Pub Date : 2023-10-22DOI: 10.15639/teflinjournal.v34i2/283-300
Hanna Panggabean, I-Chung Ke, Alemina Br.Perangin-angin
Second Language (L2) confidence is considered an affective variable for L2 users to claim ownership of English. However, the findings of previous studies could not be generalized to international students in a non-English-speaking context like Taiwan since English mainly functions as a lingua franca among individuals with diverse first languages. This study investigated three international students' development of L2 confidence while they were studying in Taiwanese universities. Qualitative semi-structured interviews were conducted on personal background, experiences, critical events, and personal evaluation of their L2 confidence. The interviews were transcribed, coded, and then analyzed in thematic narratives. Specific situations that affected this dynamic L2 confidence development were identified and probed deeper. The findings showed that the three participants seemed more confident in an English as Lingua Franca (ELF) community where local students were absent. Native Speaker (NS)-norms still dominated their English journey, and their confidence level greatly hinged on their NS-based proficiency. The ideology of following the NS English model threatened L2 confidence in ELF interactions. Furthermore, the participants’ perception of their nonnative speaker (NNS) identity might make them less confident. The findings contribute to the pedagogical implications for L2 learners, users and teachers.
{"title":"L2 CONFIDENCE DEVELOPMENT OF ELF INTERNATIONAL STUDENTS IN TAIWAN","authors":"Hanna Panggabean, I-Chung Ke, Alemina Br.Perangin-angin","doi":"10.15639/teflinjournal.v34i2/283-300","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/283-300","url":null,"abstract":"Second Language (L2) confidence is considered an affective variable for L2 users to claim ownership of English. However, the findings of previous studies could not be generalized to international students in a non-English-speaking context like Taiwan since English mainly functions as a lingua franca among individuals with diverse first languages. This study investigated three international students' development of L2 confidence while they were studying in Taiwanese universities. Qualitative semi-structured interviews were conducted on personal background, experiences, critical events, and personal evaluation of their L2 confidence. The interviews were transcribed, coded, and then analyzed in thematic narratives. Specific situations that affected this dynamic L2 confidence development were identified and probed deeper. The findings showed that the three participants seemed more confident in an English as Lingua Franca (ELF) community where local students were absent. Native Speaker (NS)-norms still dominated their English journey, and their confidence level greatly hinged on their NS-based proficiency. The ideology of following the NS English model threatened L2 confidence in ELF interactions. Furthermore, the participants’ perception of their nonnative speaker (NNS) identity might make them less confident. The findings contribute to the pedagogical implications for L2 learners, users and teachers.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"2021 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461873","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 : 2023-10-22DOI: 10.15639/teflinjournal.v34i2/337-352
None Alberth
The emergence of generative artificial intelligence such as ChatGPT has left people feeling ambivalent and disagreement among scholars, academicians, educators and the community at large prevails. While the artificial intelligence could potentially revolutionize how research is conducted and how research papers are written, a number of ethical concerns arise. In particular, the world of academia has reservations pertaining to whether this language model will actually do more good than harm, especially as far as academic writing is concerned. This paper argues that the cutting-edge technology is here to stay and the question is not whether to accept it, but rather, how to best utilize it judiciously, cautiously and responsibly to improve research performance by strictly adhering to academic integrity and transparency. Potential benefits and drawbacks of ChatGPT will be critically examined in light of current literature and, when relevant, potential solutions to the drawbacks will also be provided or commented on. Needless to say, the use of artificial intelligence in academic writing is still in its infancy and more discussion and debates pertaining to its use and merit are highly urged. This paper contributes to these on-going debates.
