Feedback, a crucial component in supporting student learning, has been subject to extensive research in the field of English as a Foreign Language (EFL). Although some studies have explored students' emotional reactions to written feedback provided by teachers, there is a scarcity of research on emotional responses to oral feedback. Thus, this case study seeks to enhance the existing literature by investigating how students emotionally react to oral feedback. The study argues that the manner in which oral feedback is delivered can elicit unexpected emotional responses from students. This study was conducted in three senior high schools in Jakarta, Indonesia, with six participants from each school. Each student participated in a semi-structured interview, resulting in a total of 18 interview data. Thematic analysis was employed to analyze the data. The findings revealed that students expressed both positive and negative emotions in response to teacher oral feedback, with a tendency towards the latter outweighing the former, resembling an imbalanced scale. This study contributes to a deeper understanding of students' reactions to oral feedback and encourages teachers to reflect on their feedback practices.
{"title":"EFL students’ emotional responses to oral feedback: The case of Indonesia","authors":"Junita Duwi Purwandari","doi":"10.22373/ej.v11i1.17794","DOIUrl":"https://doi.org/10.22373/ej.v11i1.17794","url":null,"abstract":"Feedback, a crucial component in supporting student learning, has been subject to extensive research in the field of English as a Foreign Language (EFL). Although some studies have explored students' emotional reactions to written feedback provided by teachers, there is a scarcity of research on emotional responses to oral feedback. Thus, this case study seeks to enhance the existing literature by investigating how students emotionally react to oral feedback. The study argues that the manner in which oral feedback is delivered can elicit unexpected emotional responses from students. This study was conducted in three senior high schools in Jakarta, Indonesia, with six participants from each school. Each student participated in a semi-structured interview, resulting in a total of 18 interview data. Thematic analysis was employed to analyze the data. The findings revealed that students expressed both positive and negative emotions in response to teacher oral feedback, with a tendency towards the latter outweighing the former, resembling an imbalanced scale. This study contributes to a deeper understanding of students' reactions to oral feedback and encourages teachers to reflect on their feedback practices.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"126 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976209","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 objective of this research is to determine the types of errors committed by the students of the English Department at the Faculty of Language and Science, Wijaya Kusuma Surabaya University (FBS UWKS), as well as to describe the origins of these errors. The research conducted was descriptive in nature, utilizing qualitative methods. The participants involved in the study were fourth semester students of the English Department at FBS UWKS. Out of the 20 participants, a total of 80 data sources were obtained during the learning process. The researchers collected the data through the use of interview sheets and essays. Once collected, the data underwent a process of reduction, classification, display, and analysis. The procedures for data analysis were outlined as follows: 1) the collection of essays, 2) the classification, counting, and analysis of errors based on the error types proposed by Brown (2007), and 3) the analysis of errors to identify their sources using the concepts of interlingual transfer and intralingual transfer as proposed by Brown (2007) and Touchie (1986). From the analysis, it was discovered that the errors could be categorized into two main groups, namely essay organization errors and grammatical errors. The essay organization errors consisted of seven classifications, including issues with the thesis statement, topic sentences, unity, coherence and cohesion, as well as supporting sentences. On the other hand, the grammatical errors encompassed omission, addition, and punctuation mistakes. The sources of these errors were found to be inadequate learning, false conceptualizations, overgeneralization, and ineffective teaching practices.
{"title":"Error analysis on students’ essay writing: A case study","authors":"Ribut Surjowati","doi":"10.22373/ej.v11i1.15009","DOIUrl":"https://doi.org/10.22373/ej.v11i1.15009","url":null,"abstract":"The objective of this research is to determine the types of errors committed by the students of the English Department at the Faculty of Language and Science, Wijaya Kusuma Surabaya University (FBS UWKS), as well as to describe the origins of these errors. The research conducted was descriptive in nature, utilizing qualitative methods. The participants involved in the study were fourth semester students of the English Department at FBS UWKS. Out of the 20 participants, a total of 80 data sources were obtained during the learning process. The researchers collected the data through the use of interview sheets and essays. Once collected, the data underwent a process of reduction, classification, display, and analysis. The procedures for data analysis were outlined as follows: 1) the collection of essays, 2) the classification, counting, and analysis of errors based on the error types proposed by Brown (2007), and 3) the analysis of errors to identify their sources using the concepts of interlingual transfer and intralingual transfer as proposed by Brown (2007) and Touchie (1986). From the analysis, it was discovered that the errors could be categorized into two main groups, namely essay organization errors and grammatical errors. The essay organization errors consisted of seven classifications, including issues with the thesis statement, topic sentences, unity, coherence and cohesion, as well as supporting sentences. On the other hand, the grammatical errors encompassed omission, addition, and punctuation mistakes. The sources of these errors were found to be inadequate learning, false conceptualizations, overgeneralization, and ineffective teaching practices.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976682","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 role of a language teacher as a character educator and peace-builder is sometimes undermined by the pervasive thinking that language teaching solely entails transference of knowledge about language. However, it is a fallacy that language teaching is not facilitative of character development. Since language has the power of creating peace and even war, this study seeks to interrogate how a language teacher as a leader in a classroom can be a model of peacebuilding through language use. Using New Peace Linguistics (henceforth NPL)—a newly emerging framework in linguistics and peace studies—this study analyzed the pragmatics, specifically the speech acts, as found in Erin Gruwell’s utterances in “Freedom Writers”, a movie about teacher who has to deal with a group of rebellious students. The study found that Erin Gruwell mostly used mediating, expressing empathic concern, complimenting, disciplining, apologizing, giving instruction, and encouraging for creating peace, healing traumatic experiences, and changing the students’ behavior.
