With the status of English as a lingua franca and the high social mobility, one of the current goals of pre-service teacher training programs consists in preparing intercultural competent practitioners who are capable of teaching learners how to communicate effectively and appropriately in cross-cultural encounters. Thus, the scarcity of intercultural courses in such training programs may represent a serious challenge for them. In light of this, the present paper intends to explore Moroccan pre-service EFL teachers’ intercultural awareness. In view of Byram’s (1997) Model of intercultural competence, a three-point Likert scale questionnaire and a semi-structured interview were adopted. In consideration of a convenience sampling, the study included ninety (n=90) trainee teachers from different TEFL/TESOL programs and pre-service teacher training centers in Morocco. The findings revealed that pre-service EFL teachers exhibit desirable attitudes towards cultural diversity. Nevertheless, it was observed that the participants’ knowledge about the Moroccan and the American cultures is shallow. It also turned out that pre-service teachers’ lack the mediation skills, including critical cultural awareness that an intercultural speaker/intermediary needs in intercultural encounters. The study addresses several implications regarding teacher education.
{"title":"Exploring Intercultural Awareness among Moroccan EFL Pre-service Teachers","authors":"Mouhssine Echcharfy","doi":"10.21462/jeltl.v7i1.736","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.736","url":null,"abstract":"With the status of English as a lingua franca and the high social mobility, one of the current goals of pre-service teacher training programs consists in preparing intercultural competent practitioners who are capable of teaching learners how to communicate effectively and appropriately in cross-cultural encounters. Thus, the scarcity of intercultural courses in such training programs may represent a serious challenge for them. In light of this, the present paper intends to explore Moroccan pre-service EFL teachers’ intercultural awareness. In view of Byram’s (1997) Model of intercultural competence, a three-point Likert scale questionnaire and a semi-structured interview were adopted. In consideration of a convenience sampling, the study included ninety (n=90) trainee teachers from different TEFL/TESOL programs and pre-service teacher training centers in Morocco. The findings revealed that pre-service EFL teachers exhibit desirable attitudes towards cultural diversity. Nevertheless, it was observed that the participants’ knowledge about the Moroccan and the American cultures is shallow. It also turned out that pre-service teachers’ lack the mediation skills, including critical cultural awareness that an intercultural speaker/intermediary needs in intercultural encounters. The study addresses several implications regarding teacher education.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116996646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Nurwahidah, Didin Nuruddin Hidayat, N. Husna, A. Alek
This study aims to (1) determine the kind of grammatical cohesion devices that were used in a news item text of a textbook (2) to examine how reference, substitution, ellipses, and conjunction were used to describe the Cohesion that was used in the news item text of an English textbook for senior high school students in the 12th grade "Symphony 3". This study is qualitative descriptive research. The analysis of data found that the grammatical cohesion devices in the news item text of the textbook are reference, conjunction, and ellipsis. References become the most common devices, followed by conjunction and ellipsis. Surprisingly, there is no substitution found in this text. Hence, substitution and ellipsis are the two most minor common forms of cohesive devices. It demonstrates that the two types of coherent devices have no use in written discourse. The news item text of the textbook is written cohesively "good" as the percentage is 61 % for the reference. In comparison, 38% for the conjunction is categorized as "fair." This textbook is considered an objective criterion of cohesiveness. It may be fascinating to analyze these in separate studies in spoken discourse, particularly spontaneous speech.
{"title":"A Discourse Analysis of Grammatical Cohesion in News Item Text of \"Symphony 3\" XII Grade English Textbook","authors":"N. Nurwahidah, Didin Nuruddin Hidayat, N. Husna, A. Alek","doi":"10.21462/jeltl.v7i1.764","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.764","url":null,"abstract":"This study aims to (1) determine the kind of grammatical cohesion devices that were used in a news item text of a textbook (2) to examine how reference, substitution, ellipses, and conjunction were used to describe the Cohesion that was used in the news item text of an English textbook for senior high school students in the 12th grade \"Symphony 3\". This study is qualitative descriptive research. The analysis of data found that the grammatical cohesion devices in the news item text of the textbook are reference, conjunction, and ellipsis. References become the most common devices, followed by conjunction and ellipsis. Surprisingly, there is no substitution found in this text. Hence, substitution and ellipsis are the two most minor common forms of cohesive devices. It demonstrates that the two types of coherent devices have no use in written discourse. The news item text of the textbook is written cohesively \"good\" as the percentage is 61 % for the reference. In comparison, 38% for the conjunction is categorized as \"fair.\" This textbook is considered an objective criterion of cohesiveness. It may be fascinating to analyze these in separate studies in spoken discourse, particularly spontaneous speech.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134096367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motivation in learning English and the extent to which it correlated with their help-seeking strategy. To reach the aforementioned aim, a correlational-method design was applied in this research. The researchers gathered the data using two types of data collection techniques, namely a close-ended questionnaire and semi-structured interview to provide triangulation. Ninety-eight students of a private senior high school in Cirebon, Indonesia were involved in this study. The findings revealed that those high school students tended to be instrumentally motivated in learning English. Furthermore, they were also reported to have positive attitudes and good initiatives to engage in help-seeking strategies whenever it was necessary. From the statistical calculation utilizing SPSS version 25, it was found that motivation and help-seeking strategy had a strong positive correlation (r=.645), which inferred that as the students had a high level of motivation; they were more inclined to engage in help-seeking strategies.
