Journal of Research in Social Sciences and Language

Greek University Students’ Foreign Language Learning Classroom Anxiety

Ourania Katsara — Sat, 01 Jun 2024 00:00:00 +0100

This research paper investigates the impact of Foreign Language Anxiety (FLA) on the academic performance of first-year students enrolled in English for Specific Purposes (ESP) courses at the University of Patras. While existing literature has explored Greek students' perceptions of foreign language learning in state institutions, there is a noticeable gap in understanding anxiety sources for university-level Greek students. The study involved 175 participants from three university departments, and data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. in 1986. Results indicate that Greek students generally exhibit a neutral attitude toward anxiety-inducing situations but express notable concerns, particularly regarding the consequences of failing language tests and the fear of negative evaluation. Student comments reveal anxiety triggers related to teacher interactions, speaking in class, and the influence of Greek culture on the learning process. The findings provide valuable insights into the specific situations that contribute to FLA among Greek university students and highlight the importance of addressing anxiety in foreign language instruction at the tertiary level.

Investigating ELFA: University Students' and Lecturers' Perceptions, Challenges, and Strategies in English Medium Programs

Abbas Hadizadeh, Gaelle Youbi — Sat, 01 Jun 2024 00:00:00 +0100

The present study investigates the perceptions and practices of a group of university students and instructors at an English Medium university in Northern Cyprus. The study examines the relationship between attitudes and perceptions towards English Medium Instruction (EMI) and English as an Academic lingua franca (ELFA). The research adopts a mixed-methods approach, incorporating a survey distributed among 200 students and interviews conducted with 4 students and 6 instructors. The survey results are analyzed with SPSS 23 to provide descriptive statistical analysis, correlation, and regression analysis. The interview data undergoes thematic analysis to uncover patterns and provide qualitative insights. The study indicates differing perceptions and attitudes between students and instructors. Instructors tend to perceive students’ attitudes towards EMI/ELFA as negative, while students themselves exhibit positive attitudes toward these instructional methods. Additionally, the study sheds light on the significant challenges faced by both students and instructors, including issues related to low language proficiency, self-confidence, and comprehension problems within the EMI context. The research also highlights the diverse strategies employed by students to overcome these challenges. The findings have potential implications for other similar EMI contexts.

The Views of Classroom Teachers with the Title of Head Teacher on Citizenship Education

Ali Çetiner, Mehmet Şimşir — Sat, 01 Jun 2024 00:00:00 +0100

The aim of this study is to reveal the experiences and opinions of primary school teachers with the title of head teacher about citizenship education. Qualitative method was used in this study. The participants of the study consisted of 25 classroom teachers with the title of head teacher working in 14 primary schools. Data were obtained through semi-structured interviews with the participants. The data were analyzed by content analysis. As a result of the research, it was seen that teachers defined citizenship education as establishing social rules, giving individuals a sense of duty, gaining necessary responsibilities, and understanding rights. They stated the purpose of citizenship education as fulfilling citizenship duties, raising desirable citizens, raising individuals who are beneficial to their family and nation, and ensuring social order. In addition, it was concluded that citizenship education is mostly given in life science, social studies, and Turkish lessons. Furthermore, it was concluded that citizenship education was mostly given with the subjects of national values and citizenship duties. While conducting citizenship education, teachers use activities such as making sample choices, assigning duties and responsibilities, using visuals such as movies, videos, and drama in the classroom, while organizing institutional visits outside the classroom. According to teachers, citizenship education should help students acquire values such as respect, obeying rules, patriotism, morality, honesty, and responsibility. Teachers see the lack of application of the information learned in citizenship education, the lack of practical training, and social media as problems.