Tertiary Students’ Attitudes towards English Oral Communication Learning Outdoors: The Case of Indonesia

Abd. Rahman, Devi Novitasari

Abstract


While much research has documented university students’ attitude towards learning English oral communication skill in the classroom, their attitude to the learning of English oral communication skill outdoors has been under researched. To fill this gap, the present study aims to investigate university students’ attitudes to the learning of oral communication skill outdoors. Eight university students of English Department (4 males and 4 females) aged between 20-22 years old voluntarily participated in the study. Data of the study were gathered from informal interviews and students’ reflective writings carried out over the completion of tasks. The data were analyzed using attitudinal analysis system. The findings from affect aspect showcased students’ negative emotion to speak English outdoors. However, the result from judgement dimension showed that students were able to adapt to outdoor context; built their  confidence; improve speaking skill, and engage in communication. The findings from appreciation aspects also showed positive trends that learning to speak English outdoors was engaging, authentic, and helpful to build students’ confidence. These empirical evidences suggest that learning to speak English outdoors  promotes university students’ oral communication skill development  in authentic and engaging ways.

Keywords


Tertiary student, attitude, oral communication, outdoor learning

Full Text:

PDF

References


Ayotte-Beaudet, J.P., Chastenay, P., Beaudry, MC., 'Heureux, K.L., Giamellaro, M., Smith, J., Desjarlais, E., and Paquette, A. 2023. Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships. Journal of Biological Education, 57(2), 277-294.

Acosta-Manzano, I., Barrios, E., & García-Mata, J. (2023). Enjoyment, anxiety, and out-of-class foreign language use among Spanish foreign language learners. Journal of Multilingual and Multicultural Development, 1–16. doi: https://doi.org/10.1080/01434632.2022.2159966

Beames, S., and H. Ross. 2010. Journeys outside the classroom. Journal of Adventure Education and Outdoor Learning, 10(2), 95–109. https://doi.org/10.1080/14729679.2010.505708.

Barrable, A., Touloumakos, A., and Lapere, L. 2022. Exploring student teachers’ motivations and sources of confidence: The case of outdoor learning. European Journal of Teacher Education, 45(3), 356-372. doi: https://doi.org/10.1080/02619768.2020.1827386

Celce-Murcia, M., and E. Olshtain. 2000. Discourse and Context in Language Teaching.

Cambridge: Cambridge University Press.

Finn, K.E., Yan, Z and McInnis, K. J. 2018. Promoting physical activity and science learning in an outdoor education program. Journal of Physical Education, Recreation & Dance, 89(1), 35-39. https://doi.org/10.1080/07303084.2017.1390506

Gromik, N.A (2012). Cell phone video recording feature as a language learning tool: A case study. Computers and Education, 58, 223-230.

Goh, C. C. M., & Burns, A. (2012). Teaching Speaking: A Holistic Approach. New York: Cambridge University Press.

Gagnon, R., & Dolz, J. (2016). Enseigner l’oral en classes het erog enes: Quelle ingenierie didactique? [Teaching oral language in heterogeneous classes: What didactic engineering?]. Les Dossiers des Sciences de l’Education, 136, 109-130.

https://doi.org/10.4000/dse.1405

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation: Second Language Learning. Rowley, MA: Newbury House.

Hyland, F. (2004). Learning autonomously: Contextualising out-of-class English language learning. Language awareness, 13 (3), 180-202

Inozu, J., Sahinkaras. S and Yumru. (2010). The nature of language learning experiences beyond the classroom and its learning outcomes. US-China Foreign Language, 8(1), 14-21.

Jordet, A. N. 1998. Nærmiljøet som klasserom: Uteskole i teori og praksis [The Local Environment as Classroom: Outdoor Education in Theory and Practice]. Oslo: Cappelen akademisk.

