This case study aims to explore how the personality traits of a good language learner contributed to her success in language learning. Using a case study design, this study involved one student who met the criteria of a good language learner who became a champion of English competitions. This study used the Myers-Briggs Type Indicator personality test and semi-structured interviews to collect the data. The study showed that Meta's extrovert personality was described as talkative, confident, enthusiastic, and assertive. She understood a problem by talking about it and heard others' ideas in solving problems. As a sensing personality, she was objective and made decisions based on logic and facts to decide both sides. As a thinking person, she always worked with plans, and in making plans, she analyzed the pros and cons. She was objective and consistent in doing what she had planned. Her judging personality described how she dealt with their outer world. She had a decided lifestyle that had helped her achieve her goals in language learning by planning her language learning activities.
{"title":"Personality of a Good Language Learner: a Case Study in EFL Context","authors":"Puji Astuti Amalia, Aridah Aridah","doi":"10.21580/vjv10i18146","DOIUrl":"https://doi.org/10.21580/vjv10i18146","url":null,"abstract":"This case study aims to explore how the personality traits of a good language learner contributed to her success in language learning. Using a case study design, this study involved one student who met the criteria of a good language learner who became a champion of English competitions. This study used the Myers-Briggs Type Indicator personality test and semi-structured interviews to collect the data. The study showed that Meta's extrovert personality was described as talkative, confident, enthusiastic, and assertive. She understood a problem by talking about it and heard others' ideas in solving problems. As a sensing personality, she was objective and made decisions based on logic and facts to decide both sides. As a thinking person, she always worked with plans, and in making plans, she analyzed the pros and cons. She was objective and consistent in doing what she had planned. Her judging personality described how she dealt with their outer world. She had a decided lifestyle that had helped her achieve her goals in language learning by planning her language learning activities.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79854987","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 current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.
{"title":"University Students’ Preferable Types of Teacher Humor in English Classes","authors":"P. T. Thuy, Le Thanh Thao","doi":"10.21580/vjv10i29096","DOIUrl":"https://doi.org/10.21580/vjv10i29096","url":null,"abstract":"The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86212304","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 to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.
{"title":"North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction","authors":"Putu Dinia Suryandani, M. Santosa","doi":"10.21580/vjv10i28921","DOIUrl":"https://doi.org/10.21580/vjv10i28921","url":null,"abstract":"This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83123671","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 rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.
{"title":"Rural EFL Teachers’ Emotions and Agency in Online Language Teaching: I Will Survive","authors":"D. Sari","doi":"10.21580/VJV10I17727","DOIUrl":"https://doi.org/10.21580/VJV10I17727","url":null,"abstract":"This article explores rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79983572","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}
Despite the availability of many technological resources in academic settings and their determinant effect in the improvement of teaching and learning, it seems that teachers rarely used them. The aim of the present study is to investigate the effect of psychological variables on teachers` attitudes regarding technology use. In this research, most applicable models like the 'technology acceptance model', 'theory of reasoned action', and 'innovation diffusion theory' are used as the foundation for developing a conceptual framework. Variables such as 'perceived usefulness', 'perceived ease of use', 'trialability', 'subjective norms', and 'attitude' are recaptured from these models. The participants of the present research are high school English language teachers in Shiraz. The researcher uses stratified sampling to identify a representative sample from the population. The present study is administered by using five questionnaires to assess variables. The data are analyzed by means of path analysis. According to the obtained result, perceived ease of use is found to be affected by subjective norms and trialability, which in turn influenced the attitude of teachers toward using technology in their teachings. The results propose that the most influential factor on attitude is trialability (β= 0.38). On the other hand, perceived usefulness has a significant, influential effect on attitude. Subjective norms has an indirect but important effect on attitude.
{"title":"Investigating the Effects of Subjective Norms and Trialability on English Teachers` Attitude toward the Use of Technology","authors":"Somayeh Davoodi, Leila Akbarpour, E. Hadipour","doi":"10.21580/VJV10I17431","DOIUrl":"https://doi.org/10.21580/VJV10I17431","url":null,"abstract":"Despite the availability of many technological resources in academic settings and their determinant effect in the improvement of teaching and learning, it seems that teachers rarely used them. The aim of the present study is to investigate the effect of psychological variables on teachers` attitudes regarding technology use. In this research, most applicable models like the 'technology acceptance model', 'theory of reasoned action', and 'innovation diffusion theory' are used as the foundation for developing a conceptual framework. Variables such as 'perceived usefulness', 'perceived ease of use', 'trialability', 'subjective norms', and 'attitude' are recaptured from these models. The participants of the present research are high school English language teachers in Shiraz. The researcher uses stratified sampling to identify a representative sample from the population. The present study is administered by using five questionnaires to assess variables. The data are analyzed by means of path analysis. According to the obtained result, perceived ease of use is found to be affected by subjective norms and trialability, which in turn influenced the attitude of teachers toward using technology in their teachings. The results propose that the most influential factor on attitude is trialability (β= 0.38). On the other hand, perceived usefulness has a significant, influential effect on attitude. Subjective norms has an indirect but important effect on attitude.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85518252","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}
Creativity plays an important role in education for both students and teachers. In this study, the researchers aim to investigate how teachers generate elementary students’ creativity in the classroom. The study involved ten elementary school English teachers from ten schools in Sintang, West Kalimantan, Indonesia. This descriptive qualitative study employed snowball sampling by which the researchers invited one teacher to participate in this study and later the teacher suggested other potential participants that could be considered as the research samples. In gathering the data, the researchers identified teachers’ perspectives in generating creativity using questionnaires and interviews. The questionnaires results were in the form of a Likert Scale and a diagram was employed to display the overall tendency. Further, interviews were descriptively analysed to support the results of the questionnaires. The results of this study demonstrated that in generating creativity in the classroom, the following criteria should be fulfilled: (1) students’ mistakes should be welcomed and accepted as important part of learning; (2) students are expected to perform not only by constructing novel ideas, but also creating a product (outcome) that facilitates their creativity in the classroom. Other results close to the previous two main points are related to open-ended and real-life (authentic) tasks, resources availability, the atmosphere of care, and the teachers as a guide. In this study, the researchers provide data about how elementary school teachers generate creativity for elementary school students. It is suggested that further research should nurture and provide an atmosphere of care and physical environment to generate creativity.
