Pub Date : 2021-09-05DOI: 10.23971/jefl.v11i2.2684
David D. Perrodin
Adhering to a structured process of the flow of given to new topic information within academic written discourse is a significant challenge for most tertiary-level non-native EFL students. The progression of given to new topic information in written academic text is equally difficult for many non-native academic English writing teachers to distinguish, much less assess. This research seeks to determine if given to new information progression can be significantly identified, and explore the possibility of such topic progression being utilized as a practical form of academic writing assessment by experienced Thai tertiary teachers of academic English. Multiple Linear Regression was employed to determine the relationship between the Thai writing teachers' identification of the flow of given to new topic information and a preliminary analysis of topic information flow by a qualified native English writing teacher. The insights gained from this study show that the Thai academic English writing teachers could not significantly detect the presence of given to new topic information progression within the academic texts. The implication of this research suggests that at this time, the practical utilization of a given to new progression analysis may not be a feasible evaluative measure in written assessments for Thai academic English writing teachers.
{"title":"Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing","authors":"David D. Perrodin","doi":"10.23971/jefl.v11i2.2684","DOIUrl":"https://doi.org/10.23971/jefl.v11i2.2684","url":null,"abstract":"Adhering to a structured process of the flow of given to new topic information within academic written discourse is a significant challenge for most tertiary-level non-native EFL students. The progression of given to new topic information in written academic text is equally difficult for many non-native academic English writing teachers to distinguish, much less assess. This research seeks to determine if given to new information progression can be significantly identified, and explore the possibility of such topic progression being utilized as a practical form of academic writing assessment by experienced Thai tertiary teachers of academic English. Multiple Linear Regression was employed to determine the relationship between the Thai writing teachers' identification of the flow of given to new topic information and a preliminary analysis of topic information flow by a qualified native English writing teacher. The insights gained from this study show that the Thai academic English writing teachers could not significantly detect the presence of given to new topic information progression within the academic texts. The implication of this research suggests that at this time, the practical utilization of a given to new progression analysis may not be a feasible evaluative measure in written assessments for Thai academic English writing teachers.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46014099","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 : 2021-09-05DOI: 10.23971/jefl.v11i2.3006
Erina Andriani, C. Mbato
Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the quantitative data analysis, the students used most metacognitive strategies to a high degree. The only significantly different strategy use was guessing meaning (F=0.232, p<0.05), where male students used it more often. From the qualitative data analysis, the female students used more strategy variations than the male students (20 and 18 strategy variations respectively). The students shared some similar and some different reasons to use metacognitive reading strategies. The results suggested the gender influence on male students to make predictions. The findings from this research will prompt English teachers to introduce metacognitive strategies in reading through appropriate instructions and guidance to enable the students to implement and develop their metacognitive strategies in academic reading.
{"title":"Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies","authors":"Erina Andriani, C. Mbato","doi":"10.23971/jefl.v11i2.3006","DOIUrl":"https://doi.org/10.23971/jefl.v11i2.3006","url":null,"abstract":"Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the quantitative data analysis, the students used most metacognitive strategies to a high degree. The only significantly different strategy use was guessing meaning (F=0.232, p<0.05), where male students used it more often. From the qualitative data analysis, the female students used more strategy variations than the male students (20 and 18 strategy variations respectively). The students shared some similar and some different reasons to use metacognitive reading strategies. The results suggested the gender influence on male students to make predictions. The findings from this research will prompt English teachers to introduce metacognitive strategies in reading through appropriate instructions and guidance to enable the students to implement and develop their metacognitive strategies in academic reading.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48862820","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 : 2021-09-05DOI: 10.23971/jefl.v11i2.2974
Mukminatus Zuhriyah, Maskhurin Fajarina
Since the COVID-19 pandemic, EFL lecturers need to be creative in handling their remote teaching. However, scarce studies investigated the use of course review horay (CRH) and students’ critical thinking skills (CTS) in remote EFL classrooms especially in grammar classes. The study aimed to explore whether or not CRH was more effective than explanation model to teach grammar and the students having high CTS had better grammar competence than those of low CTS. This experimental study employed a 2x2 factorial design. The population was the second semester students of non-English departments in a private university in East Java, Indonesia. The sample was four groups comprising of two groups (high and low CTS) in the experimental class and two groups (high and low CTS) in the control class. To categorize them into high and low CTS, an Indonesian argumentative essay writing test was used. After six meetings of treatment, the students did the grammar test. The grammar scores were, then, analyzed using ANOVA and TUKEY tests. The results indicated that CRH was more effective and the students with high CTS possessed better grammar competence. The present study implies that CRH and CTS created a joyful learning atmosphere in remote grammar teaching.