Khan, M., Bell, S., McGeown, S., and de Oliveira, E.S. 2019. Designing an outdoor learning environment for and with a primary school community: a case study in Bangladesh. Journal of Landscape Research, 45(1), 95-110. https://doi.org/10.1080/01426397.2019.1569217

Kärki, T., Keinänen, H., Tuominen, A., Hoikkala, M., Matikainen, E., and Maijala, H. 2018. Meaningful learning with mobile devices: pre-service class teachers’ experiences of mobile learning in the outdoors. Journal of Technology, Pedagogy and Education, 27(2), 251-263. https://doi.org/10.1080/1475939X.2018.1430061

Kiviranta, L., Lindfors, E., Rönkkö, MJ & Luukka, E. (2024). Outdoor learning in early childhood education: exploring benefits and challenges. Educational Research, 66(1), 102-119, doi: 10.1080/00131881.2023.2285762

Martin, J. R., & White, P. R. R. (2005). Language of Evaluation: Appraisal in English. New York: Palgrave Macmillan.

Myhre, T. S & Fiskum, T. A. (2021). Norwegian teenagers’ experiences of developing second language fluency in an outdoor context. Journal of Adventure Education and Outdoor Learning, 21( 3), 201-216, doi: 10.1080/14729679.2020.1769695.

Myhre, T. S., Dewaele, J. M., Fiskum, T. A & Holand, A. M. (2023). Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study. Innovation in Language Learning and Teaching, 17(4), 827-844, doi: 10.1080/17501229.2022.2161550.

Merriam, S.B. (2009), Qualitative Research: A Guide to Design and Implementation, San Francisco, CA, Jossey-Bass.

Moustakas, C. (1994), Phenomenological Research Methods, Thousand Oaks, CA, Sage.

Medrano, L.A., Flores-Kantera,. E., Morettia, L and Pereno, G. L. (2016). Effects of induction of positive and negative emotional states on academic self-efficacy beliefs in college students. Psicología Educativa, 22(2), 135-141. https://doi.org/10.1016/j.pse.2015.03.003.

Nguyen, V and Stracke, E. 2021. Learning experiences in and outside class by successful Vietnamese tertiary students studying English as a foreign language. Innovation in Language Learning and Teaching, 15(4), 321-333. doi: https://doi.org/10.1080/17501229.2020.1801692.

Pearson, N. (2004). The Idiosyncrasies of out-of-class language learning: A study of mainland Chinese students studying English at tertiary level in New Zealand. Proceedings of the independent learning conference, 2003. Available from www. Independentlearning.org/ila03/ila03_pearson.pdf

Pawlak, M., E. Waniek-Klimczak, & J. Majer. 2011. Speaking and Instructed Foreign

Language Acquisition. Clevedon: Multilingual Matters.

Ulset, V., Vitaro, F., Brendgen M., Bekkhus, M., and Borge, A.I.H. 2017. Time spent outdoors during preschool: Links with children's cognitive and behavioral development. Journal of Environmental Psychology, 52, 69-80.

Widodo, H. P. (2014). Methodological consideration in interview data transcription. International journal of innovation in English language teaching and research, 3(1), 101-107.

Yuan, R., Mak, P., & Yang, M. (2020). ‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice. Language teaching research, 1-20.




DOI: https://doi.org/10.30998/jedu.v4i2.11355

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Published by:
Universitas Indraprasta PGRI, Jakarta, Indonesia

Address: TB. Simatupang, Jl. Nangka Raya No.58 C, RT.5/RW.5, Tj. Barat., Kec. Jagakarsa, Jakarta Selatan, Provinsi DKI Jakarta, 12530, Indonesia

Phone: +62 (021) 7818718 – 78835283 | Close in sunday and public holidays in Indonesia

Work Hours: 09.00 AM – 04.00 PM Best hours to visit: From 9 am to 11 am or after 3 pm. The busiest times are between 11 am and 3 pm.

Creative Commons License
JEdu: Journal of English Education is licensed under a Creative Commons Attribution 4.0 International License.