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Journal articles on the topic 'Speak English'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Marranci, Gabriele. "“We Speak English”." Ethnologies 25, no. 2 (2004): 59–75. http://dx.doi.org/10.7202/008048ar.

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Abstract Language is an important identity marker and is often a symbol of immigrants’ resistance to assimilation within the host societies. Indeed, by speaking their own languages, immigrants in Europe develop their transnational identities and set up defensive boundaries against possible cultural homogenisations. This is particularly relevant for Muslim immigrants, since Arabic is both an identity and a religious symbol. In many European mosques, Muslims consider Arabic as the only acceptable language. In particular the khutbat [Friday sermon] should be written and read in Arabic. In contras

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Azzahra, Shofwa, Muhsiyana Nurul Aisyiyah, Tedi Rohadi, and Fadillah Sandy. "TO SPEAK OR NOT TO SPEAK? THE WILLINGNESS TO SPEAK ENGLISH AMONG ENGLISH DEPARTMENT STUDENTS." ELT Echo : The Journal of English Language Teaching in Foreign Language Context 9, no. 1 (2024): 82. https://doi.org/10.24235/eltecho.v9i1.19070.

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3

Mandelbrote, S. "Making God Speak English." History Workshop Journal 75, no. 1 (2013): 265–73. http://dx.doi.org/10.1093/hwj/dbs056.

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4

Karmani, Sohail. "‘Good Muslims speak English’." Critical Discourse Studies 3, no. 1 (2006): 103–5. http://dx.doi.org/10.1080/17405900600589374.

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5

Clavagnier, Isabelle. "Do you speak English ?" La Revue de l'Infirmière 63, no. 200 (2014): 1. http://dx.doi.org/10.1016/j.revinf.2014.02.004.

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Lorena, Rivera Galán. "Do you speak English?" Revista Universita Ciencia 4, Número Especial (2015): 27–33. https://doi.org/10.5281/zenodo.8184457.

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El presente trabajo es un avance de la tesis doctoral en educación titulada “Factores que inciden en la adquisición del inglés como segunda lengua”. De forma breve, se plantean todos los problemas que afectan el aprendizaje del inglés en México. Desde la globalización a una enseñanza deficiente de la lengua inglesa. Se plantea así mismo, la necesidad de estudiar los factores que inciden en la adquisición del inglés partiendo de la hipótesis siguiente: “Los factores que inciden en el aprendizaje son d

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Lestari, Dwi April, and Wildan Isna Asyhar. "TEACHERS’ CREATIVITY TO HELP STUDENTS IN ACHIEVING DAILY ENGLISH CONVERSATION GOAL OF D-BEATS (DYNAMIC – BOARDING ENGLISH ARABIC TAHFIDZ SCHOOL)." Jurnal Pendidikan Bahasa Inggris Proficiency 4, no. 2 (2022): 32. http://dx.doi.org/10.32503/proficiency.v4i2.2760.

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D-BEATS is a boarding school which activity is learning tahfidz and the language use either English or Arabic in daily conversation. English use is primary language in this research. In boarding school exists a class of morning conversation which class is giving vocabularies. The English teachers teach English in morning conversation by questioning and role-play. The teachers use those ways in order to make the students usual to make question and appear new vocabularies in any activity. In process of daily conversation, the students face the challenges such forget and limit the vocabulary, a c

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Tungka, Novalita Fransisca. "Maximizing Text to Speak English." Jurnal Kependidikan 6, no. 1 (2013): 32–43. https://doi.org/10.5281/zenodo.7538565.

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EFL learners have difficulties in speaking English due to the lack of English oral inputs to motivate them to use English orally. English texts are considered as immediate available resources of input that can be maximized to help EFL learners to speak English. English text is very significant to be used as inputs for oral English since it offers rich linguistic inputs, as a model to contextually use English in communication process, to lower our anxiety since we can always look back to the text whenever we need, to help the learners feel confident in English speaking, and to provide informati

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Williamson, Amy M. "My Students Don't Speak English." Educational Horizons 91, no. 1 (2012): 16–20. http://dx.doi.org/10.1177/0013175x1209100108.

