Pub Date : 2023-04-28DOI: 10.26858/eltww.v10i1.44976
Awaluddin Syamsu, Hadijah Hadijah
The high quality of academic writing is highly influenced by the sufficient use of academic phrases. This research examined the students with English major backgrounds in both English education and English literature and found their difficult recourses. This research developed an academic phrase test and adopted a questionnaire on students’ perception on the source of academic phrase difficulties. There were 58 respondents from English majors with 49 from English education and 9 from English literature. The result of the test indicated that the student’s ability in academic phrases needs to be improved. The students perceived those unfamiliar words usage, the absence of the syllabi, insufficient teaching, and less experience in using them are the source of difficulties. Therefore, it can be said that academic phraseology should be included in the English student’s curriculum to solve the student’s issues. By doing this students’ exposure to academic phrases can be also increased so they will have more experience dealing with the phrases and can resolve their unfamiliarity with the words used in academic phrases. The findings of this study suggest that students in the English background majors should be assisted with academic phrases lessons to improve their academic writing in general and academic phrase usage in particular.
{"title":"EFL English Student’s Ability and Difficulties in Dealing with Academic Phrases","authors":"Awaluddin Syamsu, Hadijah Hadijah","doi":"10.26858/eltww.v10i1.44976","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.44976","url":null,"abstract":"The high quality of academic writing is highly influenced by the sufficient use of academic phrases. This research examined the students with English major backgrounds in both English education and English literature and found their difficult recourses. This research developed an academic phrase test and adopted a questionnaire on students’ perception on the source of academic phrase difficulties. There were 58 respondents from English majors with 49 from English education and 9 from English literature. The result of the test indicated that the student’s ability in academic phrases needs to be improved. The students perceived those unfamiliar words usage, the absence of the syllabi, insufficient teaching, and less experience in using them are the source of difficulties. Therefore, it can be said that academic phraseology should be included in the English student’s curriculum to solve the student’s issues. By doing this students’ exposure to academic phrases can be also increased so they will have more experience dealing with the phrases and can resolve their unfamiliarity with the words used in academic phrases. The findings of this study suggest that students in the English background majors should be assisted with academic phrases lessons to improve their academic writing in general and academic phrase usage in particular.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084943","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.23139
Desy Mansyur, Rafi'ah Nur, Siti Hajar Larekeng
This study is aimed to find out the teachers’ challenges in virtual learning process to maximize the achievement of High School students in Indonesia. This research applied qualitative descriptive research with 5 English teachers as subjects of this research. The instruments are used in this research were interview and observation. The data has been analyzed by three steps according to Miles and Huberman theory. The results of this research showed that (a) the teachers’ challenges in virtual learning process are students’ far distance from internet sources, (b) difficult to access the clear explanation from the teachers and students, (c) lack of motivation to teach in limit access of students’ distance and network trouble, and (d) students’ less knowledge if using the internet and difficult to start the meeting using a different application. This study reveals that many challenges come over when the teachers applied virtual learning. Most of teachers were getting into trouble when entering the class if the students did not attend in virtual class because of far distance from internet sources. Another difficulty that challenges the teacher is their lack of giving motivation was not ineffective to teach their class. And the limit of network access made the students in loading to respond to the teachers' explanation and assignment to evaluate their knowledge.
