Pub Date : 2024-02-27DOI: 10.23971/jefl.v14i1.7472
Sania Alinda Mouli Asnas, Ika Hidayanti
Presently, writing research articles causes anxiety for EFL students because they have to modify their writing to fit the English academic writing style, so academic writing is the most difficult skill to master because it requires an intricate process. Therefore, this study aims to uncover the frequent difficulties of academic writing and the coping strategies faced by EFL students. This study used a mixed method. Fifty-five participants from the English Department at a private university in Malang, Indonesia, filled out the questionnaire, and five participants were interviewed. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed thematically. The results showed that students experienced frequent difficulties, namely structure, developing ideas, vocabulary, and grammar, and the most frequent difficulty was grammar. To overcome challenges in grammar aspects, there were four manual coping strategies that they applied such as reading more articles, looking carefully at the function of conjunction, learning more about spelling, capitalization, and punctuation, and editing their work, and three automatic coping strategies that they used, namely using Grammarly, using an online English monolingual dictionary, and using Microsoft Word. The implications are to assist students in identifying and overcoming their frequent difficulties when writing academically.
目前，研究文章的写作让英语语言学生感到焦虑，因为他们必须修改自己的文章以适应英语学术写作风格，因此学术写作是最难掌握的技能，因为它需要一个复杂的过程。因此，本研究旨在揭示 EFL 学生在学术写作中经常遇到的困难和应对策略。本研究采用了混合方法。来自印度尼西亚玛琅一所私立大学英语系的 55 名参与者填写了调查问卷，另有 5 名参与者接受了访谈。定量数据采用描述性统计方法进行分析，定性数据则采用主题分析方法。结果显示，学生经常遇到的困难是结构、构思、词汇和语法，而最常见的困难是语法。为了克服语法方面的困难，他们采用了四种人工应对策略，如多读文章、仔细观察连接词的功能、学习更多拼写、大小写和标点符号的知识以及编辑自己的作品；他们还采用了三种自动应对策略，即使用 Grammarly、使用在线英语单语词典和使用 Microsoft Word。其意义在于帮助学生发现并克服他们在学术写作中经常遇到的困难。
{"title":"Uncovering EFL students’ frequent difficulties in academic writing and the coping strategies: The case of a college in Indonesia","authors":"Sania Alinda Mouli Asnas, Ika Hidayanti","doi":"10.23971/jefl.v14i1.7472","DOIUrl":"https://doi.org/10.23971/jefl.v14i1.7472","url":null,"abstract":"Presently, writing research articles causes anxiety for EFL students because they have to modify their writing to fit the English academic writing style, so academic writing is the most difficult skill to master because it requires an intricate process. Therefore, this study aims to uncover the frequent difficulties of academic writing and the coping strategies faced by EFL students. This study used a mixed method. Fifty-five participants from the English Department at a private university in Malang, Indonesia, filled out the questionnaire, and five participants were interviewed. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed thematically. The results showed that students experienced frequent difficulties, namely structure, developing ideas, vocabulary, and grammar, and the most frequent difficulty was grammar. To overcome challenges in grammar aspects, there were four manual coping strategies that they applied such as reading more articles, looking carefully at the function of conjunction, learning more about spelling, capitalization, and punctuation, and editing their work, and three automatic coping strategies that they used, namely using Grammarly, using an online English monolingual dictionary, and using Microsoft Word. The implications are to assist students in identifying and overcoming their frequent difficulties when writing academically.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"41 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425402","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}
Pub Date : 2024-02-27DOI: 10.23971/jefl.v14i1.7286
A. I. Muslimin, Aslam Khan
The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.
