Pub Date : 2022-02-06DOI: 10.35974/acuity.v7i1.2774
C. V. Katemba
The purpose of this research was to look into how to improve students' vocabulary achievement by using the Presentation, Practice, and Production method. This study used both quantitative research and an experimental design. In this study, 68 seventh-grade students from SMP Negeri in Bandung Barat participated. They were split into two groups: the control and the experimental. Both groups received the same pre-test. The Presentation, Practice, and Production method was taught to the experimental group, while the traditional method was taught to the control group. Statistical analysis of the data revealed a significant difference in enhancement between the experimental and control groups. Both groups improved, but the control group did not outperform the experimental group. The researcher recommended that the teacher teach vocabulary using the Presentation, Practice, Production method because it is effective in increasing student vocabulary in rural EFL classrooms.
本研究的目的是探讨如何运用陈述、练习、生成教学法来提高学生的词汇成绩。本研究采用定量研究和实验设计相结合的方法。本研究以万隆巴拉市内格里小学的68名七年级学生为研究对象。他们被分成两组:对照组和实验组。两组接受相同的预测。实验组采用Presentation, Practice, and Production方法，对照组采用传统方法。数据的统计分析显示实验组和对照组之间在增强方面有显著差异。两组都有所改善，但对照组的表现并没有超过实验组。研究者建议教师使用Presentation - Practice - Production的方法来教授词汇，因为这对于增加农村英语课堂学生的词汇量是有效的。
{"title":"Vocabulary Enhancement through Presentation, Practice, Production(PPP) Method in the Rural EFL Classrooms","authors":"C. V. Katemba","doi":"10.35974/acuity.v7i1.2774","DOIUrl":"https://doi.org/10.35974/acuity.v7i1.2774","url":null,"abstract":"The purpose of this research was to look into how to improve students' vocabulary achievement by using the Presentation, Practice, and Production method. This study used both quantitative research and an experimental design. In this study, 68 seventh-grade students from SMP Negeri in Bandung Barat participated. They were split into two groups: the control and the experimental. Both groups received the same pre-test. The Presentation, Practice, and Production method was taught to the experimental group, while the traditional method was taught to the control group. Statistical analysis of the data revealed a significant difference in enhancement between the experimental and control groups. Both groups improved, but the control group did not outperform the experimental group. The researcher recommended that the teacher teach vocabulary using the Presentation, Practice, Production method because it is effective in increasing student vocabulary in rural EFL classrooms.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83877433","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 : 2022-02-06DOI: 10.35974/acuity.v7i1.2483
Herlandri Eka Jayaputri
This study aims to describe the good characterizations of the main characters, the plot, and the educational values in the novel To Kill a Mockingbird by Harper Lee. This current study employed the qualitative method. The research provided the secondary data derived from To Kill a Mockingbird Novel by Harper Lee. For the data collection, document analysis was used as the researcher read the novel, collected suitable data, made sense of the data, and selected the unit of analysis (Satu Elo et al., 2014). The results of this research are as follows; the first, the good characterization of the novel is curious, diligent, wise, caring, creative, and brave. The second, plot of the novel is the regressive plot because the novel talked about the experience of Scout and Jem and it is described using the theory of Tennyson in Subhan as follows; exposition, rising action, crisis, falling action, and resolution. Third, the educational values of the novel are divided into four elements namely; values of religious education, values of moral education, values of social education, and values of cultural education.