{"title":"Teachers’ Challenges in Virtual Learning Process to Maximize The Students’ Achievement in 4.0 Era at UPT SMPN 1 Duampanua","authors":"Desy Mansyur, Rafi'ah Nur, Siti Hajar Larekeng","doi":"10.26858/eltww.v10i1.23139","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.23139","url":null,"abstract":"This study is aimed to find out the teachers’ challenges in virtual learning process to maximize the achievement of High School students in Indonesia. This research applied qualitative descriptive research with 5 English teachers as subjects of this research. The instruments are used in this research were interview and observation. The data has been analyzed by three steps according to Miles and Huberman theory. The results of this research showed that (a) the teachers’ challenges in virtual learning process are students’ far distance from internet sources, (b) difficult to access the clear explanation from the teachers and students, (c) lack of motivation to teach in limit access of students’ distance and network trouble, and (d) students’ less knowledge if using the internet and difficult to start the meeting using a different application. This study reveals that many challenges come over when the teachers applied virtual learning. Most of teachers were getting into trouble when entering the class if the students did not attend in virtual class because of far distance from internet sources. Another difficulty that challenges the teacher is their lack of giving motivation was not ineffective to teach their class. And the limit of network access made the students in loading to respond to the teachers' explanation and assignment to evaluate their knowledge.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084782","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.45409
Wilmar Salazar Obeso
Citation is a crucial rhetorical aspect that plays a fundamental role within academic writing and it is a problematic area for novice writers, especially nonnative undergraduate English teachers. However, little is known about how these teachers cite in the theoretical framework chapters of their monograph. This articles aims at describing the citation practices in a corpus conformed by 22 theoretical framework chapters of monographs written by undergraduate English teachers (UETs) in Colombia. The analysis was constituted by the citation typology of Swales (1986,1990) and Petriḉ’s (2007) functional taxonomy of citations. The results indicate that integral citation is the most used citation type in the corpus of UETs which depicts a simple for of citation. Related to functions, the attribution is highly dominant in this corpus which entails an undergraduate English teachers’ limitation in the variety of function citation. This study can be used to raise awareness on nonnative undergraduate English teachers towards better citation practices in their disciplinary academic papers.
{"title":"Citation Practices in Colombian Undergraduate English Teachers’ Academic Writing","authors":"Wilmar Salazar Obeso","doi":"10.26858/eltww.v10i1.45409","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.45409","url":null,"abstract":"Citation is a crucial rhetorical aspect that plays a fundamental role within academic writing and it is a problematic area for novice writers, especially nonnative undergraduate English teachers. However, little is known about how these teachers cite in the theoretical framework chapters of their monograph. This articles aims at describing the citation practices in a corpus conformed by 22 theoretical framework chapters of monographs written by undergraduate English teachers (UETs) in Colombia. The analysis was constituted by the citation typology of Swales (1986,1990) and Petriḉ’s (2007) functional taxonomy of citations. The results indicate that integral citation is the most used citation type in the corpus of UETs which depicts a simple for of citation. Related to functions, the attribution is highly dominant in this corpus which entails an undergraduate English teachers’ limitation in the variety of function citation. This study can be used to raise awareness on nonnative undergraduate English teachers towards better citation practices in their disciplinary academic papers.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084947","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.41174
Ni Made Desi Puspasari, IGA Lokita Purnamika Utami, Luh Gd Rahayu Budiarta
The COVID-19 pandemic has prompted a rapid shift from traditional face-to-face teaching to remote learning in educational institutions worldwide, including Indonesian senior high schools. This qualitative descriptive study explores the challenges faced by English as a Foreign Language (EFL) teachers during this transition, focusing on technology infrastructure, student engagement, assessment, and adapting teaching methods. The data were collected through semi-structured interviews with two English teachers who teach at XII and XI grade at Sma Negeri 1 Seririt and Smk Karya Usada in Buleleng regency. The findings reveal that EFL teachers experienced difficulties in accessing and utilizing technology, maintaining student engagement, developing and administering effective assessments, and adapting their teaching methods and materials for remote instruction. The findings provide valuable insights into the experiences of EFL teachers during the pandemic, as well as recommendations for overcoming these challenges, including improving technology infrastructure, enhancing student engagement, developing new assessment methods, and providing professional development opportunities for EFL teachers. This research contributes to the understanding of the impact of the COVID-19 pandemic on EFL education in Indonesia and offers a foundation for future studies and policy-making in the area of remote EFL teaching.