{"title":"Course review horay and critical thinking skills: the effective teaching model for students’ grammar competence in remote EFL classrooms","authors":"Mukminatus Zuhriyah, Maskhurin Fajarina","doi":"10.23971/jefl.v11i2.2974","DOIUrl":"https://doi.org/10.23971/jefl.v11i2.2974","url":null,"abstract":"Since the COVID-19 pandemic, EFL lecturers need to be creative in handling their remote teaching. However, scarce studies investigated the use of course review horay (CRH) and students’ critical thinking skills (CTS) in remote EFL classrooms especially in grammar classes. The study aimed to explore whether or not CRH was more effective than explanation model to teach grammar and the students having high CTS had better grammar competence than those of low CTS. This experimental study employed a 2x2 factorial design. The population was the second semester students of non-English departments in a private university in East Java, Indonesia. The sample was four groups comprising of two groups (high and low CTS) in the experimental class and two groups (high and low CTS) in the control class. To categorize them into high and low CTS, an Indonesian argumentative essay writing test was used. After six meetings of treatment, the students did the grammar test. The grammar scores were, then, analyzed using ANOVA and TUKEY tests. The results indicated that CRH was more effective and the students with high CTS possessed better grammar competence. The present study implies that CRH and CTS created a joyful learning atmosphere in remote grammar teaching.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48323145","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 : 2021-09-04DOI: 10.23971/jefl.v11i2.2784
Fiorentina Dewantari, I. Utami, M. Santosa
Visual media are still ineffective in covering all learning focus and learning activities to support independent learning. Independent learning guides students to learn the material by themselves, but it is still not supported by the existing visual media. Infographics are a medium that underlies transformative skills in teaching because they can provide a complete learning focus in each material. This study was aimed at developing English teaching media for the 9th grade. A Design and Development research (DnD) proposed by Richey and Klein (2005) was used in this study, including design, development, and evaluation. Initial observations have been carried out at one of the junior high schools in Buleleng, Bali, Indonesia. Data collection was carried out by library research relating to the development of infographics and the nature of independent learning, document analysis by doing syllabus analysis, and expert judgment. The results obtained from the research are infographics are considered to be very good as a medium for teaching English for independent learning. This research implies that teachers' technology-based teaching skills can be assisted by developing this infographic teaching media.
视觉媒体在覆盖所有学习重点和学习活动以支持自主学习方面仍然是无效的。自主学习引导学生自主学习材料，但现有的视觉媒体仍然不支持自主学习。信息图表是教学中变革性技能的基础，因为它们可以为每个材料提供完整的学习重点。本研究旨在开发九年级英语教学媒体。本研究采用了Richey and Klein(2005)提出的设计与开发研究(Design and Development research, DnD)，包括设计、开发和评估。在印度尼西亚巴厘Buleleng的一所初中进行了初步观察。通过图书馆研究信息图表的发展和自主学习的性质进行数据收集，通过教学大纲分析进行文献分析，并进行专家判断。研究结果表明，信息图表被认为是一种很好的英语自主学习教学媒介。本研究表明，开发这种信息图表教学媒体可以帮助教师提高技术型教学技能。
{"title":"Infographics and independent learning for English learning in the secondary level context","authors":"Fiorentina Dewantari, I. Utami, M. Santosa","doi":"10.23971/jefl.v11i2.2784","DOIUrl":"https://doi.org/10.23971/jefl.v11i2.2784","url":null,"abstract":"Visual media are still ineffective in covering all learning focus and learning activities to support independent learning. Independent learning guides students to learn the material by themselves, but it is still not supported by the existing visual media. Infographics are a medium that underlies transformative skills in teaching because they can provide a complete learning focus in each material. This study was aimed at developing English teaching media for the 9th grade. A Design and Development research (DnD) proposed by Richey and Klein (2005) was used in this study, including design, development, and evaluation. Initial observations have been carried out at one of the junior high schools in Buleleng, Bali, Indonesia. Data collection was carried out by library research relating to the development of infographics and the nature of independent learning, document analysis by doing syllabus analysis, and expert judgment. The results obtained from the research are infographics are considered to be very good as a medium for teaching English for independent learning. This research implies that teachers' technology-based teaching skills can be assisted by developing this infographic teaching media.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564343","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 : 2021-09-04DOI: 10.23971/jefl.v11i2.3126
Cathleen Wijaya Miauw, Yi-Huey Guo
Although issues on intercultural competence and willingness to communicate have been largely studied, most studies focused on learners’ personality traits, motivation, or communication apprehension as affected factors. The significant relationship between intercultural competence, willingness to communicate, and learners’ English proficiency was less addressed. This study hereby examined the relationship of these three. It drew on quantitative research by employing a questionnaire to 409 Taiwanese college freshmen studying at one Taiwanese university (216 high- & 193 low-English-proficiency). A printed questionnaire of fifty-two items with the use of the five-point Likert-scale was adopted. The result showed significant differences between high- and low-proficiency students’ intercultural competence and willingness to communicate. Students of high English proficiency showed more intercultural competence and willingness to communicate. They demonstrated sophistication in operating their skills of intercultural competence and were more confident in communicating with people of different cultures in English. This study also found that learners’ growth of intercultural competence and willingness to communicate were interconnected per se; this interconnectedness was evident on both high- and low-proficiency groups. This study adds new threads to relevant studies and suggests that language teachers seek ways to enhance their students’ intercultural competence and willingness to communicate.