近年来，在初中实施差异化课程（DC）作为满足学生多样化需求的一种手段，其发展势头日益强劲。然而，还需要更多有关英语作为外语（EFL）的教师如何看待这一变化的信息。本研究探讨了英语教师的态度以及影响在初中引入 DC 的因素。研究采用混合方法，通过 DC 问卷调查和访谈收集数据。定量数据使用 SPSS 23 进行统计分析，定性数据则进行主题分析。参与者是积极参与印度尼西亚东爪哇省巴图市初中英语学科 MGMP（Musyawarah Guru Mata Pelajaran，即学科教师论坛）的 EFL 教师。研究结果显示，所有参与者都对区委会的实施持积极态度。然而，由于在尝试实施英语学科教学法的过程中遇到了一些挑战，他们发现需要得到相关各方的支持。这项研究表明，EFL 教师的积极态度推动了他们在成功实施英语语言教学法方面的努力。然而，所发现的挑战需要教育者、管理者和政策制定者的合作支持，包括专业发展和资源提供，以便在英语语言课堂中成功整合英语语言教学。
{"title":"Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes","authors":"A. I. Muslimin, Aslam Khan","doi":"10.23971/jefl.v14i1.7286","DOIUrl":"https://doi.org/10.23971/jefl.v14i1.7286","url":null,"abstract":"The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424619","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}
Pub Date : 2024-02-26DOI: 10.23971/jefl.v14i1.6580
Nida Mufidah
Children with autism spectrum disorder (ASD) tend to exhibit a unique trajectory in the acquisition of language with some documented research. However, research investigating children with ASD in English (L2) language acquisition is limited, particularly in Indonesian ASD children. This research explores the factors that allowed this unanticipated foreign language acquisition, thereby causing delays in native speech, and investigates strategies that could help overcome the child's linguistic challenges. This case study research involved a six-year-old Indonesian ASD child experiencing early self-learning of English and speech delay in her native language. The data were garnered through observations, interviews, and field notes before being thematically analyzed. The results show that the internal factor of speech delay is prematurity, and the external influential factors are the high intensity of English language exposure through media, English daily interactions with family members, and the use of different first languages in the social environment. Successful strategies employed to acquire the child’s native language include the habituation of speaking Indonesian, the repetition method, and the implementation of a language teaching model by teachers at school. This study underscores the importance of the social environment to promote language acquisition and the possible interventions to cope with speech delay for ASD children.
{"title":"Exploring influential factors and strategies for addressing speech delay of a child with autism spectrum disorder (ASD) in English (L2) language acquisition","authors":"Nida Mufidah","doi":"10.23971/jefl.v14i1.6580","DOIUrl":"https://doi.org/10.23971/jefl.v14i1.6580","url":null,"abstract":"Children with autism spectrum disorder (ASD) tend to exhibit a unique trajectory in the acquisition of language with some documented research. However, research investigating children with ASD in English (L2) language acquisition is limited, particularly in Indonesian ASD children. This research explores the factors that allowed this unanticipated foreign language acquisition, thereby causing delays in native speech, and investigates strategies that could help overcome the child's linguistic challenges. This case study research involved a six-year-old Indonesian ASD child experiencing early self-learning of English and speech delay in her native language. The data were garnered through observations, interviews, and field notes before being thematically analyzed. The results show that the internal factor of speech delay is prematurity, and the external influential factors are the high intensity of English language exposure through media, English daily interactions with family members, and the use of different first languages in the social environment. Successful strategies employed to acquire the child’s native language include the habituation of speaking Indonesian, the repetition method, and the implementation of a language teaching model by teachers at school. This study underscores the importance of the social environment to promote language acquisition and the possible interventions to cope with speech delay for ASD children.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"56 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140431071","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}
Pub Date : 2024-01-27DOI: 10.23971/jefl.v14i1.7247
Firda Rohmatul Aimah, Eko Suhartoyo
The discussion regarding the utilization of peer feedback necessitates careful consideration, particularly within the university context. However, the impact of using peer feedback remains indeterminate. This study investigated Indonesian EFL students' perceptions of implementing peer feedback during synchronous and asynchronous periods. A systematic literature review (SLR) method was applied in this study. The data were gathered using the Lens database, evaluated using PRISMA, and coded based on the research questions. The data were separated into two parts over ten years: synchronous (2012-2018) and asynchronous (2019-2022). The findings indicated positive and negative comments. In terms of positive comments, students claimed they got a better understanding; however, in terms of negative comments, students mentioned that the feedback was questionable. The students implemented peer feedback via online and offline media. For online media, students use social media, such as Instagram, Facebook, and websites. In terms of offline media, students used papers. The students also implemented some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. The current research limitations and suggestions underscore the need for broader investigations across diverse educational levels and geographical contexts, emphasizing the imperative to enhance the study's generalizability and validity.