2019冠状病毒病大流行促使世界各地的教育机构，包括印度尼西亚的高中，从传统的面对面教学迅速转向远程教学。本定性描述性研究探讨了英语作为外语(EFL)教师在这一转变过程中所面临的挑战，重点关注技术基础设施、学生参与、评估和适应教学方法。数据是通过半结构化访谈收集的，访谈对象是布伦县Sma Negeri 1 Seririt和Smk Karya Usada的两名英语教师，他们分别教12年级和11年级。研究结果显示，英语教师在获取和利用技术、保持学生参与、开发和管理有效的评估、调整教学方法和材料以适应远程教学方面遇到了困难。研究结果为了解大流行期间英语教师的经验提供了宝贵的见解，并为克服这些挑战提供了建议，包括改进技术基础设施，提高学生参与度，开发新的评估方法，以及为英语教师提供专业发展机会。本研究有助于了解COVID-19大流行对印度尼西亚英语教育的影响，并为未来远程英语教学领域的研究和决策奠定基础。
{"title":"Investigating the Challenges Faced by EFL Teachers in Remote Teaching During COVID-19 Emergencies at Indonesian Senior High School Context: A Qualitative Descriptive Study","authors":"Ni Made Desi Puspasari, IGA Lokita Purnamika Utami, Luh Gd Rahayu Budiarta","doi":"10.26858/eltww.v10i1.41174","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.41174","url":null,"abstract":"The COVID-19 pandemic has prompted a rapid shift from traditional face-to-face teaching to remote learning in educational institutions worldwide, including Indonesian senior high schools. This qualitative descriptive study explores the challenges faced by English as a Foreign Language (EFL) teachers during this transition, focusing on technology infrastructure, student engagement, assessment, and adapting teaching methods. The data were collected through semi-structured interviews with two English teachers who teach at XII and XI grade at Sma Negeri 1 Seririt and Smk Karya Usada in Buleleng regency. The findings reveal that EFL teachers experienced difficulties in accessing and utilizing technology, maintaining student engagement, developing and administering effective assessments, and adapting their teaching methods and materials for remote instruction. The findings provide valuable insights into the experiences of EFL teachers during the pandemic, as well as recommendations for overcoming these challenges, including improving technology infrastructure, enhancing student engagement, developing new assessment methods, and providing professional development opportunities for EFL teachers. This research contributes to the understanding of the impact of the COVID-19 pandemic on EFL education in Indonesia and offers a foundation for future studies and policy-making in the area of remote EFL teaching.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084781","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.36428
Habib Alwi jamalul Laiel, Edy Suseno
Speaking is a form of practicing how to communicate ideas. The students can convey their intentions by speaking. Many high school students struggled to articulate their thoughts. Their low vocabulary, pronunciation, and grammar skills are what cause it. The teacher employed podcast resources in the teaching-learning process to address these issues. The instructor went over the basic grammar to put it into practice. In order to make it stick in their minds, the teacher instructed the student to look for the corresponding grammar in the transcript. Then, in order to expand their vocabulary, the student translate it. To improve the students' listening abilities, an audio recording was employed. The transcript was then read aloud. The students' newly acquired information is put to use in the text and audio descriptions of the images. The students took a pre-test before beginning this treatment, and they finished a post-test at the conclusion of it. A mixed-method approach was used to analyze the data that was found. It may be inferred that using podcast content improved the students' speaking proficiency. This kind of research can be used byteachers to teach relevant subjects. It also motivates other scholars to conduct deeper investigation.
