L. Saranraj ¹, K. Meenakshi ¹

Affiliations
1 Department of English, School of Social Sciences and Languages, VIT University (Vellore campus), Vellore - 632014,Tamil Nadu, IN

Abstract

Objective: This study investigates the influence of anxiety in second language learning amongst engineering college students in the least literacy rate district in Tamil Nadu. Methods: Researchers used mixed research design that includes quantitative and qualitative methods. To investigate the levels of anxiety among the L2 learners, adopted AMTB1 questionnaire has been used (N=190) and unstructured interview (N=19) has been conducted. The quantitative data were analysed by using descriptive statistics, Cronbach’s internal reliability and Pearson Correlation coefficient. Findings: The results of the study exposed that English class anxiety and English use anxiety was correlated; hence the ESL learners are more anxious to use English inside and outside the classroom. Applications/Improvements: The language instructor could bring innovative thoughts and positive believes through alternative method of teaching in their classroom.

Keywords

Anxiety, Correlation, English Class Anxiety and Use Anxiety, Factors, L2 Learning.

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A. Jancy Nandhini Feleciya ¹, K. Meenakshi ¹

Affiliations
1 Department of English, VIT University, Vellore – 632 014, Tami Nadu, IN

Abstract

Objectives: This study attempts to examine the Language Learning Strategies (LLS) used by female ESL learners hailing from the rural areas of Vellore district. Methods/Statistical Analysis: The data for this research were provided by 200 _tertiary level female students from various women colleges across the district. These students’ strategy use was documented using Oxford’s questionnaire, Strategy Inventory for Language Learning (SILL). Descriptive statistics was run in STATA (V 13.0) to find out the overall strategy use and the relationships between strategy use, language proficiency and medium of instruction. Findings: The results showed that the learners were high strategy users with meta-cognitive strategies being mostly used and compensation, the least. It was also observed that those learners who used meta-cognitive strategies scored above 80% in their English exams. Medium of instruction had no significant difference in the choice of strategies. Applications/Improvements: The paper concludes with recommendations for strategy instruction and inculcation of these strategies into the regular classroom.

Keywords

Female learners, Language Learning Strategies, Language Proficiency, Second Language, SILL.

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L. Saranraj ¹, K. Meenakshi ¹

Affiliations
1 Department of English, School of Social Sciences and Languages, VIT University, Vellore – 632014, Tamil Nadu, IN

Abstract

Objectives: This study investigates the influence of motivation factors and language anxiety in second language learning among engineering students in Dharmapuri district, Tamil Nadu, India.The main purpose of this study was to examine the relationship between L2 learners' motivation factors and language anxiety. Methods: The researchers had adopted Gardner's Attitude and Motivation Test Battery (AMTB) questionnaire and conducted semi-structured interviews. The data were collected from 120 engineering college students and the interview was conducted with twenty respondents. Data were analyzed by using descriptive statistics, Cronbach's Alpha, and Correlation. Findings: The results revealed that motivation factors and language anxiety are positively correlated among Technical L2 learners. Applications/Improvements: The language instructor could create pleasant and collaborative environment inside the classroom.

Keywords

Correlation, L2 Learning, Language Anxiety, Motivation Factors, Socio-Educational Model.

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P. Santhosh ¹, K. Meenakshi ²

Affiliations
1 School of Social Sciences and Languages, Vellore Institute ofTechnology (VIT), Near Katpadi Road, Vellore – 632014, Chennai, Tamil Nadu, IN
2 School of Social Sciences and Languages, Vellore Institute of Technology (VIT), Near Katpadi Road, Vellore – 632014, Chennai, Tamil Nadu, IN

Abstract

Objectives: An experimental study has been conducted to find out the effectiveness of Task Based Approach in teaching oral communication skills to polytechnic college students. Based on the prescribed text book task based platform was constructed to teach for the first year students. Methods: An oral performance test attended by an assessment heading was administered. Fifty students were taken for the study and they were divided into two groups. Twenty five students representing the experimental group planned two units exploiting the task based program while twenty five students signifying the control group studied the same units following the Teacher’s instruction. Findings: Data were analyzed and Results exposed that there were statistically substantial differences found between the control and the experimental group. These results supports to utilizes task based learning in teaching English as a second language Improvements: This study is focused only in the field of polytechnic institutions further study should concentrate on the other fields.

Keywords

Oral English Performance, Teaching English, Task Based Language Teaching

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