Pub Date : 2023-09-20DOI: 10.23971/jefl.v13i2.6448
Arifah Mardiningrum, Nisrina Adriyanthi
In learning and teaching English as a foreign language, poetry has been used in several non-literary classes but in relatively small proportions, and the foci were mainly not on the students' self-expression and individual creative process. This research aims to understand the experiences of student-teachers majoring in English in using poetry as a means of self-expression and their creative process. This study was conducted with a qualitative approach involving six student-teachers enrolled in the English Language Study Program of a Southern Yogyakarta University, Indonesia. Data were collected through in-depth interviews and analyzed through coding. The results show that poetry became a place for self-reflection, sharing personal experiences, a place for self-awareness, and freedom of expression. Meanwhile, the creative process that the students experienced consists of receiving examples, reliving memories, free writing, finding the right place and atmosphere, writing and re-writing, and receiving and responding to feedback. The study implied that poetry could benefit students with a planned and lengthy process. The study might contribute to the field of language education by providing insights into how poetry can be incorporated into the teaching and learning process.
{"title":"Poetry for EFL classroom: students’ self-expression and the creative process behind its creation","authors":"Arifah Mardiningrum, Nisrina Adriyanthi","doi":"10.23971/jefl.v13i2.6448","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6448","url":null,"abstract":"In learning and teaching English as a foreign language, poetry has been used in several non-literary classes but in relatively small proportions, and the foci were mainly not on the students' self-expression and individual creative process. This research aims to understand the experiences of student-teachers majoring in English in using poetry as a means of self-expression and their creative process. This study was conducted with a qualitative approach involving six student-teachers enrolled in the English Language Study Program of a Southern Yogyakarta University, Indonesia. Data were collected through in-depth interviews and analyzed through coding. The results show that poetry became a place for self-reflection, sharing personal experiences, a place for self-awareness, and freedom of expression. Meanwhile, the creative process that the students experienced consists of receiving examples, reliving memories, free writing, finding the right place and atmosphere, writing and re-writing, and receiving and responding to feedback. The study implied that poetry could benefit students with a planned and lengthy process. The study might contribute to the field of language education by providing insights into how poetry can be incorporated into the teaching and learning process.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377689","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 : 2023-09-19DOI: 10.23971/jefl.v13i2.6536
Haerazi Haerazi
Utilizing mobile phones for education, particularly in mobile-assisted language learning (MALL), enhances comprehensive learning, intercultural communication, and metacognitive skill development among preservice teachers. This approach fosters the acquisition of intercultural communicative competence (ICC). Therefore, this study aims to investigate the effect of MALL integrated with metacognitive skills to promote preservice English teachers’ ICC. This pre-experimental study with one group design involved 28 preservice English teachers at a university in Mataram, Indonesia. The ICC and metacognitive questionnaires were utilized to collect the data, and the collected data were analyzed using descriptive and inferential statistical analysis using IBM SPSS devices. The results show that MALL helped preservice English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. MALL integrated with metacognitive skills significantly affected preservice teachers’ ICC, and the level of metacognitive skills influenced the success of improving their ICC. The implication of MALL can delve into the pedagogical approaches and design principles that optimize MALL interventions within mobile learning environments.
{"title":"MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence","authors":"Haerazi Haerazi","doi":"10.23971/jefl.v13i2.6536","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6536","url":null,"abstract":"Utilizing mobile phones for education, particularly in mobile-assisted language learning (MALL), enhances comprehensive learning, intercultural communication, and metacognitive skill development among preservice teachers. This approach fosters the acquisition of intercultural communicative competence (ICC). Therefore, this study aims to investigate the effect of MALL integrated with metacognitive skills to promote preservice English teachers’ ICC. This pre-experimental study with one group design involved 28 preservice English teachers at a university in Mataram, Indonesia. The ICC and metacognitive questionnaires were utilized to collect the data, and the collected data were analyzed using descriptive and inferential statistical analysis using IBM SPSS devices. The results show that MALL helped preservice English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. MALL integrated with metacognitive skills significantly affected preservice teachers’ ICC, and the level of metacognitive skills influenced the success of improving their ICC. The implication of MALL can delve into the pedagogical approaches and design principles that optimize MALL interventions within mobile learning environments.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135108182","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 : 2023-09-18DOI: 10.23971/jefl.v13i2.6912
M. Ibnu Mustofa, Riswanto Riswanto, Pebri Prandika Putra
Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.