{"title":"Enhancing Speaking Skill By Utilizing Podcast Material for Teenager Learners","authors":"Habib Alwi jamalul Laiel, Edy Suseno","doi":"10.26858/eltww.v10i1.36428","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.36428","url":null,"abstract":"Speaking is a form of practicing how to communicate ideas. The students can convey their intentions by speaking. Many high school students struggled to articulate their thoughts. Their low vocabulary, pronunciation, and grammar skills are what cause it. The teacher employed podcast resources in the teaching-learning process to address these issues. The instructor went over the basic grammar to put it into practice. In order to make it stick in their minds, the teacher instructed the student to look for the corresponding grammar in the transcript. Then, in order to expand their vocabulary, the student translate it. To improve the students' listening abilities, an audio recording was employed. The transcript was then read aloud. The students' newly acquired information is put to use in the text and audio descriptions of the images. The students took a pre-test before beginning this treatment, and they finished a post-test at the conclusion of it. A mixed-method approach was used to analyze the data that was found. It may be inferred that using podcast content improved the students' speaking proficiency. This kind of research can be used byteachers to teach relevant subjects. It also motivates other scholars to conduct deeper investigation.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084942","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.42925
Dejene Mendera Beleta, Seime Kebede
This study was aimed at investigating the relationship between EFL students’ perceptions of themselves as writers and their writing performances in an EFL setting with particular reference to first-year undergraduate students at Dire Dawa University, Ethiopian. To the researcher’s best knowledge, how EFL students perceive themselves as writers when writing in English and its relationship and influence on their writing performance was an undiscovered area in the Ethiopian tertiary level contexts. The study used a mixed method research approach of correlational design. As a result, data for the study were collected using questionnaires, writing tests, and interviews, and were analyzed quantitatively and qualitatively. The findings of the study revealed that there is a positive relationship between students’ perceptions of themselves as writers and their writing performances though there is no statistically significant relationship between these two variables. The research results also revealed that students had average perceptions of themselves as writers and their writing performance was found low. Moreover, the results of the study show that students writing performance is influenced by their general progress and physiological state. Generally, it was understood that students’ perceptions of themselves as writers have a positive relationship, and influence on their writing performance levels.
{"title":"Investigating The Relationship Between University Students’ Perceptions of Themselves as Writers and Their Writing Performance","authors":"Dejene Mendera Beleta, Seime Kebede","doi":"10.26858/eltww.v10i1.42925","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.42925","url":null,"abstract":"This study was aimed at investigating the relationship between EFL students’ perceptions of themselves as writers and their writing performances in an EFL setting with particular reference to first-year undergraduate students at Dire Dawa University, Ethiopian. To the researcher’s best knowledge, how EFL students perceive themselves as writers when writing in English and its relationship and influence on their writing performance was an undiscovered area in the Ethiopian tertiary level contexts. The study used a mixed method research approach of correlational design. As a result, data for the study were collected using questionnaires, writing tests, and interviews, and were analyzed quantitatively and qualitatively. The findings of the study revealed that there is a positive relationship between students’ perceptions of themselves as writers and their writing performances though there is no statistically significant relationship between these two variables. The research results also revealed that students had average perceptions of themselves as writers and their writing performance was found low. Moreover, the results of the study show that students writing performance is influenced by their general progress and physiological state. Generally, it was understood that students’ perceptions of themselves as writers have a positive relationship, and influence on their writing performance levels.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"336 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084944","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.45530
Cigdem Fidan
In education, the concern is often on students’ motivation for learning. However, motivation for teaching is also critical because teachers’ involvement, excitement, and motivation in the teaching process correlatively help students’ learning process. Applying a mixed-method research design, this study examines teachers’ motivation of English as a foreign language instructors working at public universities in the Southeast region of Turkey. An adapted Attitude of Motivation Test Battery was applied to 40 English as a foreign language instructors. Moreover, semi-structured interviews conducted with 20 participants, 5 classroom observations, and teacher diaries written by 2 participants were used to gather qualitative data. While Statistical Package of Social Sciences 15.0 was used to analyze quantitative data, content analysis was applied to analyze data gathered through semi-structured interviews, classroom observations, and teacher diaries. The results show that there are internal and external factors influencing teachers’ motivation. The results also show that despite the negative influence of some external factors on teachers’ motivation, instructors showed enthusiastic attitudes while teaching English. Therefore, the study suggests establishing professional standards and better physical conditions in and around the teaching contexts to increase the teachers’ motivation of English as a foreign language instructors teaching at public universities.
