INVESTIGATING ESL STUDENTS’ USE OF SOCIO-AFFECTIVE STRATEGIES TO ENHANCE SPEAKING MOTIVATION AND SPEECH FLUENCY AT A PUBLIC UNIVERSITY IN MALAYSIA
DOI:
https://doi.org/10.37231/apj.2024.7.2.586Abstract
Abstract: This pilot study explores the feasibility of investigating the use of socio-affective strategies by ESL (English as a Second Language) students to enhance their speaking motivation and speech fluency at a public university in Malaysia. It was observed that some students who enrolled in an English oral communication course at a Malaysian public university were struggling with speaking motivation and speech fluency when delivering speeches in class. This study aimed to assess the feasibility of a large-scale study on the use of socio-affective strategies and gather preliminary data on students’ perceptions of the use of the strategies in their oral communication classes. A mixed-methods design was employed, involving 32 participants in the quantitative phase and 2 participants in the qualitative phase. In the quantitative phase, the findings revealed that students used various socio-affective strategies in the speaking classroom, focusing on teamwork, seeking feedback, and managing emotional states. Gender differences were also discovered in the use of socio-affective strategies in enhancing speaking motivation and speech fluency. Qualitative data further investigated students’ experiences, emphasizing the importance of peer support and self-development strategies. A validated questionnaire and semi-structured interview sheet exhibited high reliability and validity, making them suitable for large-scale studies. This pilot study sets a strong basis for in-depth research in investigating the students’ use of socio-affective strategies in speaking classrooms and offers insights into the theoretical and practical application of ESL pedagogy.
Keywords: ESL Speaking Motivation; ESL Speech Fluency; ESL Tertiary Education; Socio-affective Strategies; Public University
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