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10

Gast, Melanie Jones, Dina G. Okamoto, and Valerie Feldman. "“We Only Speak English Here”." Journal of Adolescent Research 32, no. 1 (2016): 94–121. http://dx.doi.org/10.1177/0743558416674562.

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Past research suggests that community after-school programs (ASPs) are crucial sites for culturally relevant programming for minority and immigrant youth; yet, we know little about how ASPs address language in their programming. Using an ethnographic fieldwork approach, we examine the goals and practices of ASP workers serving immigrant youth with diverse ethnic and language backgrounds in San Francisco, California. We find that, despite the best intentions regarding culturally relevant programming, ASP workers faced funding mandates, capacity issues, and increasingly diverse youth populations

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11

Fitzgibbons, Natalia. "Every Kid Doesn’t Speak English." Journal of Slavic Linguistics 22, no. 1 (2014): 93–104. http://dx.doi.org/10.1353/jsl.2014.0006.

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12

Mulnix, Michael, and paz Esther. "The Decision to Speak English." Journal of Hispanic Higher Education 7, no. 1 (2008): 3. http://dx.doi.org/10.1177/1538192707311287.

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13

Oda, Naruha. "My Hesitation to Speak English." TESOL Journal 6, no. 4 (2015): 790–91. http://dx.doi.org/10.1002/tesj.224.

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14

Sandelowski, Margarete J. "I speak English, don't I?" Research in Nursing & Health 28, no. 3 (2005): 185–86. http://dx.doi.org/10.1002/nur.20072.

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15

Asghari, Ghulam Yahya, Rahimullah Ramish, and Ali Akbar Zawuli. "In-depth Study of How Rahim Shah Learned to Speak English and Persian Better Than His Native Language: An Explanatory Case Study." International Journal of Language and Literary Studies 4, no. 3 (2022): 95–108. http://dx.doi.org/10.36892/ijlls.v4i3.990.

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This mixed-methods case study explores how Rahim Shah learned to speak English and Persian much more fluently than his native language (Pashto). In this study, different aspects of the subject- including his personality, language learning style, language learning history, oral and written language skills- are analyzed to seek patterns and causes of behavior. Accordingly, attempts have been made in this paper to enlighten his exposure to three languages, Pashto (native), Persian (second) and English (foreign). The results drew that he speaks Persian much more confident than his native language

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Pham, Vi Thi Tuong, and Anh Tuan Pham. "English major students’ satisfaction with ELSA Speak in English pronunciation courses." PLOS ONE 20, no. 1 (2025): e0317378. https://doi.org/10.1371/journal.pone.0317378.

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Clear and accurate pronunciation plays an essential role in communicating effectively and significantly affects English learners’ proficiency. ELSA Speak has been used in some schools due to its benefits to help learners improve English pronunciation. However, to optimize the application, a better understanding of EFL learners’ satisfaction with ELSA Speak is essential. The novelty of this study is assessing how English major students were satisfied with using ELSA Speak to enhance their pronunciation and explore key factors that contributed to positive users’ experience. Two hundred and five

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Noviyenty, Leffi. "Strategies in Learning and Techniques in Teaching English Speaking." ENGLISH FRANCA : Academic Journal of English Language and Education 2, no. 1 (2018): 35. http://dx.doi.org/10.29240/ef.v2i1.454.

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Learning how to speak English fluently and accurately is always a grand task for foreign students. Strategies in learning to speak as one of important factors of speaking skill should be considered not only by foreign students but also the teachers. Students’ strategies in learning to speak English should be in balance with teachers’ techniques in teaching students to speak English. Both affect the improvement of students’ ability in speaking English. This research is descriptive which tries to describe and elaborate the students of SMAN 1 Curup’s strategies in learning to speak English and th

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Asanti, Chris, and Eka Pratiwi Sudirman. "THE RIGHT TO SPEAK OR SPEAK IT RIGHT: TEACHING ENGLISH SPEAKING IN INDONESIAN EFL CONTEXT." CaLLs (Journal of Culture, Arts, Literature, and Linguistics) 6, no. 1 (2020): 99. http://dx.doi.org/10.30872/calls.v6i1.1932.

