This study aims to locate the root reasons of students' apathy as well as the methods they enjoy combat it. A Google Forms-distributed inquiry was used to gather the dossier for this investigation. Small-group conversations were used to reinforce the respondents' answers. The results suggest the following: Technical issues: The respondents a little concur that weak sentence structure and weak pronunciation contribute to their apathy in class; Internal issues: The interviewees overwhelmingly agree that internal determinants like anxiety, insecurity, and fear of making mistakes cause their passivity. They further moderately concur that peer pressure is a contributing factor; and Environmental determinants: The respondents powerfully agree that motivation, or the lack thereof, influences their apathy. They moderately concur that the frequency of utilizing the language and the availability of practice convenience impact their level of passiveness. Regarding the designs used to overcome passiveness in the school room, the findings are as follows: The accused heavily depend translation when answering questions, while they somewhat use it when organizing plans and writing reactions; they frequently employ help gestures and facial verbalizations to convey their plans; extensively use English movies, account English books, and watching English classes on friendly media principles to develop their speaking abilities; and they commonly undertake self-talk and conversations with peers, while exceptionally engage in discourses with English-expressive individuals and provide comments all along class discussions.
Author(s) Details:
Rhonda Vail G. Leyaley,
College
of Education, Kalinga State University, Tabuk City, Philippines.
Please see the link here: https://stm.bookpi.org/PLLER-V1/article/view/12284
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