{"title":"THE USE OF CHATGPT IN ACADEMIC WRITING: A BLESSING OR A CURSE IN DISGUISE?","authors":"None Alberth","doi":"10.15639/teflinjournal.v34i2/337-352","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/337-352","url":null,"abstract":"The emergence of generative artificial intelligence such as ChatGPT has left people feeling ambivalent and disagreement among scholars, academicians, educators and the community at large prevails. While the artificial intelligence could potentially revolutionize how research is conducted and how research papers are written, a number of ethical concerns arise. In particular, the world of academia has reservations pertaining to whether this language model will actually do more good than harm, especially as far as academic writing is concerned. This paper argues that the cutting-edge technology is here to stay and the question is not whether to accept it, but rather, how to best utilize it judiciously, cautiously and responsibly to improve research performance by strictly adhering to academic integrity and transparency. Potential benefits and drawbacks of ChatGPT will be critically examined in light of current literature and, when relevant, potential solutions to the drawbacks will also be provided or commented on. Needless to say, the use of artificial intelligence in academic writing is still in its infancy and more discussion and debates pertaining to its use and merit are highly urged. This paper contributes to these on-going debates.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"39 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462005","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 was conducted to see the extent to which intensive online individualized guidance sessions could help a second/foreign language (L2) learner of English with autism spectrum disorder (ASD) at an undergraduate level to write an academic essay in the education field with citations and references. The sessions, 30 minutes each, were conducted 14 times in total during the second semester of the 2020/2021 academic year. Teaching journal detailing the participant’s learning dynamic in each session, the participant’s ongoing writing progress, and the recorded videos of the sessions were used to assess this learner participant’s learning progress. The study found that through the individualized guidance sessions, the learner participant could write a 326-word academic essay with citations using three journal articles in the Indonesian language as the references. It also found that as the participant became more familiar with the pattern of the sessions and the expectation of what to do in each session, he could do his task faster and more confidently. Based on the findings, several pedagogical implications and possible research contributions are stated along with suggested directions for future studies in the field of autism in the L2 learning context.
{"title":"INDIVIDUALIZED GUIDANCE TO EMPOWER AN L2 LEARNER WITH AUTISM SPECTRUM DISORDER IN ACADEMIC ESSAY WRITING","authors":"Adaninggar Septi Subekti, Fransisca Endang Lestariningsih","doi":"10.15639/teflinjournal.v34i2/320-336","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/320-336","url":null,"abstract":"The present study was conducted to see the extent to which intensive online individualized guidance sessions could help a second/foreign language (L2) learner of English with autism spectrum disorder (ASD) at an undergraduate level to write an academic essay in the education field with citations and references. The sessions, 30 minutes each, were conducted 14 times in total during the second semester of the 2020/2021 academic year. Teaching journal detailing the participant’s learning dynamic in each session, the participant’s ongoing writing progress, and the recorded videos of the sessions were used to assess this learner participant’s learning progress. The study found that through the individualized guidance sessions, the learner participant could write a 326-word academic essay with citations using three journal articles in the Indonesian language as the references. It also found that as the participant became more familiar with the pattern of the sessions and the expectation of what to do in each session, he could do his task faster and more confidently. Based on the findings, several pedagogical implications and possible research contributions are stated along with suggested directions for future studies in the field of autism in the L2 learning context.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"236 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462006","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 : 2023-10-22DOI: 10.15639/teflinjournal.v34i2/301-319
Muhammad Yoga Prabowo, Sarah Rahmadian
The outbreak of the COVID-19 pandemic has transformed the educational landscape in a way unseen before. Educational institutions are navigating between offline and online learning worldwide. Computer-based testing is rapidly taking over paper-and-pencil testing as the dominant mode of assessment. In some settings, computer-based and paper-and-pencil assessments can also be offered side-by-side, in which case test developers should ensure the evidence of equivalence between both versions. This study aims to establish the equivalency evidence of different delivery modes of the English Competency Test, an English language assessment for civil service officers developed and used by the Human Resources Development Education and Training Center, a civil service training institution under the Ministry of Finance of the Republic of Indonesia. Psychometric analyses were carried out with the Rasch model to measure the unidimensionality, reliability, separation, and standard error of measurement estimates. The findings demonstrate that the paper-and-pencil and computer-based versions of the language assessment exhibit comparatively equivalent psychometric properties. The computer-based version of the English Competency Test is proven to offer a reliable and comparable alternative to the paper-and-pencil version.
