This study explores the representations of the cultural contents in English textbooks used in Indonesian contexts. The textbooks as the sources of data are two textbooks for grade 12 that represent local and global textbook. The first one was Bahasa Inggris, a textbook published and endorsed by Indonesian government and the other one was Think, a global textbook published by Cambridge. This study aims at finding out how different cultural sources are represented in the two textbooks. The findings show that the two textbooks have different emphasis regarding the culture they present in texts and their accompanying visual illustrations. Bahasa Inggris puts the emphasis on global and local cultural sources. Other cultures that are not representative to the two main sources are very limited. On the other hand, Think provides a wide array of representations for global and other cultures but not local Indonesian culture. We end our discussion with a conceptual implication on cultural sources in English language teaching (ELT) materials.
{"title":"Cultural Contents in Two English Textbooks in Indonesia: Representations and Sources of Culture","authors":"Gisela Elshadelin, Mateus Yumarnamto","doi":"10.33508/BW.V8I2.2511","DOIUrl":"https://doi.org/10.33508/BW.V8I2.2511","url":null,"abstract":"This study explores the representations of the cultural contents in English textbooks used in Indonesian contexts. The textbooks as the sources of data are two textbooks for grade 12 that represent local and global textbook. The first one was Bahasa Inggris, a textbook published and endorsed by Indonesian government and the other one was Think, a global textbook published by Cambridge. This study aims at finding out how different cultural sources are represented in the two textbooks. The findings show that the two textbooks have different emphasis regarding the culture they present in texts and their accompanying visual illustrations. Bahasa Inggris puts the emphasis on global and local cultural sources. Other cultures that are not representative to the two main sources are very limited. On the other hand, Think provides a wide array of representations for global and other cultures but not local Indonesian culture. We end our discussion with a conceptual implication on cultural sources in English language teaching (ELT) materials.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84450756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at examining the effectiveness of computer-assisted flipped instruction on the writing ability of upper-intermediate Iranian EFL learners and their attitudes toward it. A mixed-method approach was used. A quantitative method employing the quasi-experimental pretest-posttest design was used. Twenty participants were selected based on convenient sampling method and were divided into an online flipped instruction group (N= 10) and an offline flipped instruction group (N= 10). A paired sample t-test and independent samples t-test was used to analyze the obtained data. The results showed that the learners who received online flipped instruction outperformed those who received offline flipped instruction, regarding their performance on the posttest. Based on the findings of this study, it was argued that the learners in the online group had a positive attitude toward this method.
{"title":"The Effect of Online vs. Offline Flipped Instruction on EFL Learners' Writing Ability","authors":"A. Rahimi, Morteza Hasheminasab","doi":"10.33508/BW.V8I2.2607","DOIUrl":"https://doi.org/10.33508/BW.V8I2.2607","url":null,"abstract":"This study aimed at examining the effectiveness of computer-assisted flipped instruction on the writing ability of upper-intermediate Iranian EFL learners and their attitudes toward it. A mixed-method approach was used. A quantitative method employing the quasi-experimental pretest-posttest design was used. Twenty participants were selected based on convenient sampling method and were divided into an online flipped instruction group (N= 10) and an offline flipped instruction group (N= 10). A paired sample t-test and independent samples t-test was used to analyze the obtained data. The results showed that the learners who received online flipped instruction outperformed those who received offline flipped instruction, regarding their performance on the posttest. Based on the findings of this study, it was argued that the learners in the online group had a positive attitude toward this method.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76538692","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 purpose of this study is to investigate the perceptions of international faculty towards English teaching at a local university in South Korea. For data collection, a comprehensive survey questionnaire was administered to 71 international faculty teaching English at the same university. The survey consisted of items of questions concerning faculty’s second language learning experience, teaching/learning philosophy, and teaching techniques and skills. Description of the responses revealed the following results: 1) Second language learning experience of faculty helps improving quality of instruction through understanding students’ learning difficulties; 2) Faculty’s view of language was mostly holistic while that of language learning was inclusive of different perspectives; 3) The role teachers was mainly that of a facilitator in a student-focused class; 4) For those applying CLT, it was used to engage students within a student-centered classroom; 5) A general maxim of teaching was the golden rule: “Do unto others, as you would have done unto you.”; 6) Views on teaching explicit knowledge varied widely among faculty; 7) The majority of faculty chose to correct both global and local errors; 8) A number of strategies were utilized in order to help students overcome reluctance to speak such as letting students decide on what they want to learn and helping them realize it is okay to make mistakes; 9) In order to enhance students’ communicative abilities, an innovation for general English education programs was suggested.
