简介:TeachingEnglishasacompulsorysubjectinCenderawasihUniversityhasalwaysbeenachallengingone.ThesituationandconditionfacedbythelecturerswhoarefromEnglisheducationprogramarecomplex.TheyhavetoteachEnglishinthefirstyear,sometimesuntilsecondyearfornon-Englishmajorstudentsfromdifferentprograms.Atthesametime,theydealwithbigclassesfromallprograms.Issuesintheteachingandlearningprocessintheclassroommayincludetotalnumberofstudents,students’backgroundknowledgeoflearningEnglish,learningconditions,andteachingandlearningstyle.Sincetheseissueshavehappenedthroughouttheyears,severalelementsfromKrashenhypothesiscanbeconsideredtohelptocreateabetterlanguagelearningenvironment.Thisstudyfocusesonthoseelementsofcomprehensibleinput,reducedanxietylevel,andactiveparticipation.TheseelementscanbeurgentlysuggestedtoEnglishteachingandlearningprocessatuniversitylevel,particularlytoteachEFL(Englishasaforeignlanguage)tomixed-levelnon-Englishmajoruniversitystudentstoproduceaneffectivelanguagelearningenvironment.
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