本研究旨在描述哈珀·李的小说《杀死一只知更鸟》对主要人物的刻画、故事情节和教育价值。本研究采用定性方法。本研究提供的辅助数据来源于哈珀·李的小说《杀死一只知更鸟》。在数据收集方面，采用文献分析法，研究者阅读小说，收集合适的数据，理解数据，选择分析单位(Satu Elo et al.， 2014)。本文的研究结果如下:首先，小说的优秀特征是好奇、勤奋、智慧、关怀、创造和勇敢。第二，小说的情节是一种倒退的情节因为小说讲述了斯各特和杰姆的经历它是用丁尼生在苏班的理论来描述的;阐述，上升动作，危机，下降动作和解决。第三，将小说的教育价值划分为四个要素，即;宗教教育价值观、道德教育价值观、社会教育价值观、文化教育价值观。
{"title":"The Educational Values as Reelected in Harper Lee Novel’s to Kill A Mocking Bird","authors":"Herlandri Eka Jayaputri","doi":"10.35974/acuity.v7i1.2483","DOIUrl":"https://doi.org/10.35974/acuity.v7i1.2483","url":null,"abstract":" \u0000This study aims to describe the good characterizations of the main characters, the plot, and the educational values in the novel To Kill a Mockingbird by Harper Lee. This current study employed the qualitative method. The research provided the secondary data derived from To Kill a Mockingbird Novel by Harper Lee. For the data collection, document analysis was used as the researcher read the novel, collected suitable data, made sense of the data, and selected the unit of analysis (Satu Elo et al., 2014). The results of this research are as follows; the first, the good characterization of the novel is curious, diligent, wise, caring, creative, and brave. The second, plot of the novel is the regressive plot because the novel talked about the experience of Scout and Jem and it is described using the theory of Tennyson in Subhan as follows; exposition, rising action, crisis, falling action, and resolution. Third, the educational values of the novel are divided into four elements namely; values of religious education, values of moral education, values of social education, and values of cultural education.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84772188","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 : 2022-02-03DOI: 10.35974/acuity.v7i1.2535
Tira Nur Fitria
Vlogging can help language learners to practice even improve their speaking skills. This research is to know the non-English students’ perception and their problems of making an “English Vlog” project at ITB AAS Indonesia in 2020/2021. This research applies descriptive qualitative. The analysis shows that most students strongly agree that speaking is the most challenging skill. But, they agree that the English vlog is an interesting and fun task in English class in making them dare to speak in English. The topic/theme about "My Description" also is interesting. Before, most students prepare a draft before recording an English vlog and prepare by writing an Indonesian draft first. They do the exercises repeatedly to get the best result with more than five times in making an English vlog. But, the students also face problems in making English vlogs, they are Mostly students having difficulty in grammar when speaking English. Most students use a phone in recording their vlog and they do not use additional devices when recording English vlog. The audio and video quality on their device affects their vlog quality. Besides, most students have technical problems in light conditions. They are easily distracted by their surroundings, lose concentration, feeling bored, insecure when recording a vlog in front of the camera, and fear when making mistakes during speaking English. Through this vlogging, the students can improve their speaking skills in a more fun way, practice expressing themselves, increase self-confidence, and follow trends in the digital era.
{"title":"English Vlog Project: Students’ Perceptions and Their Problems","authors":"Tira Nur Fitria","doi":"10.35974/acuity.v7i1.2535","DOIUrl":"https://doi.org/10.35974/acuity.v7i1.2535","url":null,"abstract":"Vlogging can help language learners to practice even improve their speaking skills. This research is to know the non-English students’ perception and their problems of making an “English Vlog” project at ITB AAS Indonesia in 2020/2021. This research applies descriptive qualitative. The analysis shows that most students strongly agree that speaking is the most challenging skill. But, they agree that the English vlog is an interesting and fun task in English class in making them dare to speak in English. The topic/theme about \"My Description\" also is interesting. Before, most students prepare a draft before recording an English vlog and prepare by writing an Indonesian draft first. They do the exercises repeatedly to get the best result with more than five times in making an English vlog. But, the students also face problems in making English vlogs, they are Mostly students having difficulty in grammar when speaking English. Most students use a phone in recording their vlog and they do not use additional devices when recording English vlog. The audio and video quality on their device affects their vlog quality. Besides, most students have technical problems in light conditions. They are easily distracted by their surroundings, lose concentration, feeling bored, insecure when recording a vlog in front of the camera, and fear when making mistakes during speaking English. Through this vlogging, the students can improve their speaking skills in a more fun way, practice expressing themselves, increase self-confidence, and follow trends in the digital era.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84613412","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 : 2021-11-11DOI: 10.35974/acuity.v7i1.2578