在教育中，关注的往往是学生的学习动机。然而，教学动机也很重要，因为教师在教学过程中的参与、兴奋和动机对学生的学习过程有相关的帮助。本研究采用混合方法研究设计，考察土耳其东南地区公立大学英语教师作为外语教师的动机。对40名英语外语教师进行了态度动机测试。此外，采用20名参与者的半结构化访谈、5次课堂观察和2名参与者撰写的教师日记来收集定性数据。定量数据的分析采用Statistical Package of Social Sciences 15.0，而通过半结构化访谈、课堂观察和教师日记收集的数据则采用内容分析。结果表明，影响教师学习动机的因素有内部因素和外部因素。结果还表明，尽管一些外部因素对教师的积极性有负面影响，但教师在英语教学中表现出热情的态度。因此，本研究建议在教学环境内外建立专业标准和良好的物理条件，以提高公立大学英语外语教师的教学动机。
{"title":"Factors Influencing Teachers’ Motivation of English as a Foreign Language Instructors","authors":"Cigdem Fidan","doi":"10.26858/eltww.v10i1.45530","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.45530","url":null,"abstract":"In education, the concern is often on students’ motivation for learning. However, motivation for teaching is also critical because teachers’ involvement, excitement, and motivation in the teaching process correlatively help students’ learning process. Applying a mixed-method research design, this study examines teachers’ motivation of English as a foreign language instructors working at public universities in the Southeast region of Turkey. An adapted Attitude of Motivation Test Battery was applied to 40 English as a foreign language instructors. Moreover, semi-structured interviews conducted with 20 participants, 5 classroom observations, and teacher diaries written by 2 participants were used to gather qualitative data. While Statistical Package of Social Sciences 15.0 was used to analyze quantitative data, content analysis was applied to analyze data gathered through semi-structured interviews, classroom observations, and teacher diaries. The results show that there are internal and external factors influencing teachers’ motivation. The results also show that despite the negative influence of some external factors on teachers’ motivation, instructors showed enthusiastic attitudes while teaching English. Therefore, the study suggests establishing professional standards and better physical conditions in and around the teaching contexts to increase the teachers’ motivation of English as a foreign language instructors teaching at public universities.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084946","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.45034
Amr Selim Wannas, Inas Hussein Hassan
The primary goal of this study is to measure the perceptions of non-native healthcare providers towards the role of social media in acquiring medical English and enhancing language learning autonomy, and the features of social media that help them acquire medical vocabulary. To this end, a questionnaire was constructed and disseminated to 350 Egyptian healthcare providers working at Magdi Yacoub Foundation (MYF), Aswan Heart Centre (AHC), Egypt. For data triangulation, interviews were conducted with a subset of the questionnaire takers. Findings of the study reveal that social media platforms tremendously assist non-native healthcare providers in acquiring medical English vocabulary and enhancing language learning autonomy. Among the features of social media that proved to be beneficial to Egyptian healthcare providers are easiness of usage, free-of-charge availability, ability to edit, copy and share, ability to store data forever, emoticons to express feelings, choice to join private conversations, and choice to join public discussions and debates.
{"title":"Social Media as a Platform for Acquiring Medical English: Measuring Perceptions of Non-native Healthcare Providers","authors":"Amr Selim Wannas, Inas Hussein Hassan","doi":"10.26858/eltww.v10i1.45034","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.45034","url":null,"abstract":"The primary goal of this study is to measure the perceptions of non-native healthcare providers towards the role of social media in acquiring medical English and enhancing language learning autonomy, and the features of social media that help them acquire medical vocabulary. To this end, a questionnaire was constructed and disseminated to 350 Egyptian healthcare providers working at Magdi Yacoub Foundation (MYF), Aswan Heart Centre (AHC), Egypt. For data triangulation, interviews were conducted with a subset of the questionnaire takers. Findings of the study reveal that social media platforms tremendously assist non-native healthcare providers in acquiring medical English vocabulary and enhancing language learning autonomy. Among the features of social media that proved to be beneficial to Egyptian healthcare providers are easiness of usage, free-of-charge availability, ability to edit, copy and share, ability to store data forever, emoticons to express feelings, choice to join private conversations, and choice to join public discussions and debates.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084780","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 aim of this study is to determine what types of psychological factors sixth-semester EFL higher education students confront when speaking English and how to overcome these psychological factors. This study employs qualitative descriptive methods with two variables. This research used the technique of purposive sampling to select participants, in which volunteers are chosen based on the criteria and objectives of the study. In this study, twenty 2019 Academic Foreign Language Student of the Sixth Semester participated. This research employed qualitative data analysis techniques (questionnaire). The score assigned to each student as a result. Using the Likert Scale Procedure, the data obtained from this study were analyzed. The findings revealed that the majority of students are affected by the same psychological factors, namely Anxiety, Lack of Self-Confidence, Fear, and Shyness. The majority of students are terrified of speaking English. They experience discomfort and agitation if they are required to answer or ask questions in English. Also, the results demonstrated that the sixth-semester ABA UMI class of 2019 possessed an extremely high degree of motivation. This is where they feel that learning English is crucial, since they are constantly asking their professors and peers about subjects they do not understand, and their desire to learn in English is quite strong. The study suggests that educators should focus on enhancing students' psychological factors, particularly motivation, anxiety, and self-confidence, to improve their speaking performance in the EFL classroom. The findings of this study contribute to the body of knowledge on the impact of psychological factors on EFL learners' speaking skills, and can help educators develop effective strategies to improve their students' speaking proficiency in the EFL classroom.