{"title":"English Teaching and Learning in a Korean University Perceptions of International Professors","authors":"Sang-Ho Han","doi":"10.33508/BW.V8I2.2513","DOIUrl":"https://doi.org/10.33508/BW.V8I2.2513","url":null,"abstract":"The purpose of this study is to investigate the perceptions of international faculty towards English teaching at a local university in South Korea. For data collection, a comprehensive survey questionnaire was administered to 71 international faculty teaching English at the same university. The survey consisted of items of questions concerning faculty’s second language learning experience, teaching/learning philosophy, and teaching techniques and skills. Description of the responses revealed the following results: 1) Second language learning experience of faculty helps improving quality of instruction through understanding students’ learning difficulties; 2) Faculty’s view of language was mostly holistic while that of language learning was inclusive of different perspectives; 3) The role teachers was mainly that of a facilitator in a student-focused class; 4) For those applying CLT, it was used to engage students within a student-centered classroom; 5) A general maxim of teaching was the golden rule: “Do unto others, as you would have done unto you.”; 6) Views on teaching explicit knowledge varied widely among faculty; 7) The majority of faculty chose to correct both global and local errors; 8) A number of strategies were utilized in order to help students overcome reluctance to speak such as letting students decide on what they want to learn and helping them realize it is okay to make mistakes; 9) In order to enhance students’ communicative abilities, an innovation for general English education programs was suggested.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84919168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.
{"title":"Metacognitive Strategies in Teaching Reading to Primary Students","authors":"Diana Tandean","doi":"10.33508/BW.V8I2.2320","DOIUrl":"https://doi.org/10.33508/BW.V8I2.2320","url":null,"abstract":"This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73390418","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 use of Information and Communication Technology (ICT) in language learning allows students to be more engaged and innovative. The present article explores the potential use of technology in the planning, drafting, reviewing, and publishing stages of students’ own book creation. First, the use of digital tools to create books in an interactive and engaging process and format is discussed. Then, the varieties of multimedia books created using ICT are explored. Next, the use of technology for sharing ideas, communicating opinions, collaborating, and reviewing others’ books is explained. The article also describes some collaborative methods students may employ in creating books. Finally, it discusses learners’ development of technology and media literacy in the creation of their own books.
{"title":"Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way","authors":"Francisca Maria Ivone, G. Jacobs, M. Santosa","doi":"10.33508/BW.V8I2.2545","DOIUrl":"https://doi.org/10.33508/BW.V8I2.2545","url":null,"abstract":"The use of Information and Communication Technology (ICT) in language learning allows students to be more engaged and innovative. The present article explores the potential use of technology in the planning, drafting, reviewing, and publishing stages of students’ own book creation. First, the use of digital tools to create books in an interactive and engaging process and format is discussed. Then, the varieties of multimedia books created using ICT are explored. Next, the use of technology for sharing ideas, communicating opinions, collaborating, and reviewing others’ books is explained. The article also describes some collaborative methods students may employ in creating books. Finally, it discusses learners’ development of technology and media literacy in the creation of their own books.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90549070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research study occurred because of the many observations made by the researcher while working in international schools in East and Southeast Asia. Although multiple studies have investigated teaching assistants in public schools, there is little research dedicated to the study of teaching assistants in international schools. The purpose of this research study was to look at classroom practices, student language acquisition, professional development, and teaching assistant wellbeing in international schools through the lenses of locally-hired teaching assistants and to discover what they consider to be barriers in their positions as a teaching assistant. Further, comparisons were made between teaching assistants in English-only and multi-lingual schools and between teaching assistants in schools that are for-profit and non-profit. Data acquisition for this mixed-methods study occurred through a thirteen question survey that was completed by 135 teaching assistants working in international schools in East and Southeast Asia. The main findings of this research study were that many teaching assistants in international schools desire relevant professional development, fairer working environment, more equitable salary conditions, and more professional and career opportunities.
{"title":"Teaching Assistants in International Schools: Perceptions and Perspectives","authors":"Clayton Lehman","doi":"10.33508/BW.V8I1.2145","DOIUrl":"https://doi.org/10.33508/BW.V8I1.2145","url":null,"abstract":"This research study occurred because of the many observations made by the researcher while working in international schools in East and Southeast Asia. Although multiple studies have investigated teaching assistants in public schools, there is little research dedicated to the study of teaching assistants in international schools. The purpose of this research study was to look at classroom practices, student language acquisition, professional development, and teaching assistant wellbeing in international schools through the lenses of locally-hired teaching assistants and to discover what they consider to be barriers in their positions as a teaching assistant. Further, comparisons were made between teaching assistants in English-only and multi-lingual schools and between teaching assistants in schools that are for-profit and non-profit. Data acquisition for this mixed-methods study occurred through a thirteen question survey that was completed by 135 teaching assistants working in international schools in East and Southeast Asia. The main findings of this research study were that many teaching assistants in international schools desire relevant professional development, fairer working environment, more equitable salary conditions, and more professional and career opportunities.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77952185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to explore the role of production and perception constraints in computer mediated communication. I review Lindblom's (1990) theory of phonetic variation and propose a new model of linguistic production in Computer Mediated Communication. Cyber citizens use cyber communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but rather with the number of keystrokes involved in typing an utterance. On discussing online, discussants show paralinguistic actions such as smile, frown, screaming, etc., and they also reduplicate writings, capitalize all the sentences, and use emoticons; net-communication is headed toward less grammatical and more telegraphic type. The production of hyper-and hypo-forms such as reduplication, punctuation and capitalization will vary according to the sender's estimation of signal-complementary processes and his attempts to compensate for the restricted context.We discuss online and off line on the issues; why we like cyber communication and how we classify the phenomena. The more computer mediated communications we use, the moreissues we have to review beyond words and linguistic principles.