K. Wijaya
Abstract To better cultivate life-long learning characters within EFL learners, they should be well-trained in activating their utmost self-regulation potentials. By becoming more self-regulated academicians, EFL learners will be more capable of controlling their targeted learning environments, resources, strategies, and time in a better purpose to reach the desired learning outcomes. Concerning this belief, this present qualitative library study was run to exhaustively unearth the crucial role of self-regulation in worldwide EFL learning contexts. To fulfill this main research concern, 30 prior self-regulation studies were conscientiously selected to generate a new enlightenment for globalized ELT educators to nurture their learners’ self-regulation growth in varied language learning situations. The obtained major findings unveiled that a higher degree of self-regulation enabled EFL learners to transform into more life-long knowledge seekers fully reaping more fruitful language learning outcomes. For the betterment of this pivotal psychological investigation, a considerable number of self-regulation literature in line with the interconnected nature of other psychological constructs are highly suggestive for future researchers aiming to conduct identical studies. Keywords: self-regulation, library study, worldwide EFL learning contexts
{"title":"The Important Role of Self-Regulation in Worldwide EFL Learning Contexts","authors":"K. Wijaya","doi":"10.35974/acuity.v7i1.2578","DOIUrl":"https://doi.org/10.35974/acuity.v7i1.2578","url":null,"abstract":"Abstract \u0000 \u0000To better cultivate life-long learning characters within EFL learners, they should be well-trained in activating their utmost self-regulation potentials. By becoming more self-regulated academicians, EFL learners will be more capable of controlling their targeted learning environments, resources, strategies, and time in a better purpose to reach the desired learning outcomes. Concerning this belief, this present qualitative library study was run to exhaustively unearth the crucial role of self-regulation in worldwide EFL learning contexts. To fulfill this main research concern, 30 prior self-regulation studies were conscientiously selected to generate a new enlightenment for globalized ELT educators to nurture their learners’ self-regulation growth in varied language learning situations. The obtained major findings unveiled that a higher degree of self-regulation enabled EFL learners to transform into more life-long knowledge seekers fully reaping more fruitful language learning outcomes. For the betterment of this pivotal psychological investigation, a considerable number of self-regulation literature in line with the interconnected nature of other psychological constructs are highly suggestive for future researchers aiming to conduct identical studies. \u0000 \u0000Keywords: self-regulation, library study, worldwide EFL learning contexts","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"129 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89100134","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 : 2021-09-16DOI: 10.35974/acuity.v7i2.2531
Arief Eko Priyo Atmojo
This research aims to seek answers on the students’ perceptions towards teacher-made YouTube videos for learning English online and how do they take advantage of the videos. Eight non-English department students were invited to become participants and they voluntarily accepted the invitation. Data were garnered through written reflections. It was then continued by three rounds of semi-structured focus group discussion. Coding was performed to analyze the data and done thrice at different times to ensure the credibility of the results. The results indicate the students’ general and detailed perceptions on the use of teacher-made YouTube videos which are very fruitful. The findings also show how the students use and take advantage of the videos and some difficulties they encounter. It implies that the student's perceptions and how they use and take advantage of the videos should be considered by EFL video creators in the future, including EFL teachers. Future researches may apply different methods, contexts, and participants.
