Sahranavard Omid

Resumen: THE PRESENT STUDY EXAMINED FACTORS AFFECTING SHYNESS IN EFL CLASSROOMS. TO THIS END, A SAMPLE OF 124STUDENTS MAJORING IN TEFL AT UNIVERSIDAD NACIONAL DE EDUCACIÓN IN ECUADOR WAS SELECTED TO RESPOND TOA STANDARDIZED SHYNESS SCALE (SS) AND A SHYNESS FACTORS QUESTIONNAIRE (SFQ). EMPLOYING A DESCRIPTIVE RESEARCH DESIGN, THE RESEARCHER USED DESCRIPTIVE STATISTICS TO ANALYZE THE COLLECTED DATA USING SPSS. THE FINDINGS INDICATE THAT 65% OF THE PARTICIPANTS ARE SHY AND BATTLE WITH NEGATIVE EMOTIONS SUCH AS EMBARRASSMENT, ANXIETY, LOW SELF-CONFIDENCE, FEAR OF MAKING MISTAKES, AND FEAR OF BEING JUDGED WHEN SPEAKING IN EFL CLASSROOMS. THESE FEELINGS WERE FOUND TO BE INTENSIFIED BY NEGATIVE CLASSROOM EXPERIENCES, SUCH AS PEER RIDICULE AND JUDGMENTAL ATTITUDES DURING THEIR FORMATIVE YEARS, WHICH LINGERED INTO THEIR ADULTHOOD AS WELL AS PRESENT CULTURAL AND ENVIRONMENTAL FACTORS INCLUDING LIMITED SOCIAL EXPOSURE AND HIGH ACADEMIC EXPECTATIONS FROM THEIR FAMILIES. THE RESULTS OF THIS STUDY HIGHLIGHT THE IMPORTANCE OF STUDENT WELFARE AND THE IMPACT OF BULLYING AND VERBAL ABUSE ON SHY EFL LEARNERS.

Resumen: THIS STUDY SOUGHT TO IDENTIFY THE CHALLENGES AND NEEDS OF TOEFL IBT CANDIDATES IN ACHIEVING C1 LEVEL SCORES IN THE SPEAKING AND WRITING SECTIONS OF THE EXAM. TO THIS END, THE RESEARCHER EMPLOYED A MIXED-METHOD APPROACH TO COLLECT DATA FROM A POPULATION OF 46 STUDENTS, BOTH MALE AND FEMALE, BETWEEN THE AGES OF 22 AND 30. THE PARTICIPANTS WERE ENROLLED IN TWO TOEFL PREPARATION CLASSES AT UNIVERSIDAD NACIONAL DE EDUCACIÓN. THE DATA WERE COLLECTED THROUGH A SURVEY, CLASS OBSERVATIONS, AND TOEFL SPEAKING AND WRITING MOCK TESTS, AND WERE SUBSEQUENTLY ANALYZED BOTH QUALITATIVELY AND QUANTITATIVELY. THE FINDINGS INDICATED THAT THE PARTICIPANTS ENCOUNTERED CHALLENGES IN DISCUSSING UNFAMILIAR TOPICS FLUENTLY, STRUGGLED WITH PRODUCING LANGUAGE AT THE C1 LEVEL WHILE EMPLOYING A VARIETY OF GRAMMAR AND VOCABULARY, AND DEMONSTRATED REDUCED ACCURACY DUE TO INFLUENCES FROM THEIR FIRST LANGUAGE (L1).TO ADDRESS THESE CHALLENGES, IT IS RECOMMENDED TO OFFER A BRIDGING COURSE PRIOR TO EXAM PREPARATION COURSES WHEREIN THE PRIMARY FOCUS IS DEVOTED TO ENHANCING CANDIDATES’ ACCURACY AND COMMUNICATIVE COMPETENCE IN DISCUSSING UNFAMILIAR TOPICS THROUGH CORRECTIVE FEEDBACK. THE FINDINGS OF THIS STUDY COULD OFFER VALUABLE INSIGHTS TO TOEFL IBT TEST PREPARATION INSTRUCTORS, ENABLING THEM TO BETTER UNDERSTAND THE CHALLENGES STUDENTS FACE AND PLAN STRATEGIES TO ADDRESS …