{"title":"High School Students’ Motivation and Help-Seeking Strategies in English Language Learning","authors":"Fidelis Elleny Averina, Paulus Kuswandono","doi":"10.21462/jeltl.v7i1.719","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.719","url":null,"abstract":"Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motivation in learning English and the extent to which it correlated with their help-seeking strategy. To reach the aforementioned aim, a correlational-method design was applied in this research. The researchers gathered the data using two types of data collection techniques, namely a close-ended questionnaire and semi-structured interview to provide triangulation. Ninety-eight students of a private senior high school in Cirebon, Indonesia were involved in this study. The findings revealed that those high school students tended to be instrumentally motivated in learning English. Furthermore, they were also reported to have positive attitudes and good initiatives to engage in help-seeking strategies whenever it was necessary. From the statistical calculation utilizing SPSS version 25, it was found that motivation and help-seeking strategy had a strong positive correlation (r=.645), which inferred that as the students had a high level of motivation; they were more inclined to engage in help-seeking strategies.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123576604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Communicative Language Teaching has been popular as a pedagogical approach in teaching L2 that may help students gain communicative competence. This research aimed to investigate teachers' perceptions of CLT and its implementation in online learning. This research adopted a survey research design, and 30 teachers were involved as the participants. The participants were from junior high school and senior high school teachers in Tanjungpinang-Bintan and Batam. Two questionnaires were used as the instruments. The findings of this study revealed that teachers had a good understanding of the principle of CLT. But most of the teachers showed a misconception about not teaching grammar in CLT. In addition, the teachers also practiced CLT in online learning, and they believed CLT was appropriate and effective. They were also supported with sufficient platform media and the internet even though the instructional materials were insufficient. It shows that the teachers had positive perceptions towards the practice and implementation of CLT in online learning. The result can be used as a reflection for the government to provide adequate instructional media and teachers' training in CLT that may be beneficial for teaching in online learning.
{"title":"Communicative Language Teaching and Its Implementation in Online Learning: The Teachers’ Voice","authors":"Pamela Gloriez","doi":"10.21462/jeltl.v7i1.751","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.751","url":null,"abstract":"Communicative Language Teaching has been popular as a pedagogical approach in teaching L2 that may help students gain communicative competence. This research aimed to investigate teachers' perceptions of CLT and its implementation in online learning. This research adopted a survey research design, and 30 teachers were involved as the participants. The participants were from junior high school and senior high school teachers in Tanjungpinang-Bintan and Batam. Two questionnaires were used as the instruments. The findings of this study revealed that teachers had a good understanding of the principle of CLT. But most of the teachers showed a misconception about not teaching grammar in CLT. In addition, the teachers also practiced CLT in online learning, and they believed CLT was appropriate and effective. They were also supported with sufficient platform media and the internet even though the instructional materials were insufficient. It shows that the teachers had positive perceptions towards the practice and implementation of CLT in online learning. The result can be used as a reflection for the government to provide adequate instructional media and teachers' training in CLT that may be beneficial for teaching in online learning.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114670921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ryzka Cahyaningrum, W. Lestari, Supriyadi Supriyadi
This study aimed to analyze the needs for developing critical thinking skills technology-based assessment instruments in English subjects for vocational school and find out the factors that can support and inhibit developing and implementing critical thinking skills technology-based assessment instruments. This study used the qualitative research method with a case study design. The subject of study was 5 teachers and 15 eleventh-grade vocational school students at Tangerang. Observations, interviews, and documentation were conducted to collect the data. After collecting the data, the researcher used triangulation to confirm the data. The data collected were analyzed to answer the research questions using several stages, namely condensation, display, and verification. The results showed that the development of technology-based assessment instruments of critical thinking skills on vocational school English subjects needs to be developed. The schools have facilitation for conducting a technology-based assessment. Students have never taken on critical thinking skills assessment. Teachers and schools did not have the development of assessment instruments of critical thinking skills so teachers have never conducted critical thinking skills assessments on English subjects. Moreover, the students still have some obstacles in English learning such as vocabulary, pronunciation, and grammar. Therefore, the teachers should help to improve students’ vocabulary, pronunciation, and grammar before conducting a critical thinking skills assessment.