{"title":"Teacher as a peace leader: A new peace linguistic approach to “Freedom Writers”","authors":"Yuliyanto Chandra","doi":"10.22373/ej.v11i1.19737","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19737","url":null,"abstract":"The role of a language teacher as a character educator and peace-builder is sometimes undermined by the pervasive thinking that language teaching solely entails transference of knowledge about language. However, it is a fallacy that language teaching is not facilitative of character development. Since language has the power of creating peace and even war, this study seeks to interrogate how a language teacher as a leader in a classroom can be a model of peacebuilding through language use. Using New Peace Linguistics (henceforth NPL)—a newly emerging framework in linguistics and peace studies—this study analyzed the pragmatics, specifically the speech acts, as found in Erin Gruwell’s utterances in “Freedom Writers”, a movie about teacher who has to deal with a group of rebellious students. The study found that Erin Gruwell mostly used mediating, expressing empathic concern, complimenting, disciplining, apologizing, giving instruction, and encouraging for creating peace, healing traumatic experiences, and changing the students’ behavior.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976686","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}
Safrul Muluk, Habiburrahim Habiburrahim, Muhammad Safwan Safrul, Lukman Hakim, Amiruddin Amiruddin
The successful implementation of a method appliance can be attributed to the method itself. The matter of synchronous virtual classrooms is influenced by several factors. The adoption of synchronous virtual classrooms by faculty members provides a valuable experience for both students and lecturers. This study aims to identify the triggering factors that motivated faculty members to adopt synchronous virtual classrooms. Additionally, it seeks to examine the challenges faced by students and lecturers in implementing this method. The researchers utilized interviews and literature sources as instruments for data collection. A total of five lecturers were selected as respondents for this research. The criterion for selection was their implementation of this method in their department's courses and their experience with synchronous virtual classrooms. The collected data was thematically analyzed. The results revealed that the main triggering factor for adoption was the Covid-19 pandemic. The challenges faced by students and lecturers were not limited to technological and internet issues but also included a lack of preparation from the faculty. Based on the data analysis and interviews, future research could explore the potential of combining methods to create a more effective approach in different situational conditions.
{"title":"Scrutinizing online instructional approach: What drives faculty to adopt synchronous virtual classroom","authors":"Safrul Muluk, Habiburrahim Habiburrahim, Muhammad Safwan Safrul, Lukman Hakim, Amiruddin Amiruddin","doi":"10.22373/ej.v11i1.19656","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19656","url":null,"abstract":"The successful implementation of a method appliance can be attributed to the method itself. The matter of synchronous virtual classrooms is influenced by several factors. The adoption of synchronous virtual classrooms by faculty members provides a valuable experience for both students and lecturers. This study aims to identify the triggering factors that motivated faculty members to adopt synchronous virtual classrooms. Additionally, it seeks to examine the challenges faced by students and lecturers in implementing this method. The researchers utilized interviews and literature sources as instruments for data collection. A total of five lecturers were selected as respondents for this research. The criterion for selection was their implementation of this method in their department's courses and their experience with synchronous virtual classrooms. The collected data was thematically analyzed. The results revealed that the main triggering factor for adoption was the Covid-19 pandemic. The challenges faced by students and lecturers were not limited to technological and internet issues but also included a lack of preparation from the faculty. Based on the data analysis and interviews, future research could explore the potential of combining methods to create a more effective approach in different situational conditions.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"157 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976369","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 delved into the impact of the E-learning crack-up on the learning process during the pandemic to the post-pandemic learning process and the quality of English learning during face-to-face learning. This study applied qualitative research methods. The researchers selected six students from class XI-1 and one teacher at SMAN 1 Nunukan to participate in the interview session. In the data collection process, documents, observations, and interviews as research instruments were implemented. The researchers analyzed research data through three phases: data condensation, presentation, and conclusion verification. From the data analysis, the researchers found that E-learning crack-ups in the learning process during the pandemic affected students' learning processes. This is evidenced by the results of student interviews, which stated that they were still trying to adapt to the learning process in the post-pandemic period. However, based on the observations and document reviews, the researchers also found that the students' adaptation process during the post-pandemic learning period was excellent because it was supported by an exciting learning process and the implementation of Kurikulum Merdeka at Nunukan 1 Public High School. Thus, the quality of learning at SMAN 1 Nunukan is outstanding.