{"title":"Teacher-Made YouTube Videos in Online EFL Classes: Non-English Department Students’ Perceptions and Practices","authors":"Arief Eko Priyo Atmojo","doi":"10.35974/acuity.v7i2.2531","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2531","url":null,"abstract":"This research aims to seek answers on the students’ perceptions towards teacher-made YouTube videos for learning English online and how do they take advantage of the videos. Eight non-English department students were invited to become participants and they voluntarily accepted the invitation. Data were garnered through written reflections. It was then continued by three rounds of semi-structured focus group discussion. Coding was performed to analyze the data and done thrice at different times to ensure the credibility of the results. The results indicate the students’ general and detailed perceptions on the use of teacher-made YouTube videos which are very fruitful. The findings also show how the students use and take advantage of the videos and some difficulties they encounter. It implies that the student's perceptions and how they use and take advantage of the videos should be considered by EFL video creators in the future, including EFL teachers. Future researches may apply different methods, contexts, and participants.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82167962","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 : 2021-07-04DOI: 10.35974/acuity.v7i2.2541
Hasan Sağlamel, Zeynep Aydoğdu
The international appeal of English has resulted in an expansion of courses adopting English-medium instruction, and many institutions require students to pursue their studies in programs with English medium. However, to what extent these programs meet the expectations is yet to be understood. Numerous studies have documented the effectiveness of EMI particularly in English as a foreign language contexts. However, perspectives of different stakeholders were not adequately captured. The present study attempts to fill this void by exploring students' needs of academic writing from the perspectives of different stakeholders. A total of 9 participants, namely, 5 students, a language instructor, and 3 teachers of content professors were selected using the snowball sampling method. All the participants were selected from a department offering English-medium instruction at a state university in Turkey. Data were collected through semi-structured interviews. The results show that students require more investment in academic writing courses to get familiar with the disciplinary register and fulfil the requirements of future English courses. The stakeholders’ perspectives are compared to have a better understanding of students’ needs, lacks and wants. The study suggests some implications to approach language education policies more critically.
{"title":"The Academic Writing Needs of Students: A Case Study on Stakeholder Perspectives","authors":"Hasan Sağlamel, Zeynep Aydoğdu","doi":"10.35974/acuity.v7i2.2541","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2541","url":null,"abstract":"The international appeal of English has resulted in an expansion of courses adopting English-medium instruction, and many institutions require students to pursue their studies in programs with English medium. However, to what extent these programs meet the expectations is yet to be understood. Numerous studies have documented the effectiveness of EMI particularly in English as a foreign language contexts. However, perspectives of different stakeholders were not adequately captured. The present study attempts to fill this void by exploring students' needs of academic writing from the perspectives of different stakeholders. A total of 9 participants, namely, 5 students, a language instructor, and 3 teachers of content professors were selected using the snowball sampling method. All the participants were selected from a department offering English-medium instruction at a state university in Turkey. Data were collected through semi-structured interviews. The results show that students require more investment in academic writing courses to get familiar with the disciplinary register and fulfil the requirements of future English courses. The stakeholders’ perspectives are compared to have a better understanding of students’ needs, lacks and wants. The study suggests some implications to approach language education policies more critically.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87368518","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 : 2021-07-04DOI: 10.35974/acuity.v7i2.2539
Abdullah Tugrul Coskun, Yücel Yüksel
The aim of this study is to adapt the Boredom in Practical English Language Classes-Revised (BPELC-R) scale developed by Pawlak, Kruk, Zawodniak and Pasikowski (2020) into the high school English as a Foreign Language (EFL) context of Turkey and to reveal high school EFL students' level of boredom. Also, the study investigates whether their level of boredom differs depending on the variables of gender, grade level and selected academic track. The two-factor scale including 23 Likert-scale items were completed by 680 high school EFL students at different grade levels in eight public high schools in a city in Turkey. The data analyzed by means of the SPSS uncovered medium level of boredom. It was also found that the most common causes of boredom are the monotonous nature of the English lessons and the dissatisfaction of the participants with these lessons. While no significant difference was observed in the level of boredom depending on the gender variable, students' grade level and the chosen academic track led to significant differences. The highest level of boredom was revealed for final year students and for those who chose the science track. Some implications on how to reduce EFL classroom boredom are provided.