{"title":"Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis","authors":"M. Ibnu Mustofa, Riswanto Riswanto, Pebri Prandika Putra","doi":"10.23971/jefl.v13i2.6912","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6912","url":null,"abstract":"Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135208272","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 : 2023-09-18DOI: 10.23971/jefl.v13i2.6500
Azwar Abidin
Despite the significance of investigating the impact of screen distractions on mobile-assisted vocabulary learning (MAVL), research in this area is limited. This experimental study investigated the impact of screen distractions on participants’ Memrise MAVL experience. It employed an exploratory case study design in an EFL flipped classroom setting and examined the impact of a two-week Memrise MAVL experience on participants' vocabulary gains, time spent on the process, engagement with screen activities, and the effect of screen distractions. The results showed no significant differences in the completion of target units between the control and experimental groups. However, there was a significant difference in the total amount of screen distractions among individuals in both groups. The study also found significant correlations between participants’ total finished target words and other dependent variables. The linear regression test indicated a strong correlation between total screen distractions and participants' finished target words. Although screen distractions did not significantly affect individual performance on vocabulary gains, they did contribute to the total time spent on the process. Overall, this study highlights the potential of mobile-based apps in self-directed and independent vocabulary learning within the flipped classroom setting.
{"title":"Screen distractions and vocabulary gains in Memrise mobile-assisted vocabulary learning (MAVL) setting","authors":"Azwar Abidin","doi":"10.23971/jefl.v13i2.6500","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6500","url":null,"abstract":"Despite the significance of investigating the impact of screen distractions on mobile-assisted vocabulary learning (MAVL), research in this area is limited. This experimental study investigated the impact of screen distractions on participants’ Memrise MAVL experience. It employed an exploratory case study design in an EFL flipped classroom setting and examined the impact of a two-week Memrise MAVL experience on participants' vocabulary gains, time spent on the process, engagement with screen activities, and the effect of screen distractions. The results showed no significant differences in the completion of target units between the control and experimental groups. However, there was a significant difference in the total amount of screen distractions among individuals in both groups. The study also found significant correlations between participants’ total finished target words and other dependent variables. The linear regression test indicated a strong correlation between total screen distractions and participants' finished target words. Although screen distractions did not significantly affect individual performance on vocabulary gains, they did contribute to the total time spent on the process. Overall, this study highlights the potential of mobile-based apps in self-directed and independent vocabulary learning within the flipped classroom setting.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135208275","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 : 2023-09-16DOI: 10.23971/jefl.v13i2.6339
Faridatul Istighfaroh, Sonny Elfiyanto, M. Faruq Ubaidillah
Discussing second language acquisition (SLA) from the perspective of one same-nationality family has been massively conducted. However, the recent study regarding SLA in toddlers in mixed-marriage families, especially with Indonesian mothers, has not been previously observed. Directed to the study demonstrated by Li (2007), this present study aimed to examine the three essential marks of family roles on their children's acquisition, such as the parent's literacy accomplishment, the daily occupation choice and opportunity, and adaptation as well as integration into the local country. Two families with Sudan-Indonesia and America-Indonesia backgrounds participated as research subjects. The narrative inquiry method through interviews (see Duff, 2019) was employed to gain the data. Then, the data were analyzed by using Braun and Clarke’s (2006) six thematic analysis stages. The results revealed that the parental academic records of accomplishment, the family's occupation, and the socialization to the domestic environment positively affected family language policy (FLP), shaping the stairs of children's SLA. Moreover, this study may contribute to Indonesian families, school stakeholders, and EFL teachers in teaching the foreign language to their children and EFL students in gaining new languages.