{"title":"EQUIVALENCY EVIDENCE OF THE ENGLISH COMPETENCY TEST ACROSS DIFFERENT MODES: A RASCH ANALYSIS","authors":"Muhammad Yoga Prabowo, Sarah Rahmadian","doi":"10.15639/teflinjournal.v34i2/301-319","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/301-319","url":null,"abstract":"The outbreak of the COVID-19 pandemic has transformed the educational landscape in a way unseen before. Educational institutions are navigating between offline and online learning worldwide. Computer-based testing is rapidly taking over paper-and-pencil testing as the dominant mode of assessment. In some settings, computer-based and paper-and-pencil assessments can also be offered side-by-side, in which case test developers should ensure the evidence of equivalence between both versions. This study aims to establish the equivalency evidence of different delivery modes of the English Competency Test, an English language assessment for civil service officers developed and used by the Human Resources Development Education and Training Center, a civil service training institution under the Ministry of Finance of the Republic of Indonesia. Psychometric analyses were carried out with the Rasch model to measure the unidimensionality, reliability, separation, and standard error of measurement estimates. The findings demonstrate that the paper-and-pencil and computer-based versions of the language assessment exhibit comparatively equivalent psychometric properties. The computer-based version of the English Competency Test is proven to offer a reliable and comparable alternative to the paper-and-pencil version.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"421 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461874","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 : 2023-10-19DOI: 10.15639/teflinjournal.v34i2/245-263
Binod Luitel, Kamal Kumar Poudel, Uma Nath Sharma, Tek Mani Karki
Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance, and increasing understanding on the part of the students in various aspects of language learning – including content, vocabulary, grammar, stories, poems, and cultural concepts. Drawing on the teachers’ convictions, we have advanced that the L1 (here, Nepali) does play the role of cognitive bridging in English language learning, particularly when the students have a ‘poor English base’ (as perceived by the participants in this study), and when both the teacher and the students share a common L1. Hence, the general implication could be that the L1 can function as a support in teaching and learning a second/foreign language (L2).
{"title":"USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS","authors":"Binod Luitel, Kamal Kumar Poudel, Uma Nath Sharma, Tek Mani Karki","doi":"10.15639/teflinjournal.v34i2/245-263","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/245-263","url":null,"abstract":"Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance, and increasing understanding on the part of the students in various aspects of language learning – including content, vocabulary, grammar, stories, poems, and cultural concepts. Drawing on the teachers’ convictions, we have advanced that the L1 (here, Nepali) does play the role of cognitive bridging in English language learning, particularly when the students have a ‘poor English base’ (as perceived by the participants in this study), and when both the teacher and the students share a common L1. Hence, the general implication could be that the L1 can function as a support in teaching and learning a second/foreign language (L2).","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780854","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 : 2023-10-19DOI: 10.15639/teflinjournal.v34i2/264-282
Joseph Ernest Mambu
English language teacher education is not only about making students who learn to teach English focus on language teaching, learning, and use but also about how teacher educators can delve into the life purposes of themselves, their students, and their students’ learners. The role of a language teacher educator is hence pivotal in orchestrating learning materials and activities that allow students to explore life purposes at individual, community, and international levels. As a scholar interested in critical language teacher education, one of my life purposes is to nurture my students’ criticality. To illustrate how my student performed criticality over time, in a case study, I explored my dialogue on Sustainable Development Goals (SDGs) as a learning material with one focal student in my Critical Pedagogy & Literacy class from January to April 2019 and beyond, even after she graduated. Criticality was demonstrated when she problematized oppressive words and actions and envisioned social transformation as she learned (to teach) English. A narrative analysis of the data also suggests that the student’s life purpose (e.g., to empower her fellow Papuan people) aligns with that of her instructor and her Papuan English language learners. Implications for critical language teacher education are discussed.
