چکیده:
Oral participation (OP) in class is an important factor contributing to thedevelopment of oral fluency. Recent studies in language learning have addressed the necessity of classroom interaction, or rather students’ oral participation in class. A correlational research study was drawn upon to measure the oral participation and factors affecting oral activities of the ELT students studying at the M.A. level at Islamic Azad University of Ardabil in Iran. An initial pool of 93 participants was selected through purposive sampling. The data analysis was conducted using structural equation modeling (SEM). The results obtained indicated that there is a significant relationship between social and educational factors relative to the oral activities of EFL learners. The findings also showed that in oral participation, educational factors play the most important role in controlling the OP content.
خلاصه ماشینی:
"The Role of Social and Educational Factors in Oral Participation of ELT Students Masoud Zoghi1, Amir Reza Nemat Tabrizi2, Sara Ghobadi*3 1, 3 Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran 2Department of English Language, Payame Noor University, -Tehran, Iran *Corresponding author: saracoroo2000@yahoo.
Keywords: oral participation, social and educational factors, structural equation modeling (SEM) Introduction The benefits of active classroom participation have been researched quite extensively over the past years (Mustapha, Nik-Abd-Rahman, &Yunus, 2010).
Most of the earlier studies carried out in this respect utilize regression models and structural equation modeling (SEM) analysis to show the relationships between educational/social factors and oral participation.
Instrumentation Based on an extensive literature review and review of relevant theories, a researcher-made questionnaire was developed for this study comprising two major parts: the first part consisted of items measuring the English learning experience (ELE) and English proficiency (EP), teacher’s encouragement (TE), teacher-learner interaction (TLI) and learner-learner interaction (LLI), gender differences (male/female), course level and age, with the second part containing questions about the learners’ oral participation (speaking and listening).
Discussion The present study investigated the social and educational factors affecting the participation of ELT students in oral activities.
These findings are in line with studies carried out by Walker & Greene (2009) as well as Mustapha, Nik-Abd-Rahman & Yunus (2010), who were able to demonstrate that a supportive relationship with peers and the teacher, which, in part, result from positive English learning experiences, can influence learners' language attainment."