{"title":"Needs Analysis of Development of Critical Thinking Skills Assessment Instruments on Vocational School English Subjects","authors":"Ryzka Cahyaningrum, W. Lestari, Supriyadi Supriyadi","doi":"10.21462/jeltl.v7i1.686","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.686","url":null,"abstract":"This study aimed to analyze the needs for developing critical thinking skills technology-based assessment instruments in English subjects for vocational school and find out the factors that can support and inhibit developing and implementing critical thinking skills technology-based assessment instruments. This study used the qualitative research method with a case study design. The subject of study was 5 teachers and 15 eleventh-grade vocational school students at Tangerang. Observations, interviews, and documentation were conducted to collect the data. After collecting the data, the researcher used triangulation to confirm the data. The data collected were analyzed to answer the research questions using several stages, namely condensation, display, and verification. The results showed that the development of technology-based assessment instruments of critical thinking skills on vocational school English subjects needs to be developed. The schools have facilitation for conducting a technology-based assessment. Students have never taken on critical thinking skills assessment. Teachers and schools did not have the development of assessment instruments of critical thinking skills so teachers have never conducted critical thinking skills assessments on English subjects. Moreover, the students still have some obstacles in English learning such as vocabulary, pronunciation, and grammar. Therefore, the teachers should help to improve students’ vocabulary, pronunciation, and grammar before conducting a critical thinking skills assessment.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115881373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative writing is considered an important skill in 21st-century learning, covering communication, creativity, and critical thinking. It has been proven to enhance students' writing skills. Therefore, this study aimed at investigating students' perceptions of collaborative writing. The perception was investigated through survey research by distributing a printed questionnaire to 31 students in grade ten at State Vocational School 1 of Portibi, North Sumatra. The questionnaire was a closed-ended version consisting of 11 questions, divided into meaningfulness and competence aspects. The questionnaire results were classified based on the Means scales, the Median, the Modes, and the Standard Deviation. The results showed the students' positive views (67.74%) regarding the usefulness of collaborative writing. The usefulness refers to the ease of constructing ideas, executing the writing process, understanding the concept of writing, and enhancing students' confidence. Additionally, students perceived the benefits of collaborative writing through discussion and peer review processes. They considered it as a meaningful process where they learned from their own and peers' mistakes. However, some students perceived it negatively since collaborative writing took more time than individual writing. Finding students' perceptions will be a reference for English teachers to improve the teaching writing through collaborative writing and find the strengths and weaknesses of collaboration. To acquire the usefulness and meaningfulness of collaborative writing, it was suggested that collaborative writing must be well acknowledged and designed based on students' conditions, level, and background.
{"title":"Two Heads Writing Together, Is Collaborative Writing Better?: Exploring Students’ Perceptions","authors":"Siti Kholija Sitompul, Amira Wahyu Anditasari","doi":"10.21462/jeltl.v7i1.703","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.703","url":null,"abstract":"Collaborative writing is considered an important skill in 21st-century learning, covering communication, creativity, and critical thinking. It has been proven to enhance students' writing skills. Therefore, this study aimed at investigating students' perceptions of collaborative writing. The perception was investigated through survey research by distributing a printed questionnaire to 31 students in grade ten at State Vocational School 1 of Portibi, North Sumatra. The questionnaire was a closed-ended version consisting of 11 questions, divided into meaningfulness and competence aspects. The questionnaire results were classified based on the Means scales, the Median, the Modes, and the Standard Deviation. The results showed the students' positive views (67.74%) regarding the usefulness of collaborative writing. The usefulness refers to the ease of constructing ideas, executing the writing process, understanding the concept of writing, and enhancing students' confidence. Additionally, students perceived the benefits of collaborative writing through discussion and peer review processes. They considered it as a meaningful process where they learned from their own and peers' mistakes. However, some students perceived it negatively since collaborative writing took more time than individual writing. Finding students' perceptions will be a reference for English teachers to improve the teaching writing through collaborative writing and find the strengths and weaknesses of collaboration. To acquire the usefulness and meaningfulness of collaborative writing, it was suggested that collaborative writing must be well acknowledged and designed based on students' conditions, level, and background.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121350112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was conducted to find and analyze the use of translation techniques used by translators in translating various medical terms contained in the COVID-19 guidebookbased on the theory from Rask (2008).The categories of medical terms used in this study are medical terms, epidemiological terms, and organizational terms. This study uses the descriptive qualitative method. The data were obtained through classifying and describing the medical terms in the COVID-19 guidebook according to the types of translation techniques based on Molina & Albir (2002). The findings show the type of translation technique, that has been found in this study, which gets a percentage of 63,54% as the highest frequency reaching 739 is Established Equivalence in all categories.Interestingly, it can be seen that translators are very concerned about the use of grammatical structures in the source language. Since the grammatical structure in the source language is different from the target language, translators also tend to use a more common language taken from the dictionary but equivalent to the target language.