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ABSTRACTIn this contemporary world, along with the status of English as an international language to communicate, the teaching of English speaking has become increasingly significant in both ESL (English as a Second Language) and EFL contexts. This paper aims at highlighting and outlining the recent development of teaching speaking of English in Indonesian EFL context, especially in senior high schools. There are three major points discussed in this paper, first it discusses the current status of teaching speaking in Indonesia; second, it depicts the constraints that hinder in teaching English

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Moron, Veronique, and Bahaudin G. Mujtaba. "Helping Non-English Speakers Speak English in the Workplace." American Journal of Education and Learning 3, no. 1 (2018): 14–26. http://dx.doi.org/10.20448/804.3.1.14.26.

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Azwar, Taufik Akbar, Alamsyah Harahap, and Azwandi. "Factors Influencing Indonesian EFL Learners’ Willingness to Speak English in Classrooms." JET (Journal of English Teaching) 7, no. 2 (2021): 216–28. http://dx.doi.org/10.33541/jet.v7i2.2843.

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In the current second language pedagogy, understanding factors that contribute to learners’ willingness to speak English in classrooms is fundamental for teachers. The aims of this present study are (1) to find out the extent to which Indonesian EFL learners are willing to speak English in classrooms and (2) to investigate the factors that influence their willingness to speak English in classrooms. A descriptive quantitative design was employed in this study. This study involved 91 English learners of the University of Bengkulu. An adapted willingness to speak English questionnaire was used to

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Nerriere, Jean-Paul, and Noal Mellott. "Do you speak English or Globish?" Annales des Mines - Gérer et comprendre 100, no. 2 (2010): 56. http://dx.doi.org/10.3917/geco.100.0056.

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Weimer, Wendy P., Pat Rigg, and Virginia G. Allen. "When They Don't All Speak English." Modern Language Journal 75, no. 2 (1991): 245. http://dx.doi.org/10.2307/328842.

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23

Hurn, Brian J. "Will international business always speak English?" Industrial and Commercial Training 41, no. 6 (2009): 299–304. http://dx.doi.org/10.1108/00197850910983884.

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Martín, Mario Daniel. "Advice to speak English in Australia." Ethnicities 8, no. 1 (2008): 68–101. http://dx.doi.org/10.1177/1468796807087020.

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Marhamah, Marhamah. "The Relationship between Shyness and Motivation to Speak English of the First Year Students of English Study Program of FKIP UIR Pekanbaru." J-SHMIC : Journal of English for Academic 3, no. 2 (2017): 47–57. http://dx.doi.org/10.25299/jshmic.2016.vol3(2).525.

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The objectives of this research are (1) to find out if there is a relationship between shyness and motivation to speak English of the first year students of English study program of FKIP UIR Pekanbaru, (2) to know their shyness and their motivation to speak in speaking English of the first year students of English Study Program of FKIP UIR Pekanbaru, and (3) to know how the relationship between shyness and motivation to speak in speaking English of the first year students of English Study Program of FKIP UIR Pekanbaru. Shyness means a feeling about oneself in a presence of other. Motivation is

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26

Walder, Janice. "Walls That Speak." Cyril and Methodius Review: Slavic Academic Journal 3, no. 1 (2025): 44–54. https://doi.org/10.33137/saj.v3i1.45534.

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In February 2022, Russia announced a “special military operation” and invaded Ukraine. In September 2022, a general mobilisation was carried out. In response to which tens of thousands of Russians fled to Georgia, sparking animosity among the local population. Anti-war and anti-Russian graffiti began to appear on the streets of Tbilisi, often in English and Russian as opposed to Georgian. This paper situates these events within the historical context of Russian imperialism, Soviet domination, and Georgia’s shift towards Europe and the West in the Post-Soviet era. This paper also uses the theme

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Джумамбетова, Дилфуза, and Хурлиман Каипбергенова. "Developing Fluency In Spoken English To B2." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (2024): 209–11. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp209-211.