{"title":"The parental language policy on children's language acquisition: a case of international family","authors":"Faridatul Istighfaroh, Sonny Elfiyanto, M. Faruq Ubaidillah","doi":"10.23971/jefl.v13i2.6339","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6339","url":null,"abstract":"Discussing second language acquisition (SLA) from the perspective of one same-nationality family has been massively conducted. However, the recent study regarding SLA in toddlers in mixed-marriage families, especially with Indonesian mothers, has not been previously observed. Directed to the study demonstrated by Li (2007), this present study aimed to examine the three essential marks of family roles on their children's acquisition, such as the parent's literacy accomplishment, the daily occupation choice and opportunity, and adaptation as well as integration into the local country. Two families with Sudan-Indonesia and America-Indonesia backgrounds participated as research subjects. The narrative inquiry method through interviews (see Duff, 2019) was employed to gain the data. Then, the data were analyzed by using Braun and Clarke’s (2006) six thematic analysis stages. The results revealed that the parental academic records of accomplishment, the family's occupation, and the socialization to the domestic environment positively affected family language policy (FLP), shaping the stairs of children's SLA. Moreover, this study may contribute to Indonesian families, school stakeholders, and EFL teachers in teaching the foreign language to their children and EFL students in gaining new languages.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353450","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 : 2023-09-13DOI: 10.23971/jefl.v13i2.6501
Nurfadilah Nadjib, Anita Triastuti
Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum. However, EFL teachers' portraits of GBA use in teaching practices are little understood. This study aimed to explore EFL teachers' perceptions of GBA, the implementation of GBA in EFL classrooms, and the challenges EFL teachers face when implementing GBA. This case study research involved 28 English teachers from different public high schools in Yogyakarta, Indonesia. The data were obtained from the teachers’ self-reflection sheet adapted from Rustipa et al. (2021) and semi-structured interviews. The data gathered were then examined by utilizing thematic analysis. The findings indicated that most EFL teachers were aware of GBA and positively perceived it, the implementation of GBA in EFL classrooms had not met the standardized implementation, and students' low vocabulary mastery, time allocation, and teachers' abilities in selecting texts and designing tasks were the challenges in the GBA implementation. This study offers pedagogical implications for the stakeholders to take into account that most EFL teachers need training regarding GBA application.
{"title":"Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges","authors":"Nurfadilah Nadjib, Anita Triastuti","doi":"10.23971/jefl.v13i2.6501","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6501","url":null,"abstract":"Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum. However, EFL teachers' portraits of GBA use in teaching practices are little understood. This study aimed to explore EFL teachers' perceptions of GBA, the implementation of GBA in EFL classrooms, and the challenges EFL teachers face when implementing GBA. This case study research involved 28 English teachers from different public high schools in Yogyakarta, Indonesia. The data were obtained from the teachers’ self-reflection sheet adapted from Rustipa et al. (2021) and semi-structured interviews. The data gathered were then examined by utilizing thematic analysis. The findings indicated that most EFL teachers were aware of GBA and positively perceived it, the implementation of GBA in EFL classrooms had not met the standardized implementation, and students' low vocabulary mastery, time allocation, and teachers' abilities in selecting texts and designing tasks were the challenges in the GBA implementation. This study offers pedagogical implications for the stakeholders to take into account that most EFL teachers need training regarding GBA application.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786673","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 : 2023-08-14DOI: 10.23971/jefl.v13i2.6313
Chia-Hui Chiu, Chad F. Hawkins
Previous research suggests that combining the keyword mnemonic and retrieval practice produces significant benefits for L2 vocabulary learning, but only for the receptive aspect. This study examines the effectiveness of combining the two methods for productive L2 vocabulary learning. Forty-two 8th-grade Taiwanese EFL learners participated in a four-week instructional treatment. They were divided into three groups with a similar spread of English vocabulary sizes. The learning materials consisted of 21 English words unknown to the participants and equally divided into three sets of equivalent difficulty. Three learning conditions (combined method, retrieval practice, and control) were rotated for each group so that each condition was applied to each set of words one time by one of the three groups. A productive vocabulary test was designed to measure the retention of the words at three different time points after the treatment. Repeated measures ANOVAs revealed that the combined method performed similarly to retrieval practice in the immediate and the one-week delayed posttests but significantly outperformed retrieval practice in the four-week delayed posttest. The predicted superiority of using the combined method over retrieval practice alone in the productive aspect of EFL vocabulary learning over the longer term was confirmed in the present study.