{"title":"A decade of Indonesian EFL students’ voices toward peer feedback practices during synchronous and asynchronous periods: A systematic literature review","authors":"Firda Rohmatul Aimah, Eko Suhartoyo","doi":"10.23971/jefl.v14i1.7247","DOIUrl":"https://doi.org/10.23971/jefl.v14i1.7247","url":null,"abstract":"The discussion regarding the utilization of peer feedback necessitates careful consideration, particularly within the university context. However, the impact of using peer feedback remains indeterminate. This study investigated Indonesian EFL students' perceptions of implementing peer feedback during synchronous and asynchronous periods. A systematic literature review (SLR) method was applied in this study. The data were gathered using the Lens database, evaluated using PRISMA, and coded based on the research questions. The data were separated into two parts over ten years: synchronous (2012-2018) and asynchronous (2019-2022). The findings indicated positive and negative comments. In terms of positive comments, students claimed they got a better understanding; however, in terms of negative comments, students mentioned that the feedback was questionable. The students implemented peer feedback via online and offline media. For online media, students use social media, such as Instagram, Facebook, and websites. In terms of offline media, students used papers. The students also implemented some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. The current research limitations and suggestions underscore the need for broader investigations across diverse educational levels and geographical contexts, emphasizing the imperative to enhance the study's generalizability and validity.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140493209","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}
Pub Date : 2024-01-23DOI: 10.23971/jefl.v14i1.6503
Metaria Metaria, B. Cahyono
Nowadays, in the post-pandemic educational landscape, it is intriguing to investigate whether technological supports are still relevant and necessary. This article critically summarizes and reviews the effect of technology utilization on students' engagement presented in a study by Yu et al. (2022). Then, using a mixed-methods design, this study explored English as a foreign language (EFL) students’ engagement with technological tools in the post-pandemic situation. Data were collected by using questionnaires and semi-structured interviews. The questionnaire data were analyzed descriptively to analyze students’ responses from four dimensions of engagement with technological tools. Meanwhile, the interview data were analyzed thematically. The results show that several types of technological tools, ranging from learning management systems (LMS), student response systems (SRS), and social media to gamification tools, are utilized as means to engage students more in Indonesian EFL classrooms. Additionally, it can be revealed that the utilization of technology has positive impacts on students' engagement levels, with the behavioral domain showing the highest value. In essence, this study provides a roadmap for educators and policymakers to harness technological advancements strategically, fostering enhanced student engagement and meaningful learning outcomes in the ever-evolving landscape of education in the post-pandemic era.
