English Lecturers Perception of the Psychological Factors Affecting EFL Students' Speaking Fluency at Azzytuna University
| المصدر: | مجلة التربوي |
|---|---|
| الناشر: | جامعة المرقب - كلية التربية بالخمس |
| المؤلف الرئيسي: | El-Jawade, Salem Khalifa Ali (Author) |
| المجلد/العدد: | ع24 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2024
|
| الشهر: | يناير |
| الصفحات: | 171 - 188 |
| ISSN: |
2011-421X |
| رقم MD: | 1454922 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
EFL Lecturers | Speaking Fluency | Libyan Students | Language Proficiency
|
| رابط المحتوى: |
عدد مرات التحميل
2
| المستخلص: |
One of the most important aspects of evaluating learners' language proficiency is speaking fluency in English as a Foreign Language (EFL) classes. This study looks at how well questionnaires work to assess Libyan EFL students' speaking fluency, with an emphasis on determining the variables that affect their performance. It also looks at the relationship between objective fluency assessments and self-assessment using questionnaires. A customized questionnaire was given to a sample of EFL instructors from Libya's Faculty of Languages and Translation at Azzytunna University as one of the study's instruments. The questionnaire evaluates the participants' communication techniques, experiences learning the language, confidence levels, and self-perceived fluency. The obtained data is analyzed to examine the association between self-assessment ratings and objective fluency markers using statistical techniques like linear regression analysis. The questionnaire responses from sixteen instructors provide light on the psychological aspects influencing students' fluency in speaking English. The study's primary conclusions highlight the applicability of questionnaire-based self-evaluations as a useful instrument for evaluating EFL learners' speaking fluency. Moreover, it sheds light on the factors that affect Libyan EFL students' speaking proficiency. Given these findings, the study recommends that instructors and curriculum developers think about customizing language learning interventions to fit the unique requirements of Libyan EFL students in order to improve their communication and language competency. |
|---|---|
| ISSN: |
2011-421X |
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