{"title":"Generating Creativity in Elementary School Teaching: A Case Study of Teacher Professional Development in Indonesia","authors":"Yohana Ina Triana Weran, Paulus Kuswandono","doi":"10.21580/vjv10i17454","DOIUrl":"https://doi.org/10.21580/vjv10i17454","url":null,"abstract":"Creativity plays an important role in education for both students and teachers. In this study, the researchers aim to investigate how teachers generate elementary students’ creativity in the classroom. The study involved ten elementary school English teachers from ten schools in Sintang, West Kalimantan, Indonesia. This descriptive qualitative study employed snowball sampling by which the researchers invited one teacher to participate in this study and later the teacher suggested other potential participants that could be considered as the research samples. In gathering the data, the researchers identified teachers’ perspectives in generating creativity using questionnaires and interviews. The questionnaires results were in the form of a Likert Scale and a diagram was employed to display the overall tendency. Further, interviews were descriptively analysed to support the results of the questionnaires. The results of this study demonstrated that in generating creativity in the classroom, the following criteria should be fulfilled: (1) students’ mistakes should be welcomed and accepted as important part of learning; (2) students are expected to perform not only by constructing novel ideas, but also creating a product (outcome) that facilitates their creativity in the classroom. Other results close to the previous two main points are related to open-ended and real-life (authentic) tasks, resources availability, the atmosphere of care, and the teachers as a guide. In this study, the researchers provide data about how elementary school teachers generate creativity for elementary school students. It is suggested that further research should nurture and provide an atmosphere of care and physical environment to generate creativity.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88550574","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 present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.
{"title":"The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style","authors":"M. Ayatollahi, F. Ferdosi","doi":"10.21580/vjv10i28466","DOIUrl":"https://doi.org/10.21580/vjv10i28466","url":null,"abstract":"The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79667326","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}
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.
{"title":"Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners","authors":"Rahma Deni, F. Fahriany","doi":"10.21580/vjv9i14862","DOIUrl":"https://doi.org/10.21580/vjv9i14862","url":null,"abstract":"Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77693221","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 investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.
{"title":"Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand","authors":"Vincentia Aprilla Putri","doi":"10.21580/vjv9i25187","DOIUrl":"https://doi.org/10.21580/vjv9i25187","url":null,"abstract":"This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"382 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76421211","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 : 2019-10-01DOI: 10.29408/veles.v3i2.1559
Harpiansi Harpiansi, N. Suryani
The 4th industrial revolution effects many areas in today’s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill.This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test.Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.001<0.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In other word, there is significant effect of blended learning on students reading skill achievement.
第四次工业革命影响了当今全球化时代的许多领域，包括高等院校。互联网是这场革命的主要工具。如果学校在学习过程中只采用面对面的方式，学生的时间空间利用率就会受到限制。混合式学习是克服学习时间和地点不方便的另一种解决方案。除了发展远程大学还应该让学生掌握英语阅读技能。本研究采用前测后测对照设计的实验方法，探讨混合式学习对英语学术阅读的影响。本研究的样本是32名AMIK Bina Sriwijaya的学生。数据通过英语阅读理解测试以选择题的形式收集，并采用独立样本T检验进行分析。根据假设方差相等部分的独立样本T检验输出表，可以发现Sig值。(2尾)0.001<0.05。可以得出，实验组被调查者的平均学习成绩与对照组被调查者的平均学习成绩存在显著差异。也就是说，混合式学习对学生的阅读技能成就有显著的影响。
{"title":"Blended Learning in English Academic Reading to Respond Revolution 4.0","authors":"Harpiansi Harpiansi, N. Suryani","doi":"10.29408/veles.v3i2.1559","DOIUrl":"https://doi.org/10.29408/veles.v3i2.1559","url":null,"abstract":"The 4th industrial revolution effects many areas in today’s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill.This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test.Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.001<0.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In other word, there is significant effect of blended learning on students reading skill achievement.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86799225","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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