{"title":"EFL students’ engagement in the post-pandemic teaching: Does technology matter?","authors":"Metaria Metaria, B. Cahyono","doi":"10.23971/jefl.v14i1.6503","DOIUrl":"https://doi.org/10.23971/jefl.v14i1.6503","url":null,"abstract":"Nowadays, in the post-pandemic educational landscape, it is intriguing to investigate whether technological supports are still relevant and necessary. This article critically summarizes and reviews the effect of technology utilization on students' engagement presented in a study by Yu et al. (2022). Then, using a mixed-methods design, this study explored English as a foreign language (EFL) students’ engagement with technological tools in the post-pandemic situation. Data were collected by using questionnaires and semi-structured interviews. The questionnaire data were analyzed descriptively to analyze students’ responses from four dimensions of engagement with technological tools. Meanwhile, the interview data were analyzed thematically. The results show that several types of technological tools, ranging from learning management systems (LMS), student response systems (SRS), and social media to gamification tools, are utilized as means to engage students more in Indonesian EFL classrooms. Additionally, it can be revealed that the utilization of technology has positive impacts on students' engagement levels, with the behavioral domain showing the highest value. In essence, this study provides a roadmap for educators and policymakers to harness technological advancements strategically, fostering enhanced student engagement and meaningful learning outcomes in the ever-evolving landscape of education in the post-pandemic era.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"18 2-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140498529","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 EFL professors and Zen students experienced dynamic learning during the pandemic. Thus, new scenarios in the new normal are required. This study investigates (1) what EFL millennial English professors (MEPs) and EFL Zen students (EZSs)' attitude to hybrid learning (HL), (2) why MEPs and EZSs need HL, and (3) how the MEPs and EZSs will implement the HL in New Normal. It is a survey study using a questionnaire that resulted in ordinal and content data. 174 MEPs and EZSs from diverse universities in Indonesia participated. The data were taken through online Google Forms and were analyzed descriptively based on critical success factors and criteria content analysis. The result shows that MEPs and EZSs responded positively (51.15%), neutrally (31.61%), and negatively (17.24%) to HL in EFL classrooms. The respondents think that HL is inevitable and challenging. The ratio online and offline is on-off (75:25), on-off (50:50), and on-off (25:75). The sequence of HL covers first-half all online, first-half all offline, in turn, online and offline, and in turn: offline and online. Most MEPs and EZSs (56.8 %) believe that HL is promising. The study carried out the proportional scenarios for HL; thus, MEPs and EZSs should be well prepared.
{"title":"Hybrid learning in EFL classes: attitudes, reasons, and implementation of the Indonesian millennial professors and Zen students","authors":"Dedi Turmudi, Muhamad Nova, Bambang Eko Siagiyanto","doi":"10.23971/jefl.v13i2.6979","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6979","url":null,"abstract":"The EFL professors and Zen students experienced dynamic learning during the pandemic. Thus, new scenarios in the new normal are required. This study investigates (1) what EFL millennial English professors (MEPs) and EFL Zen students (EZSs)' attitude to hybrid learning (HL), (2) why MEPs and EZSs need HL, and (3) how the MEPs and EZSs will implement the HL in New Normal. It is a survey study using a questionnaire that resulted in ordinal and content data. 174 MEPs and EZSs from diverse universities in Indonesia participated. The data were taken through online Google Forms and were analyzed descriptively based on critical success factors and criteria content analysis. The result shows that MEPs and EZSs responded positively (51.15%), neutrally (31.61%), and negatively (17.24%) to HL in EFL classrooms. The respondents think that HL is inevitable and challenging. The ratio online and offline is on-off (75:25), on-off (50:50), and on-off (25:75). The sequence of HL covers first-half all online, first-half all offline, in turn, online and offline, and in turn: offline and online. Most MEPs and EZSs (56.8 %) believe that HL is promising. The study carried out the proportional scenarios for HL; thus, MEPs and EZSs should be well prepared.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342915","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}
Pub Date : 2023-09-30DOI: 10.23971/jefl.v13i2.7050
Uzlifatul Masruroh Isnawati, Nanik Sri Rahayu
While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2014) thematic analysis. Anchored by Hargreaves' (2001) emotional geography, the study revealed that the participant had undergone negotiated emotional changes in his experiences as an ESP teacher, which were anchored by physical, social, moral, professional, and political aspects. The findings of this study informed that the participant experienced sustainable adaptation through negotiated emotional changes in his role as an ESP teacher in tertiary education. Furthermore, the present study revealed that ESP lecturer shows five aspects of emotional geographies. Understanding the results of the current study may encourage ESP teachers to handle their feelings when instructing with caution. The participant's stories in this study provide pedagogical insights for redesigning curriculum that focus on ESP learning. Policymakers could also use the results of this study to implement training programs for ESP teachers on how to successfully teach English for specific purposes for non-English department students.