{"title":"Taiwanese EFL learners’ English proficiency, intercultural competence, and willingness to communicate","authors":"Cathleen Wijaya Miauw, Yi-Huey Guo","doi":"10.23971/jefl.v11i2.3126","DOIUrl":"https://doi.org/10.23971/jefl.v11i2.3126","url":null,"abstract":"Although issues on intercultural competence and willingness to communicate have been largely studied, most studies focused on learners’ personality traits, motivation, or communication apprehension as affected factors. The significant relationship between intercultural competence, willingness to communicate, and learners’ English proficiency was less addressed. This study hereby examined the relationship of these three. It drew on quantitative research by employing a questionnaire to 409 Taiwanese college freshmen studying at one Taiwanese university (216 high- & 193 low-English-proficiency). A printed questionnaire of fifty-two items with the use of the five-point Likert-scale was adopted. The result showed significant differences between high- and low-proficiency students’ intercultural competence and willingness to communicate. Students of high English proficiency showed more intercultural competence and willingness to communicate. They demonstrated sophistication in operating their skills of intercultural competence and were more confident in communicating with people of different cultures in English. This study also found that learners’ growth of intercultural competence and willingness to communicate were interconnected per se; this interconnectedness was evident on both high- and low-proficiency groups. This study adds new threads to relevant studies and suggests that language teachers seek ways to enhance their students’ intercultural competence and willingness to communicate.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49000125","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 : 2021-03-31DOI: 10.23971/JEFL.V11I1.2602
Sri Istiqomah, A. Lintangsari, W. Perdhani
Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Makilahde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.
印尼英语学习者在理解英语音素方面面临挑战，因为音素是英语读写能力的重要指标之一。因此，英语语音科目被认为是最难的科目之一，使得教学和学习的过程效率较低。研究印尼英语学习者对英语语音教学的态度对提高英语语音教学具有重要意义，但这方面的研究尚未受到重视。本研究旨在探讨英语学习者对英语语音学习的态度。采用问卷调查设计的定量方法对112名印尼英语学生进行调查。研究人员使用Lintunen和Makilahde(2015)的改编问卷来确定学生的态度。使用SPSS (Statistical Package for the Social Sciences)第25版对数据进行分析。结果表明，印尼英语学生对英语语音学习表现出积极的态度，尽管他们承认语音学习具有挑战性。这意味着语音学习是潜在的和有希望的，以支持他们的英语流利;因此，教师需要考虑学生对语音学习的偏好和态度，使语音学习更愉快、更容易、更参与，吸引学生的充分参与。
{"title":"Attitudes toward English phonetics learning: a survey on Indonesian EFL learners","authors":"Sri Istiqomah, A. Lintangsari, W. Perdhani","doi":"10.23971/JEFL.V11I1.2602","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2602","url":null,"abstract":"Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Makilahde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"197-217"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46625083","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 : 2021-03-30DOI: 10.23971/JEFL.V11I1.2478
Nurmalinda Maharani Farizka, B. Cahyono
Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.
{"title":"Faculty members’ strategies to foster students’ learning engagement in writing class","authors":"Nurmalinda Maharani Farizka, B. Cahyono","doi":"10.23971/JEFL.V11I1.2478","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2478","url":null,"abstract":"Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"175-196"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43717677","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 : 2021-03-29DOI: 10.23971/JEFL.V11I1.2518
N. Simbolon
The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom . Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning.
{"title":"EFL students’ perceptions of blended learning in English language course: learning experience and engagement","authors":"N. Simbolon","doi":"10.23971/JEFL.V11I1.2518","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2518","url":null,"abstract":"The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom . Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"152-174"},"PeriodicalIF":0.0,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46922064","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 : 2021-03-09DOI: 10.23971/JEFL.V11I1.2396
Aplonia Nelci Ke Lomi, C. Mbato
Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.
{"title":"Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession","authors":"Aplonia Nelci Ke Lomi, C. Mbato","doi":"10.23971/JEFL.V11I1.2396","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2396","url":null,"abstract":"Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"125-151"},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47832130","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 : 2021-03-07DOI: 10.23971/JEFL.V11I1.2270
Mohammed A A Farrah, Balsam Halahla, Shahd Sider
The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.
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