{"title":"The effectiveness of combining the keyword mnemonic with retrieval practice on L2 vocabulary learning in Taiwanese EFL classes","authors":"Chia-Hui Chiu, Chad F. Hawkins","doi":"10.23971/jefl.v13i2.6313","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6313","url":null,"abstract":"Previous research suggests that combining the keyword mnemonic and retrieval practice produces significant benefits for L2 vocabulary learning, but only for the receptive aspect. This study examines the effectiveness of combining the two methods for productive L2 vocabulary learning. Forty-two 8th-grade Taiwanese EFL learners participated in a four-week instructional treatment. They were divided into three groups with a similar spread of English vocabulary sizes. The learning materials consisted of 21 English words unknown to the participants and equally divided into three sets of equivalent difficulty. Three learning conditions (combined method, retrieval practice, and control) were rotated for each group so that each condition was applied to each set of words one time by one of the three groups. A productive vocabulary test was designed to measure the retention of the words at three different time points after the treatment. Repeated measures ANOVAs revealed that the combined method performed similarly to retrieval practice in the immediate and the one-week delayed posttests but significantly outperformed retrieval practice in the four-week delayed posttest. The predicted superiority of using the combined method over retrieval practice alone in the productive aspect of EFL vocabulary learning over the longer term was confirmed in the present study.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49289858","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 : 2023-08-12DOI: 10.23971/jefl.v13i2.6280
Nurti Rahayu, D. Suharti
Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.
{"title":"Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia","authors":"Nurti Rahayu, D. Suharti","doi":"10.23971/jefl.v13i2.6280","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6280","url":null,"abstract":"Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42205488","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 : 2023-08-11DOI: 10.23971/jefl.v13i2.6269
Badrun Larandang, N. Thamrin, A. Naniwarsih, F. A. Omolu, Nadrun Nadrun
Despite numerous studies emphasizing the benefits of using background knowledge and vocabulary in EFL listening courses, there is a lack of rationale for implementing top-down strategies that holistically integrate prior knowledge, vocabulary enhancement, and self-assessment. In order to address the issues, this study aimed to investigate the effectiveness of the teacher's top-down strategies in improving students' listening skills. Therefore, we utilized pre-experimental research, particularly a one-group pretest-posttest design, to ascertain the strategies’ effectiveness. Twenty-one participants in this study were selected randomly. We used paired sample T-test with SPSS software to figure out if there was a statistically significant difference between the pretest and post-test scores after repeated intervention encounters. The statistical analysis showed that the average post-test score (M= 77.8571) was considerably higher than the average pretest score (M= 63.5714). The findings indicated that the students’ listening proficiency improved after being addressed with top-down strategies. This finding suggests that the teacher’s top-down approach helps students raise their listening comprehension skills. The study's results call for using top-down strategies to stimulate students' listening comprehension, to learn more effectively, and increase their listening consciousness.
{"title":"The top-down strategies in an EFL class of the vocational high school: an experimental study on enhancing students’ listening comprehension skills","authors":"Badrun Larandang, N. Thamrin, A. Naniwarsih, F. A. Omolu, Nadrun Nadrun","doi":"10.23971/jefl.v13i2.6269","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6269","url":null,"abstract":"Despite numerous studies emphasizing the benefits of using background knowledge and vocabulary in EFL listening courses, there is a lack of rationale for implementing top-down strategies that holistically integrate prior knowledge, vocabulary enhancement, and self-assessment. In order to address the issues, this study aimed to investigate the effectiveness of the teacher's top-down strategies in improving students' listening skills. Therefore, we utilized pre-experimental research, particularly a one-group pretest-posttest design, to ascertain the strategies’ effectiveness. Twenty-one participants in this study were selected randomly. We used paired sample T-test with SPSS software to figure out if there was a statistically significant difference between the pretest and post-test scores after repeated intervention encounters. The statistical analysis showed that the average post-test score (M= 77.8571) was considerably higher than the average pretest score (M= 63.5714). The findings indicated that the students’ listening proficiency improved after being addressed with top-down strategies. This finding suggests that the teacher’s top-down approach helps students raise their listening comprehension skills. The study's results call for using top-down strategies to stimulate students' listening comprehension, to learn more effectively, and increase their listening consciousness.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49290636","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 : 2023-07-01DOI: 10.23971/jefl.v13i2.6335
Jepri Ali Saiful
Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.
{"title":"Eco-ELT for environmental research and praxis in ELT","authors":"Jepri Ali Saiful","doi":"10.23971/jefl.v13i2.6335","DOIUrl":"https://doi.org/10.23971/jefl.v13i2.6335","url":null,"abstract":"Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46053977","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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