{"title":"‘’Once I enter the class, I just feel like in the middle of nowhere’’: a narration of ESP teacher's emotional geographies","authors":"Uzlifatul Masruroh Isnawati, Nanik Sri Rahayu","doi":"10.23971/jefl.v13i2.7050","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.7050","url":null,"abstract":"While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2014) thematic analysis. Anchored by Hargreaves' (2001) emotional geography, the study revealed that the participant had undergone negotiated emotional changes in his experiences as an ESP teacher, which were anchored by physical, social, moral, professional, and political aspects. The findings of this study informed that the participant experienced sustainable adaptation through negotiated emotional changes in his role as an ESP teacher in tertiary education. Furthermore, the present study revealed that ESP lecturer shows five aspects of emotional geographies. Understanding the results of the current study may encourage ESP teachers to handle their feelings when instructing with caution. The participant's stories in this study provide pedagogical insights for redesigning curriculum that focus on ESP learning. Policymakers could also use the results of this study to implement training programs for ESP teachers on how to successfully teach English for specific purposes for non-English department students.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342811","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}
Pub Date : 2023-09-23DOI: 10.23971/jefl.v13i2.6466
Evi Puspitasari, Melliana Fitria Eka Dewi
In the context of English as a foreign language, listening and speaking skills are frequently discussed in isolation. In fact, to improve students' language mastery, the skills had better be taught in an integrated way. This research aimed to unveil activities for teaching oral skills that teachers implemented and discussed their challenges in the implementation. The data of this case study were obtained by observing three classes and interviewing three university teachers who taught integrated listening and speaking skills in an English language education department of a university in Indonesia. To analyze data gained from the interview, we used open, analytical, axial, and selective coding to identify the emerged themes using thematic analysis. Findings revealed that discussion, information gap, role play and simulation, and oral presentation were applied in the classrooms. The study also revealed that the challenges of applying the activities come not only from the students' side, such as their anxieties, low participation, and tendency to use their first language, but also from the teachers' part regarding their classroom management skills. Those findings implied that the success of oral skill instruction is achievable through various activities that involve students' listening and speaking skills at once.
{"title":"Capturing the teaching of English oral skills in an Indonesian university: classroom activities and pedagogical challenges","authors":"Evi Puspitasari, Melliana Fitria Eka Dewi","doi":"10.23971/jefl.v13i2.6466","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6466","url":null,"abstract":"In the context of English as a foreign language, listening and speaking skills are frequently discussed in isolation. In fact, to improve students' language mastery, the skills had better be taught in an integrated way. This research aimed to unveil activities for teaching oral skills that teachers implemented and discussed their challenges in the implementation. The data of this case study were obtained by observing three classes and interviewing three university teachers who taught integrated listening and speaking skills in an English language education department of a university in Indonesia. To analyze data gained from the interview, we used open, analytical, axial, and selective coding to identify the emerged themes using thematic analysis. Findings revealed that discussion, information gap, role play and simulation, and oral presentation were applied in the classrooms. The study also revealed that the challenges of applying the activities come not only from the students' side, such as their anxieties, low participation, and tendency to use their first language, but also from the teachers' part regarding their classroom management skills. Those findings implied that the success of oral skill instruction is achievable through various activities that involve students' listening and speaking skills at once.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135966115","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}
Pub Date : 2023-09-22DOI: 10.23971/jefl.v13i2.6623
Farisani Thomas Nephawe, Matodzi Nancy Lambani
Although regular and irregular verb morphological processes in the simple past are invaluable approaches for enhancing communication, the formation of irregular verbs, including the ablaut principles, suppletion principles, and backformation, for example, pose challenges to the majority of English second language (L2) learners. Also, most teachers experience difficulties in teaching ablaut principles to their learners. The irregular verb morphological processes in the simple past tense are a challenge to many. The present study aimed to explore teachers’ perspectives on the approach for teaching ablaut principles to L2 learners. A qualitative research approach with a case study design was espoused because it provides an in-depth understanding of a particular phenomenon. Four purposively sampled teachers were interviewed and observed when teaching Grade 8 English L2 learners at Dzindi Circuit, South Africa. A Delve Thematic Analysis Software Version 22.0 was utilised because it uses and codes, identifies, and summarises perceptions within interview transcripts. Preliminary investigation indicated that learners were incompetent in using the ablaut principles. After employing game-based teaching approaches, learners performed outstandingly. The study acclaims using the identified approaches in the teaching and learning of the ablaut principle in the simple past tense, and further research is encouraged on the current topic.