{"title":"The Linguistic Perspectives on Computer Mediated Communication","authors":"L. Chong","doi":"10.33508/BW.V8I1.2366","DOIUrl":"https://doi.org/10.33508/BW.V8I1.2366","url":null,"abstract":"This paper aims to explore the role of production and perception constraints in computer mediated communication. I review Lindblom's (1990) theory of phonetic variation and propose a new model of linguistic production in Computer Mediated Communication. Cyber citizens use cyber communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but rather with the number of keystrokes involved in typing an utterance. On discussing online, discussants show paralinguistic actions such as smile, frown, screaming, etc., and they also reduplicate writings, capitalize all the sentences, and use emoticons; net-communication is headed toward less grammatical and more telegraphic type. The production of hyper-and hypo-forms such as reduplication, punctuation and capitalization will vary according to the sender's estimation of signal-complementary processes and his attempts to compensate for the restricted context.We discuss online and off line on the issues; why we like cyber communication and how we classify the phenomena. The more computer mediated communications we use, the moreissues we have to review beyond words and linguistic principles.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89495968","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 purpose of the present study was to investigate the effect of story reading on incidental lexical and grammatical collocation learning. Moreover, it was an attempt to scrutinize whether there was any significant difference between incidental lexical and grammatical collocation learning. To this end, 36 Iranian EFL learners attending Sadra English Institute in Yasuj participated in the study. They were selected based on the result of quick placement test (QPT) as 28 out of 36 elementary EFL learners. A total of 28 learners were assigned into one experimental group (n=15) and one control group (n=13). The result of the pre-test and post-test analysis using One-Way ANCOVA and MANCOVA revealed the fact that that there was statistically significant increase in collocation knowledge of the learners. In addition, participants performed significantly on grammatical post-test than lexical post-test after the treatment.
{"title":"The Effect of Story Reading on Incidental Lexical and Grammatical Collocation Learning by Iranian EFL Learners","authors":"Mina Naderi, Fatemeh Barani","doi":"10.33508/BW.V8I1.2126","DOIUrl":"https://doi.org/10.33508/BW.V8I1.2126","url":null,"abstract":"The purpose of the present study was to investigate the effect of story reading on incidental lexical and grammatical collocation learning. Moreover, it was an attempt to scrutinize whether there was any significant difference between incidental lexical and grammatical collocation learning. To this end, 36 Iranian EFL learners attending Sadra English Institute in Yasuj participated in the study. They were selected based on the result of quick placement test (QPT) as 28 out of 36 elementary EFL learners. A total of 28 learners were assigned into one experimental group (n=15) and one control group (n=13). The result of the pre-test and post-test analysis using One-Way ANCOVA and MANCOVA revealed the fact that that there was statistically significant increase in collocation knowledge of the learners. In addition, participants performed significantly on grammatical post-test than lexical post-test after the treatment.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81044340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores one technique that is consistent with the student-centered paradigm in language education: student-generated books. First, benefits of student-generated are dis-cussed. Then, the article explores the crucial area of maintaining student ownership of their own books. The next topic explained in the article is why dialog is important as the students are developing their books. Finally, it is suggested that book creation works for students of all ages and levels, with examples given of students at the early childhood level and of second language students at university level.
{"title":"Helping Students Create Their Own Books the Dialogic Way","authors":"G. Jacobs","doi":"10.33508/BW.V8I1.2354","DOIUrl":"https://doi.org/10.33508/BW.V8I1.2354","url":null,"abstract":"This article explores one technique that is consistent with the student-centered paradigm in language education: student-generated books. First, benefits of student-generated are dis-cussed. Then, the article explores the crucial area of maintaining student ownership of their own books. The next topic explained in the article is why dialog is important as the students are developing their books. Finally, it is suggested that book creation works for students of all ages and levels, with examples given of students at the early childhood level and of second language students at university level.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72861799","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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