{"title":"Post-pandemic impact: E-learning crack-up and English learning quality","authors":"Ramli Ramli, Risky Risky, Woro Kusmaryani","doi":"10.22373/ej.v11i1.17948","DOIUrl":"https://doi.org/10.22373/ej.v11i1.17948","url":null,"abstract":"This study delved into the impact of the E-learning crack-up on the learning process during the pandemic to the post-pandemic learning process and the quality of English learning during face-to-face learning. This study applied qualitative research methods. The researchers selected six students from class XI-1 and one teacher at SMAN 1 Nunukan to participate in the interview session. In the data collection process, documents, observations, and interviews as research instruments were implemented. The researchers analyzed research data through three phases: data condensation, presentation, and conclusion verification. From the data analysis, the researchers found that E-learning crack-ups in the learning process during the pandemic affected students' learning processes. This is evidenced by the results of student interviews, which stated that they were still trying to adapt to the learning process in the post-pandemic period. However, based on the observations and document reviews, the researchers also found that the students' adaptation process during the post-pandemic learning period was excellent because it was supported by an exciting learning process and the implementation of Kurikulum Merdeka at Nunukan 1 Public High School. Thus, the quality of learning at SMAN 1 Nunukan is outstanding.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"13 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976983","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}
Pakistan is a developing nation characterized by its lower income, turbulent economy, elevated commodity prices, and escalated inflation. The government sector's progression has been disappointingly inadequate due to limited resources and a meager budget allocation for education. In light of these prevailing circumstances, this article endeavors to illuminate the newspaper as an economical and invaluable source of diverse information that can be utilized as authentic material for enhancing the teaching and learning of languages, particularly English. The article underscores the significance and affordability of newspapers in primary and secondary educational institutions, specifically public schools, within the context of Pakistan. A comparative analysis of Pakistan's literacy rate vis-à-vis other countries in the region and the substitution of English newspapers for English readers to ameliorate English language acquisition are deliberated upon. Additionally, the article scrutinizes the budgetary allocation for the educational sector in Pakistan from 2017 to the present year, as well as the price range of English readers from this vantage point. Given the significance of the English language and the challenges associated with its instruction and acquisition, this paper proffers several recommendations for the integration of newspapers into primary and secondary levels at public schools.
{"title":"An examination of newspapers' role in English language learning in Pakistan: Issues and recommendations","authors":"Jamila Khan","doi":"10.22373/ej.v11i1.17587","DOIUrl":"https://doi.org/10.22373/ej.v11i1.17587","url":null,"abstract":"Pakistan is a developing nation characterized by its lower income, turbulent economy, elevated commodity prices, and escalated inflation. The government sector's progression has been disappointingly inadequate due to limited resources and a meager budget allocation for education. In light of these prevailing circumstances, this article endeavors to illuminate the newspaper as an economical and invaluable source of diverse information that can be utilized as authentic material for enhancing the teaching and learning of languages, particularly English. The article underscores the significance and affordability of newspapers in primary and secondary educational institutions, specifically public schools, within the context of Pakistan. A comparative analysis of Pakistan's literacy rate vis-à-vis other countries in the region and the substitution of English newspapers for English readers to ameliorate English language acquisition are deliberated upon. Additionally, the article scrutinizes the budgetary allocation for the educational sector in Pakistan from 2017 to the present year, as well as the price range of English readers from this vantage point. Given the significance of the English language and the challenges associated with its instruction and acquisition, this paper proffers several recommendations for the integration of newspapers into primary and secondary levels at public schools.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"118 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976986","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 aimed to describe quantitatively the development of students’ syntactical complexity during the Essay Writing Course measured with the L2SCA tool by Lu. The research basically implemented a descriptive-quantitative research design. The primary data were collected from 20 students majoring in Agribusiness and taking an essay writing course in Yogyakarta Muhammadiyah University (UMY) during one semester from February to July 2022 in a researcher class. They wrote three essays gradually from one session to the third session of the class. The essays were analyzed quantitatively using the L2SCA tool by following the indices of the tools as the reference to see the students’ syntactical complexity. In addition, the participants wrote three essays divided into three times writing tests. Overall, the analysis method was conducted by following a systematic procedure; classifying, scoring, displaying, describing, interpreting, discussing, and concluding. As a result, this study reveals that syntactical development of students’ essays during a semester session of writing course fluctuated from the first writing until the third writing. Although along the writing supervision, they had consultation sessions, the result did not show gradual and constant progress. It implied that the students’ acquisition of syntactical complexity represented in writing did not improve progressively in all syntactical indices. However, among the three essays the participants wrote, they excel most in second essay or argumentative essay. Further, it is necessary to relate the essay’s genre to the result of students’ writing for each of the essays has a special characteristic and level of difficulty.