{"title":"Examining English as a Foreign Language Students' Boredom in terms of Different Variables","authors":"Abdullah Tugrul Coskun, Yücel Yüksel","doi":"10.35974/acuity.v7i2.2539","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2539","url":null,"abstract":"The aim of this study is to adapt the Boredom in Practical English Language Classes-Revised (BPELC-R) scale developed by Pawlak, Kruk, Zawodniak and Pasikowski (2020) into the high school English as a Foreign Language (EFL) context of Turkey and to reveal high school EFL students' level of boredom. Also, the study investigates whether their level of boredom differs depending on the variables of gender, grade level and selected academic track. The two-factor scale including 23 Likert-scale items were completed by 680 high school EFL students at different grade levels in eight public high schools in a city in Turkey. The data analyzed by means of the SPSS uncovered medium level of boredom. It was also found that the most common causes of boredom are the monotonous nature of the English lessons and the dissatisfaction of the participants with these lessons. While no significant difference was observed in the level of boredom depending on the gender variable, students' grade level and the chosen academic track led to significant differences. The highest level of boredom was revealed for final year students and for those who chose the science track. Some implications on how to reduce EFL classroom boredom are provided.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73582149","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 : 2021-06-28DOI: 10.35974/acuity.v7i2.2529
Kutay Uzun, Ö. Ulum
This study aimed to utilize sentiment and sentence similarity analyses, two Natural Language Processing techniques, to see if and how well they could predict L2 Writing Performance in integrated and independent task conditions. The data sources were an integrated L2 writing corpus of 185 literary analysis essays and an independent L2 writing corpus of 500 argumentative essays, both of which were compiled in higher education contexts. Both essay groups were scored between 0 and 100. Two Python libraries, TextBlob and SpaCy, were used to generate sentiment and sentence similarity data. Using sentiment (polarity and subjectivity) and sentence similarity variables, regression models were built and 95% prediction intervals were compared for integrated and independent corpora. The results showed that integrated L2 writing performance could be predicted by subjectivity and sentence similarity. However, only subjectivity predicted independent L2 writing performance. The prediction interval of subjectivity for independent writing model was found to be narrower than the same interval for integrated writing. The results show that the sentiment and sentence similarity analysis algorithms can be used to generate complementary data to improve more complex multivariate L2 writing performance prediction models.
{"title":"Sentiment and Sentence Similarity as Predictors of Integrated and Independent L2 Writing Performance","authors":"Kutay Uzun, Ö. Ulum","doi":"10.35974/acuity.v7i2.2529","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2529","url":null,"abstract":"This study aimed to utilize sentiment and sentence similarity analyses, two Natural Language Processing techniques, to see if and how well they could predict L2 Writing Performance in integrated and independent task conditions. The data sources were an integrated L2 writing corpus of 185 literary analysis essays and an independent L2 writing corpus of 500 argumentative essays, both of which were compiled in higher education contexts. Both essay groups were scored between 0 and 100. Two Python libraries, TextBlob and SpaCy, were used to generate sentiment and sentence similarity data. Using sentiment (polarity and subjectivity) and sentence similarity variables, regression models were built and 95% prediction intervals were compared for integrated and independent corpora. The results showed that integrated L2 writing performance could be predicted by subjectivity and sentence similarity. However, only subjectivity predicted independent L2 writing performance. The prediction interval of subjectivity for independent writing model was found to be narrower than the same interval for integrated writing. The results show that the sentiment and sentence similarity analysis algorithms can be used to generate complementary data to improve more complex multivariate L2 writing performance prediction models.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"202 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77009591","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 : 2021-06-21DOI: 10.35974/acuity.v6i2.2462
Siska Rizkiani
Professional competence of pre-service English teachers needs to be done in an effort to find effective ways in improving their teaching performance, which requires the proper implementation of ICT in online learning. This study aims at investigating the level of professional competence of pre-service English teachers in vocational high schools in applying ICT in learning during the Covid-19 pandemic. It adopts a quantitative approach. It is a type of survey research because it only describes the condition of the research respondents without any treatment being carried out. The respondents of this study were 83 English pre-service teachers of the IKIP Siliwangi who were undergoing teaching training subjects at various vocational schools. This research was conducted by distributing questionnaires and conducting interviews. The results showed that the professional competence of pre-service English teachers in implementing ICT is at a very good level, which means that pre-service teachers have not performed excellent competence. This can be proven from the tendency of the three assessors (in-service teachers, supervisors, and students) to state that almost all aspects of pre-service teachers are at a very good competency level. These aspects are teaching and learning activities, teaching administration management, assignments, implementation of evaluation, and the right tools. Only on the delivery of information aspect, pre-service teachers get a good competency level.