{"title":"Translation Techniques of Medical Terms Found in Covid-19 Guidebook","authors":"Ismi Ovianti Restiana, R. A. Nugroho","doi":"10.21462/jeltl.v6i3.663","DOIUrl":"https://doi.org/10.21462/jeltl.v6i3.663","url":null,"abstract":"<p><em>This study </em><em>was conducted </em><em>to find and analyze the use of translation techniques used by translators in translating various medical terms contained in the COVID-19 guidebook</em><em> </em><em>based on the theory from Rask (2008)</em><em>.</em> <em>The categories of medical terms used in this study are</em><em> medical terms, epidemiological terms, </em><em>and </em><em>organizational terms. This </em><em>study</em><em> uses</em><em> the</em><em> descriptive qualitative method.</em><em> The data were obtained through classifying and describing the medical terms in the COVID-19 guidebook according to the types of translation techniques based on Molina & Albir (2002). </em><em>The findings show </em><em>the </em><em>type of</em><em> translation technique, t</em><em>hat has been found in this </em><em>study,</em><em> which gets</em><em> a percentage of </em>63,54% as<em> the highest frequency</em><em> reaching </em>739<em> is</em><em> Established Equivalence in all categories.</em><em> </em><em>Interestingly, it can be seen that translators are very concerned about the use of grammatical structures in the source language. Since the grammatical structure in the source language is different from the target language, translators also tend to use a more common language taken from the dictionary but equivalent to the target language.</em></p>","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125016900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The issue of plagiarism and EFL students’ difficulties in writing course appeared to be still the challenging task for teachers. Various efforts in order to increase students’ competence in producing a decent writing production are still fascinating until the present time. Therefore, the aim of this research is to examine whether the use of Technology-Enhance Paraphrasing Tool (TEPT) can improve EFL students’ writing performance. Additionally, the way the students react emotionally towards the use of TEPT in writing class, especially in paraphrasing activities was also measured to by the use of Foreign Language Enjoyment (FLE) questionnaire. Paired sample t-test was employed to 48 students from English Department at one of Private Universities in Samarinda, East Kalimantan, Indonesia. The findings showed that there was a significant effect towards the use of TEPT in writing class to improve EFL students writing achievement. In addition, all of the students performed positive emotions during the implementations of TEPT in writing class where the results from FLE questionnaire indicated that the students enjoy and being motivated in joining the writing class. Pedagogical implication of the research also discussed further in this article.