{"title":"The development of syntactic complexity in university students’ essays","authors":"Agus Ferani Istiharoh, Dwiyanto Djoko Pranowo","doi":"10.22373/ej.v11i1.19129","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19129","url":null,"abstract":"This research aimed to describe quantitatively the development of students’ syntactical complexity during the Essay Writing Course measured with the L2SCA tool by Lu. The research basically implemented a descriptive-quantitative research design. The primary data were collected from 20 students majoring in Agribusiness and taking an essay writing course in Yogyakarta Muhammadiyah University (UMY) during one semester from February to July 2022 in a researcher class. They wrote three essays gradually from one session to the third session of the class. The essays were analyzed quantitatively using the L2SCA tool by following the indices of the tools as the reference to see the students’ syntactical complexity. In addition, the participants wrote three essays divided into three times writing tests. Overall, the analysis method was conducted by following a systematic procedure; classifying, scoring, displaying, describing, interpreting, discussing, and concluding. As a result, this study reveals that syntactical development of students’ essays during a semester session of writing course fluctuated from the first writing until the third writing. Although along the writing supervision, they had consultation sessions, the result did not show gradual and constant progress. It implied that the students’ acquisition of syntactical complexity represented in writing did not improve progressively in all syntactical indices. However, among the three essays the participants wrote, they excel most in second essay or argumentative essay. Further, it is necessary to relate the essay’s genre to the result of students’ writing for each of the essays has a special characteristic and level of difficulty.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"99 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976201","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}
ST Ayu Surayya, Maman Asrobi, Siti Maysuroh, Zukhruf Farizi
The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.
{"title":"The development of an online-based TPACK questionnaire for ELT teachers","authors":"ST Ayu Surayya, Maman Asrobi, Siti Maysuroh, Zukhruf Farizi","doi":"10.22373/ej.v11i1.17364","DOIUrl":"https://doi.org/10.22373/ej.v11i1.17364","url":null,"abstract":"The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"125 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976212","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}
Sri Rejeki Murtiningsih, Agus Sumantri, Sibakhul Milad Malik Hidayatulloh
This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.
{"title":"Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback","authors":"Sri Rejeki Murtiningsih, Agus Sumantri, Sibakhul Milad Malik Hidayatulloh","doi":"10.22373/ej.v11i1.19318","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19318","url":null,"abstract":"This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976214","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}
English language education in Indonesia spans from primary school to university levels. However, achieving mastery in English, particularly in speaking, remains a significant challenge for Indonesian university students. This study aimed to investigate the problems faced by these students in speaking English and describe their efforts to overcome this deficiency. The research utilized a descriptive qualitative method, employing questionnaires and interviews as instruments. The study participants consisted of 45 second-semester students from the English Education Department at AKM University (pseudonym). The findings revealed that students encountered both linguistic and psychological challenges when speaking English. Linguistic problems included confusion in tense usage, a lack of grammar understanding, and difficulty in selecting appropriate vocabulary. Psychological issues encompassed feelings of nervousness, lack of confidence, fear of making mistakes, and the fear of being laughed at. Furthermore, insufficient practice emerged as an environmental factor contributing to speaking difficulties. To address these challenges, students adopted various learning strategies proposed by Oxford (1990), including memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies.
{"title":"Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university","authors":"Nur Fitria Anggrisia, Asna Robah","doi":"10.22373/ej.v11i1.19156","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19156","url":null,"abstract":"English language education in Indonesia spans from primary school to university levels. However, achieving mastery in English, particularly in speaking, remains a significant challenge for Indonesian university students. This study aimed to investigate the problems faced by these students in speaking English and describe their efforts to overcome this deficiency. The research utilized a descriptive qualitative method, employing questionnaires and interviews as instruments. The study participants consisted of 45 second-semester students from the English Education Department at AKM University (pseudonym). The findings revealed that students encountered both linguistic and psychological challenges when speaking English. Linguistic problems included confusion in tense usage, a lack of grammar understanding, and difficulty in selecting appropriate vocabulary. Psychological issues encompassed feelings of nervousness, lack of confidence, fear of making mistakes, and the fear of being laughed at. Furthermore, insufficient practice emerged as an environmental factor contributing to speaking difficulties. To address these challenges, students adopted various learning strategies proposed by Oxford (1990), including memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"210 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976527","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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