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Oral fluency is a skill that requires constant practice in an ESL classroom in order to make meaningful development. In general, when we discuss fluency, we are referring to the ease with which pupils speak, their speech rate, their pauses, and the language they can easily create in between. In an ideal scenario, the greatest method to learn to speak English effectively is to be exposed to the language on a daily basis through frequent discussion with English speakers on a range of themes. Regretfully, hardly many English language learners get the chance to practice speaking in a situation tha

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Ntim, Stephen. "Do Oral and Literacy Skills in Native Ghanaian Akan Language Modulate English Reading Comprehension as Second Language? A Study in Selected Basic Schools in Ghana." Education and Linguistics Research 2, no. 2 (2016): 1. http://dx.doi.org/10.5296/elr.v2i2.8867.

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<p>This study investigated oral and literacy skills in native Ghanaian Akan language in mediating English reading comprehension of bilingual basic school students. Levene’s test for homogeneity of variance between groups on questions directly found in text showed variances were significantly different [F=49.070, p=0.00]. Bonferroni Post-hoc test comparing groups on questions requiring making multiple sentence meanings to be able to answer, data indicated a significant difference between mean scores of students who speak both English and Akan and students who speak English Only in favour

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Mawarni, Siwi Tri. "AN ALIEN LANGUAGE IN THE HOME DOMAIN: A CASE STUDY OF A CHILD WHO CANNOT SPEAK THE PARENT’S LANGUAGE." LET: Linguistics, Literature and English Teaching Journal 11, no. 1 (2021): 158. http://dx.doi.org/10.18592/let.v11i1.4591.

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Children are the best learners of language because they can hear and distinguish all sounds. Interestingly, children can no longer speak their first language and then lose the first language (Indonesian). However, she speaks English as a second language while their parents cannot speak English. This study aims to reveal how this could happen and how she communicates with interlocutors in the home domain. The qualitative method was employed through the Interview with the participating individuals to gain specific information. The result shows that because of factors of age and the role of techn

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Kwao, Alex, Gertrude Torto, F. R. Ackah-Jnr, and Appiah John. "Speak English, Don’t Speak Vernacular. Language Culture and Practice, and Policy Implications in Schools." Advances in Social Sciences Research Journal 8, no. 5 (2021): 617–29. http://dx.doi.org/10.14738/assrj.85.10202.

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Compulsory adoption of language culture appears to heighten controversy and tension in schools. This phenomenon seems like a ‘dilemma’ judging from the way of policy and practice in schools. Language culture at the foundation stages seems to be strictly monolingual in some schools contrary to the dynamics of the education curriculum. This indeed seems to be a cultural idiosyncrasy that underpins cultural practices in some schools. Ghana Education Service recommends the speaking of English as medium of instruction at the early stages in schools, and so, English as official language is largely u

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Delwita, Delwita. "Penilaian Proses: Suatu Strategi untuk Meningkatkan Partisipasi Siswa Berbicara Bahasa Inggris." JUSIE (Jurnal Sosial dan Ilmu Ekonomi) 3, no. 01 (2019): 21–32. http://dx.doi.org/10.36665/jusie.v3i01.154.

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Low students’ participation to speak during the learning process became a big problem in teaching English. Most students were anxious and reluctant to speak. They assumed that their participation to speak English in the classroom did not influence their report marks or their graduation. The researcher tried to overcome this problem by conducting a classroom action research for grade IX1 students of SMP 2 Kecamatan Lareh Sago Halaban, Kabupaten Lima Puluh Kota. In this case, the researcher applied a technique that is called assessment process while teacher monitored, supervised and gave marks t

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Sebayang, Asifa Jelita, and Malida Putri. "Meningkatkan Kemampuan Bahasa Inggris Anak Melalui Media English Flash Card." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 1, no. 2 (2022): 119–25. http://dx.doi.org/10.55123/sosmaniora.v1i2.363.