{"title":"EFL Higher Education Students’ Psychological Factor in Speaking Classroom Activities at Universitas Muslim Indonesia: A Research Report","authors":"Burhanuddin Burhanuddin, Andi Hudriati, Dedi Juniansyah","doi":"10.26858/eltww.v10i1.38370","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.38370","url":null,"abstract":"The aim of this study is to determine what types of psychological factors sixth-semester EFL higher education students confront when speaking English and how to overcome these psychological factors. This study employs qualitative descriptive methods with two variables. This research used the technique of purposive sampling to select participants, in which volunteers are chosen based on the criteria and objectives of the study. In this study, twenty 2019 Academic Foreign Language Student of the Sixth Semester participated. This research employed qualitative data analysis techniques (questionnaire). The score assigned to each student as a result. Using the Likert Scale Procedure, the data obtained from this study were analyzed. The findings revealed that the majority of students are affected by the same psychological factors, namely Anxiety, Lack of Self-Confidence, Fear, and Shyness. The majority of students are terrified of speaking English. They experience discomfort and agitation if they are required to answer or ask questions in English. Also, the results demonstrated that the sixth-semester ABA UMI class of 2019 possessed an extremely high degree of motivation. This is where they feel that learning English is crucial, since they are constantly asking their professors and peers about subjects they do not understand, and their desire to learn in English is quite strong. The study suggests that educators should focus on enhancing students' psychological factors, particularly motivation, anxiety, and self-confidence, to improve their speaking performance in the EFL classroom. The findings of this study contribute to the body of knowledge on the impact of psychological factors on EFL learners' speaking skills, and can help educators develop effective strategies to improve their students' speaking proficiency in the EFL classroom.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084783","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.45612
Anastasia Baan
This study aims to describe (a) the ability of lecturers to manage the Think-Pair-Share approach (b) Student activities in learning activities using the Think-Pair-Share Approach (c) student learning outcomes. The sample for this study was determined using total sampling, namely all semester 1 students in class A of the UKI Toraja English Education Study Program, a total of 25 students. The instruments used to collect data were (1) observation sheets on the lecturer's ability to manage learning, by means of observers observing the lecturer's ability to manage the Think-Pair-Share approach, then giving an assessment of the aspects on the observation sheet, (2) activities students were also observed using observation sheets, and (3) student learning outcomes were obtained through learning achievement tests. After the data is collected, then the data is analyzed using descriptive statistics. The results of the research analysis show that: (a) the ability of lecturers to manage learning is categorized as good, with an average score of 3.91 (b) the Think-Pair-Share approach is active, this can be seen from the average percentage of students while being observed three times. meeting times, namely 63.75 and (c) by managing the Think-Pair-Share approach can improve student learning completeness. This can be seen from the results of the initial test of 25 students, none of whom completed their study results with an average of 12.865, in the final test of completeness results student learning increased 69.56 from 25 students. Overall, the findings suggest that the TPS approach is beneficial for both lecturers and students in enhancing English language learning for semester 1 students in an English Education Program. This study highlights the importance of lecturers' effective management of the TPS approach and the positive impact on student activities and learning outcomes in English language classes.
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