{"title":"Professional Competency of Pre-Service English Teachers and ICT during Covid-19 Pandemic","authors":"Siska Rizkiani","doi":"10.35974/acuity.v6i2.2462","DOIUrl":"https://doi.org/10.35974/acuity.v6i2.2462","url":null,"abstract":"Professional competence of pre-service English teachers needs to be done in an effort to find effective ways in improving their teaching performance, which requires the proper implementation of ICT in online learning. This study aims at investigating the level of professional competence of pre-service English teachers in vocational high schools in applying ICT in learning during the Covid-19 pandemic. It adopts a quantitative approach. It is a type of survey research because it only describes the condition of the research respondents without any treatment being carried out. The respondents of this study were 83 English pre-service teachers of the IKIP Siliwangi who were undergoing teaching training subjects at various vocational schools. This research was conducted by distributing questionnaires and conducting interviews. The results showed that the professional competence of pre-service English teachers in implementing ICT is at a very good level, which means that pre-service teachers have not performed excellent competence. This can be proven from the tendency of the three assessors (in-service teachers, supervisors, and students) to state that almost all aspects of pre-service teachers are at a very good competency level. These aspects are teaching and learning activities, teaching administration management, assignments, implementation of evaluation, and the right tools. Only on the delivery of information aspect, pre-service teachers get a good competency level.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"227 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86215609","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 : 2021-06-08DOI: 10.35974/acuity.v6i2.2486
Emrah Dolgunsöz, Gürkan Yildirim
The recent Covid-19 based emergency remote education caught educational practitioners unprepared and caused learners to rely on any technology which offered them the best pedagogical solution. Since mobile devices such as smartphones, tablets, and notebooks are widely used in daily life, EFL learners also preferred to utilize them for online courses due to their undisputable mobility. However, using mobile devices in long online EFL courses is not without its limitations. This study aimed to examine the mobile experience during EFL skill courses in emergency remote education. 47 EFL preparatory class students who were attending online courses for 4 months with their mobile devices were asked to write a reflection for each skill course based on three main categories: Limitations of mobile devices, effects of mobile devices on in-classroom interaction, and device satisfaction rates. The initial findings addressed that EFL learners commonly used smartphones or notebooks for online courses rather than desktop PCs and tablets. Secondly, our results revealed various limitations for each EFL course such as limited screen size, overheating, microphone problems, and internet connection efficiency. On the other hand, although mobile devices were reported to have worked fine for in-class communication, device satisfaction rates regarding online courses were low, especially for smartphones.
{"title":"The Role of Mobile Devices on Online EFL Skill Courses During Covid-19 Emergency Remote Education","authors":"Emrah Dolgunsöz, Gürkan Yildirim","doi":"10.35974/acuity.v6i2.2486","DOIUrl":"https://doi.org/10.35974/acuity.v6i2.2486","url":null,"abstract":"The recent Covid-19 based emergency remote education caught educational practitioners unprepared and caused learners to rely on any technology which offered them the best pedagogical solution. Since mobile devices such as smartphones, tablets, and notebooks are widely used in daily life, EFL learners also preferred to utilize them for online courses due to their undisputable mobility. However, using mobile devices in long online EFL courses is not without its limitations. This study aimed to examine the mobile experience during EFL skill courses in emergency remote education. 47 EFL preparatory class students who were attending online courses for 4 months with their mobile devices were asked to write a reflection for each skill course based on three main categories: Limitations of mobile devices, effects of mobile devices on in-classroom interaction, and device satisfaction rates. The initial findings addressed that EFL learners commonly used smartphones or notebooks for online courses rather than desktop PCs and tablets. Secondly, our results revealed various limitations for each EFL course such as limited screen size, overheating, microphone problems, and internet connection efficiency. On the other hand, although mobile devices were reported to have worked fine for in-class communication, device satisfaction rates regarding online courses were low, especially for smartphones. ","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88535390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：