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English is an important thing in globalization era. In Indonesian, students learn English start form early age. Since first time go to school, student will find English in list of subject. But, it’s not make sure student can speak englisht fluently. in fact so many children in Indonesia not know how to speak English even basic vocabulary. The same things happened to one of the children at the Mercy Clement Orphanage who needed help to learn English not because he feeling have to, but learn because he love it. The process of learning was carried out in the PKL 1 mini project activities. Using t

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Amalia, Rizka Dinda, and Anita Anggraeni. "LIMITATION VOCABULARY CAN BE ONE OF FACTOR THE STUDENTS DO NOT WANT TO SPEAK ENGLISH." PROJECT (Professional Journal of English Education) 4, no. 1 (2021): 75. http://dx.doi.org/10.22460/project.v4i1.p75-79.

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English is an International language that is used as an instrument to communicate. As a foreign language it is quite normal if English difficult to learn, because the way to write and read or speak English language is dissimilar whereas in Indonesian language the way to read or speak and write it is the same. Same as student in one of Junior High school in Lembang, some of them do not want to speak English language especially in from of the class. The author guest one of the factor students do not want to speak English is limitation vocabulary. In this article the author try to know is it true

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Suragih, Enni Erawati, Nur’aini Putri Tabrani, and Nur Muthmainnah. "THE USE OF DIGITAL FEEDBACK ON ELSA SPEAK IN LEARNING PRONUNCITAION FOR SEVENTH GRADE OF JUNIOR HIGH SCHOOL." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 1 (2021): 133. http://dx.doi.org/10.32682/jeell.v8i1.1937.

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In learning English, students must be equipped with knowledge of good and correct pronunciation so that they can be a support for students in English pronunciation. One application that can be used to practice pronunciation by Artificial Intelligence is ELSA Speak. In ELSA Speak, students can learn the correct pronunciation generated from native speakers, and can practice their pronunciation and get digital feedback from ELSA Speak, and correct their pronunciation. Two main discussions were the implementation of digital feedback on Elsa Speak for students and the benefits of digital feedback o

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Saragih, Enni Erawati, Nur’aini Putri Tabrani, and Nur Muthmainnah. "THE USE OF DIGITAL FEEDBACK ON ELSA SPEAK IN LEARNING PRONUNCITAION FOR SEVENTH GRADE OF JUNIOR HIGH SCHOOL." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 1 (2021): 48. http://dx.doi.org/10.32682/jeell.v8i1.1979.

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In learning English, students must be equipped with knowledge of good and correct pronunciation so that they can be a support for students in English pronunciation. One application that can be used to practice pronunciation by Artificial Intelligence is ELSA Speak. In ELSA Speak, students can learn the correct pronunciation generated from native speakers, and can practice their pronunciation and get digital feedback from ELSA Speak, and correct their pronunciation. Two main discussions were the implementation of digital feedback on Elsa Speak for students and the benefits of digital feedback o

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Tielemans, Leyla. "“Well-educated people speak English,but better educated people speak Frenchas well”." Belgian Journal of Linguistics, Volume 37 (2023) 37 (December 31, 2023): 74–98. http://dx.doi.org/10.1075/bjl.00081.tie.

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Abstract With the possibility to enroll in courses in nineteen different languages, the free university of Brussels (ULB) has opted for a linguistic offer that reflects the city’s highly multilingual character. In the faculty of languages and literature, students interact in and with multiple languages on a daily basis. In a study which interrogated these students on their linguistic representations, representations related to prestige were shown to be an important part of the collected responses. This paper aims to provide an overview of the different manifestations and interpretations of the

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SRI KUNING, DEWI. "APPLICATIONS OF SOCIAL MEDIA TO LEARN SPEAKING." Edukasi Lingua Sastra 18, no. 1 (2020): 77–85. http://dx.doi.org/10.47637/elsa.v18i1.227.