{"title":"Exploring perspectives on the approach for teaching ablaut principles to English L2 learners: a case study in South African secondary schools","authors":"Farisani Thomas Nephawe, Matodzi Nancy Lambani","doi":"10.23971/jefl.v13i2.6623","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6623","url":null,"abstract":"Although regular and irregular verb morphological processes in the simple past are invaluable approaches for enhancing communication, the formation of irregular verbs, including the ablaut principles, suppletion principles, and backformation, for example, pose challenges to the majority of English second language (L2) learners. Also, most teachers experience difficulties in teaching ablaut principles to their learners. The irregular verb morphological processes in the simple past tense are a challenge to many. The present study aimed to explore teachers’ perspectives on the approach for teaching ablaut principles to L2 learners. A qualitative research approach with a case study design was espoused because it provides an in-depth understanding of a particular phenomenon. Four purposively sampled teachers were interviewed and observed when teaching Grade 8 English L2 learners at Dzindi Circuit, South Africa. A Delve Thematic Analysis Software Version 22.0 was utilised because it uses and codes, identifies, and summarises perceptions within interview transcripts. Preliminary investigation indicated that learners were incompetent in using the ablaut principles. After employing game-based teaching approaches, learners performed outstandingly. The study acclaims using the identified approaches in the teaching and learning of the ablaut principle in the simple past tense, and further research is encouraged on the current topic.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136099493","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}
Pub Date : 2023-09-21DOI: 10.23971/jefl.v13i2.6474
I Ketut Wardana
Corrective feedback (CF) can encourage students to establish realistic learning objectives. Nevertheless, there has been limited investigation on how EFL learners perceive and view feedback delivered by English native teachers, particularly in relation to gender differences. Hence, this study aimed to correlate student perception with perspectives on native English teachers’ feedback, determine differences in male and female perception and describe the level of student's perspectives on the feedback. Quantitative and qualitative methods, with a correlational research design, were employed. Using a simple random sampling technique, a sample of 30 was selected from 150 students from a Bilingual class of Sekolah Lanjut Umum Bawah (SLUB). Post-class questionnaires and interviews were conducted to gather data, which were then analyzed using Pearson Correlation, t-test, and thematic interview analysis. The findings indicated a significant correlation between students' perception and perspective on native English teachers' feedback. In addition, both genders had positive perceptions, with males displaying a more favorable perspective on teacher feedback than females. It also showed students’ "very positive" perspective on teacher feedback. This study highlights the positive impact of English native teachers' feedback on students' views and recommends EFL teachers to employ CF, considering gender-specific needs.
{"title":"Exploring EFL students' perceptions and perspectives among different genders on native English teachers’ feedback","authors":"I Ketut Wardana","doi":"10.23971/jefl.v13i2.6474","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6474","url":null,"abstract":"Corrective feedback (CF) can encourage students to establish realistic learning objectives. Nevertheless, there has been limited investigation on how EFL learners perceive and view feedback delivered by English native teachers, particularly in relation to gender differences. Hence, this study aimed to correlate student perception with perspectives on native English teachers’ feedback, determine differences in male and female perception and describe the level of student's perspectives on the feedback. Quantitative and qualitative methods, with a correlational research design, were employed. Using a simple random sampling technique, a sample of 30 was selected from 150 students from a Bilingual class of Sekolah Lanjut Umum Bawah (SLUB). Post-class questionnaires and interviews were conducted to gather data, which were then analyzed using Pearson Correlation, t-test, and thematic interview analysis. The findings indicated a significant correlation between students' perception and perspective on native English teachers' feedback. In addition, both genders had positive perceptions, with males displaying a more favorable perspective on teacher feedback than females. It also showed students’ \"very positive\" perspective on teacher feedback. This study highlights the positive impact of English native teachers' feedback on students' views and recommends EFL teachers to employ CF, considering gender-specific needs.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136238232","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：