{"title":"Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment","authors":"A. Ariyanti, S. Anam","doi":"10.21462/jeltl.v6i3.698","DOIUrl":"https://doi.org/10.21462/jeltl.v6i3.698","url":null,"abstract":"The issue of plagiarism and EFL students’ difficulties in writing course appeared to be still the challenging task for teachers. Various efforts in order to increase students’ competence in producing a decent writing production are still fascinating until the present time. Therefore, the aim of this research is to examine whether the use of Technology-Enhance Paraphrasing Tool (TEPT) can improve EFL students’ writing performance. Additionally, the way the students react emotionally towards the use of TEPT in writing class, especially in paraphrasing activities was also measured to by the use of Foreign Language Enjoyment (FLE) questionnaire. Paired sample t-test was employed to 48 students from English Department at one of Private Universities in Samarinda, East Kalimantan, Indonesia. The findings showed that there was a significant effect towards the use of TEPT in writing class to improve EFL students writing achievement. In addition, all of the students performed positive emotions during the implementations of TEPT in writing class where the results from FLE questionnaire indicated that the students enjoy and being motivated in joining the writing class. Pedagogical implication of the research also discussed further in this article.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116367672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers and students are forced to change the learning system from face-to-face into virtual learning through synchronous and asynchronous. This transformation perhaps raises various perceptions both urban and rural area students since they have sundry backgrounds and conditions. Therefore, this study aims to investigate the EFL urban and rural area graduate students’ perceptions towards synchronous learning amidst covid-19 pandemic. The respondents of this study were 30 EFL graduate students at English Department in State University of Malang, including 17 urban area students and 13 rural area students who were from 1st semester and 3rd semester. This study was conducted by using survey research design. Furthermore, the data of this study were collected by distributing questionnaire in the form of Google Forms with the combination of close and open ended questions. The findings were urban and rural area students had no significantly different perceptions towards synchronous learning. There were only some different perceptions in terms of learning motivation, learning style, and suitability of the course goal. In addition, the urban and rural area students perceive positive responses to synchronous learning, then synchronous learning can be classified as the effective online learning during this pandemic. However, their common problem was from the slow-speed internet connection. Thus, they feel that synchronous learning is not as effective as face to face learning.
{"title":"Urban and Rural Area Graduate Students’ Perceptions toward Synchronous English Learning amidst Covid-19 Pandemic","authors":"Puteri Anugrah Septianingsih, Setia Erliza","doi":"10.21462/jeltl.v6i3.641","DOIUrl":"https://doi.org/10.21462/jeltl.v6i3.641","url":null,"abstract":"Teachers and students are forced to change the learning system from face-to-face into virtual learning through synchronous and asynchronous. This transformation perhaps raises various perceptions both urban and rural area students since they have sundry backgrounds and conditions. Therefore, this study aims to investigate the EFL urban and rural area graduate students’ perceptions towards synchronous learning amidst covid-19 pandemic. The respondents of this study were 30 EFL graduate students at English Department in State University of Malang, including 17 urban area students and 13 rural area students who were from 1st semester and 3rd semester. This study was conducted by using survey research design. Furthermore, the data of this study were collected by distributing questionnaire in the form of Google Forms with the combination of close and open ended questions. The findings were urban and rural area students had no significantly different perceptions towards synchronous learning. There were only some different perceptions in terms of learning motivation, learning style, and suitability of the course goal. In addition, the urban and rural area students perceive positive responses to synchronous learning, then synchronous learning can be classified as the effective online learning during this pandemic. However, their common problem was from the slow-speed internet connection. Thus, they feel that synchronous learning is not as effective as face to face learning.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129927680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study attempts to investigate native speakers’ and non-native speakers’ perceptions of writing quality. Thirty-seven American freshmen students and forty Moroccan semester two students participated in the study. An email interview was used to explore the similarities and differences between the students’ views on what makes good academic writing. Both American and Moroccan Students were asked about the different features of academic writing that can contribute to its quality. The research findings revealed that most of the American students focused on the content of the paper. They stated that it should be exciting and engaging. It should also have depth and grab the reader’s attention. Many of them mentioned the reader in their responses. They noted that writing should be easy to read and respond to the readers’ expectations. On the other hand, Moroccan students focused on the form of paper, including language and conventions. They put correct grammar and vocabulary on top of their list. Good writing style, good sentence structure, spelling, punctuation, simple language, and coordination are necessary elements. The study has pedagogical implications that can benefit writing teachers.
{"title":"A Comparative Study of American and Moroccan University Students’ Perception of Academic Writing","authors":"Nadia Hellalet","doi":"10.21462/jeltl.v6i3.654","DOIUrl":"https://doi.org/10.21462/jeltl.v6i3.654","url":null,"abstract":"The study attempts to investigate native speakers’ and non-native speakers’ perceptions of writing quality. Thirty-seven American freshmen students and forty Moroccan semester two students participated in the study. An email interview was used to explore the similarities and differences between the students’ views on what makes good academic writing. Both American and Moroccan Students were asked about the different features of academic writing that can contribute to its quality. The research findings revealed that most of the American students focused on the content of the paper. They stated that it should be exciting and engaging. It should also have depth and grab the reader’s attention. Many of them mentioned the reader in their responses. They noted that writing should be easy to read and respond to the readers’ expectations. On the other hand, Moroccan students focused on the form of paper, including language and conventions. They put correct grammar and vocabulary on top of their list. Good writing style, good sentence structure, spelling, punctuation, simple language, and coordination are necessary elements. The study has pedagogical implications that can benefit writing teachers.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125778197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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