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Abstract. Applications of Social Media to Learn Speaking. Social media is not a new things for the students right now. Many young generations that uses social media as the media to learn English, especially speaking. Generally, many applications in social media, as Youtube, Instagram, Facebook, Whatsapp, Telegram, Twitter, and so on that can be used by user to interact about all things in everywhere and everytime. Beside that, social media also has special applications to learn speaking, they are (1) Learn to Speak English with Busuu, (2)Hello English, (3) Learn English Daily, (4) Learn Englis

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Graham, Garth Nigel, and Rashida Dorsey. "A national study of the association between language use and health insurance coverage in the United States." Journal of Hospital Administration 2, no. 2 (2013): 115. http://dx.doi.org/10.5430/jha.v2n2p115.

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Background: A significant proportion of individuals seen in US hospitals speak a language other than English. A number of reports have shown that individuals who speak a language other than English have diminished access to care, but few have examined specifically language barriers and its relationship to health insurance coverage. Objectives: To estimate the impact of language use on prevalence of reported health insurance coverage across multiple racial and ethnic groups and among persons living in the U.S. for varying periods of time. Design and participants: Cross sectional study using dat

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Kang, Namkil. "On Speak to and Talk to: A Corpora-Based Analysis." Theory and Practice in Language Studies 12, no. 7 (2022): 1262–70. http://dx.doi.org/10.17507/tpls.1207.03.

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The ultimate goal of this paper is to compare speak to with talk to in four corpora. In the Movie Corpus (Movie Corpus (MC). 20, January 2022. Online https://english-corpora.org /movies/), talk to was preferable to speak to in the films of six countries (America, the UK, Canada, Australia, New Zealand, and Ireland). It is worth mentioning that in the Movie Corpus (Movie Corpus (MC). 20, January 2022. Online https://english-corpora.org /movies/), speak to (2,620 tokens) and talk to (18,667 tokens) was the most preferred types in the 2010s. In the TV Corpus (TV Corpus (TVC). 20, January 2022. On

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Musa, Muriatul Khusmah, and Rushita Ismail. "Low proficiency students: can we help them to speak confidently?" JELTIM (Journal of English Language Teaching Innovations and Materials) 3, no. 1 (2021): 1. http://dx.doi.org/10.26418/jeltim.v3i1.34964.

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This action research was carried out to find out whether the speaking activities that were done during English lessons could encourage the low proficiency students to speak English confidently. These students admitted that they were afraid of speaking English, particularly in front of their classmates. They had very low self- confidence and felt very anxious when they were asked to speak or present in English. For this research, five speaking tasks were incorporated in the English class with the aim of building up students’ confidence and at the same time encouraging them to speak and particip

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KURNIA, ZAKIAH. "Voice from Within: Student Teachers’ Perception on Factor Influencing Willingness to Speak English in Language Classroom at English Education Study Program of UIN Raden Fatah Palembang." Ta'dib: Jurnal Pendidikan Islam 24, no. 2 (2019): 271–82. http://dx.doi.org/10.19109/td.v24i2.4267.

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The need for good communication skill in English has become a demand that continues to increase. One frustration is that they have spent years studying English, but they still cannot speak it. Therefore in this case, it is necessary to know what are the things that influence willingness of the students to speak English in the language class. This study investigated the student teachers’ perception on factor influencing willingness to speak English in language classroom at English Education Study Program of UIN Raden Fatah Palembang. I used qualitative study with case study design. The particip

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KURNIA, ZAKIAH. "Voice from Within: Student Teachers’ Perception on Factor Influencing Willingness to Speak English in Language Classroom at English Education Study Program of UIN Raden Fatah Palembang." Ta'dib 24, no. 2 (2019): 271–82. http://dx.doi.org/10.19109/tjie.v24i2.4267.

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The need for good communication skill in English has become a demand that continues to increase. One frustration is that they have spent years studying English, but they still cannot speak it. Therefore in this case, it is necessary to know what are the things that influence willingness of the students to speak English in the language class. This study investigated the student teachers’ perception on factor influencing willingness to speak English in language classroom at English Education Study Program of UIN Raden Fatah Palembang. I used qualitative study with case study design. The particip

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Suharsih, Siti, and Yanna Supriatna. "Speaking Activities in English Debating Club: a Case Study at English Conversation and Debating Club of SMKN 1 Pandeglang." Journal of English Language Teaching and Cultural Studies 3, no. 2 (2020): 44–53. http://dx.doi.org/10.48181/jelts.v3i2.9348.

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The purposes of the research is aimed at knowing how speaking activities and speaking difficulties are practiced in English Debating Club. The method used in this research was a case study. The instruments used to collect the data were observation, questionnaire, and interview. The respondents were 15 students of English Conversation and Debating Club at SMKN 1 Pandeglang. The result of the research confirms that by joining English Conversation and Debating club, students are able to (1) speak English fluently because they have more practice; (2) they can speak English quietly accurate; (3) th

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Aryanto, Dedy Eko. "PEMEROLEHAN BAHASA KEDUA PADA ANAK BERKEBANGSAAN SOMALIA DI TANGERANG SELATAN." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 21, no. 1 (2020): 31. http://dx.doi.org/10.19184/semiotika.v21i1.15591.

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Ahmad, a four-year 8-month-old Somali child who lives in South Tangerang, communicates in an English speaking family, occasionally his mother communicates using Indonesian. Ahmad is unique in speaking both languages. He can speak English fluently and speak Indonesian mixed with English fluently too. The purpose of this study is to determine the second language acquisition system and forms of second language understanding for Ahmad, both in the structure of question sentences and answer sentences. The research data is in the form of language. There are words and sentences that Ahmad used when h

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45

Meiralda, Meiralda, Efa Silfia, and Ridho Praja Dinata. "An Analysis of Students’ Problems in Speaking English During Covid-19 at The Eleventh Grade Accounting 1 of Vocational High School 1 Jambi City." JELT: Journal of English Language Teaching 6, no. 2 (2022): 121. http://dx.doi.org/10.33087/jelt.v6i2.113.

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This research focuses on analysis student problems in learning to speak English at Vocational High School number 1 Jambi City. This research used qualitative research design. The aims of this research was to find out what problems students faced in speaking English during the covid-19 pandemic and the solutions students made to overcome these problems. In this case, a direct analysis of the problems faced by students in learning to speak English in the classroom during the covid-19 pandemic. This research took six students of class XI Accounting 1 as research subjects. This research used inter

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46

Julaeha, Puput Ratna, and Akhmad Kharis Kurniawan. "PENGARUH MOTIVASI BELAJAR DAN PENGUASAAN KOSAKATA TERHADAP KEMAMPUAN BERBICARA BAHASA INGGRIS." EDUMULYA: Jurnal Pendidikan Agama Islam 1, no. 1 (2023): 1–17. http://dx.doi.org/10.59166/edumulya.v1i1.45.

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This study is aimed to determine the effect of learning motivation and vocabulary mastery on students' English speaking skills. The research method used is the survey method. A sample of 95 students was selected by using proportional random sampling technique. Data collection is done by distributing questionnaires and tests. Data analysis with descriptive statistical methods and regression. The results showed that; (1) There is a significant effect of learning motivation and vocabulary mastery together on the ability to speak English. This is evidenced by the acquisition of the value of Sig. 0

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O'Donnell, Paul, and Annemarie Toebosch. "Multilingualism in Brussels: ‘I'd Rather Speak English’." Journal of Multilingual and Multicultural Development 29, no. 2 (2008): 154–69. http://dx.doi.org/10.2167/jmmd564.0.

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Harrington, Jonathan, Sallyanne Palethorpe, and Catherine I. Watson. "Does the Queen speak the Queen's English?" Nature 408, no. 6815 (2000): 927–28. http://dx.doi.org/10.1038/35050160.

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Lodge, Caroline. "Integrating New Pupils who Speak No English." Pastoral Care in Education 10, no. 2 (1992): 32–35. http://dx.doi.org/10.1080/02643949209470795.

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Berg, Laurie. "‘Mate Speak English, You'Re in Australia Now’." Alternative Law Journal 36, no. 2 (2011): 110–15. http://dx.doi.org/10.1177/1037969x1103600208.

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