{"title":"EMBRACING SUSTAINABLE DEVELOPMENT GOALS CRITICALLY TO EXPLORE LIFE PURPOSES IN ENGLISH LANGUAGE TEACHER EDUCATION","authors":"Joseph Ernest Mambu","doi":"10.15639/teflinjournal.v34i2/264-282","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/264-282","url":null,"abstract":"English language teacher education is not only about making students who learn to teach English focus on language teaching, learning, and use but also about how teacher educators can delve into the life purposes of themselves, their students, and their students’ learners. The role of a language teacher educator is hence pivotal in orchestrating learning materials and activities that allow students to explore life purposes at individual, community, and international levels. As a scholar interested in critical language teacher education, one of my life purposes is to nurture my students’ criticality. To illustrate how my student performed criticality over time, in a case study, I explored my dialogue on Sustainable Development Goals (SDGs) as a learning material with one focal student in my Critical Pedagogy & Literacy class from January to April 2019 and beyond, even after she graduated. Criticality was demonstrated when she problematized oppressive words and actions and envisioned social transformation as she learned (to teach) English. A narrative analysis of the data also suggests that the student’s life purpose (e.g., to empower her fellow Papuan people) aligns with that of her instructor and her Papuan English language learners. Implications for critical language teacher education are discussed.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780852","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 : 2023-10-19DOI: 10.15639/teflinjournal.v34i2/209-225
Gamze Emir, Gonca Yangın Ekşi
This study investigated the effectiveness of using corpus as a data-driven learning (DDL) tool to enhance the academic writing skills of Turkish EFL learners. The study also explored learners’ views of the potential use of corpus in L2 academic writing. To achieve these objectives, a mixed-method sequential explanatory design was employed, involving freshman student teachers enrolled in the Department of English Language Teaching at a state university in Turkey. The participants completed four argumentative essay writing tasks. Two tasks employed conventional techniques for error correction, while the other two utilized corpus as a reference tool for error correction. The latter two tasks were complemented by corpus training for the participants. The results indicated that using corpus as a DDL tool had a significant impact on the academic writing skills of Turkish EFL learners, with notable improvements observed in both grammar and vocabulary use. Participants also expressed positive feedback on the use of corpus as a DDL tool in enhancing their L2 academic writing.
{"title":"CORPUS USED AS A DATA-DRIVEN LEARNING TOOL IN L2 ACADEMIC WRITING: EVIDENCE FROM TURKISH CONTEXTS","authors":"Gamze Emir, Gonca Yangın Ekşi","doi":"10.15639/teflinjournal.v34i2/209-225","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/209-225","url":null,"abstract":"This study investigated the effectiveness of using corpus as a data-driven learning (DDL) tool to enhance the academic writing skills of Turkish EFL learners. The study also explored learners’ views of the potential use of corpus in L2 academic writing. To achieve these objectives, a mixed-method sequential explanatory design was employed, involving freshman student teachers enrolled in the Department of English Language Teaching at a state university in Turkey. The participants completed four argumentative essay writing tasks. Two tasks employed conventional techniques for error correction, while the other two utilized corpus as a reference tool for error correction. The latter two tasks were complemented by corpus training for the participants. The results indicated that using corpus as a DDL tool had a significant impact on the academic writing skills of Turkish EFL learners, with notable improvements observed in both grammar and vocabulary use. Participants also expressed positive feedback on the use of corpus as a DDL tool in enhancing their L2 academic writing.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780853","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 : 2023-10-19DOI: 10.15639/teflinjournal.v34i2/226-244
Pınar Ergül Bayram, Evrim Eveyik-Aydın
This study investigated the relationship between the emotional labor and burnout levels of English as a Foreign Language (EFL) teachers in languagepreparatory schools at Turkish universities. Data were collected from 179 EFL teachers from both state and foundation universities, using Turkish adaptations of the Emotional Labor Scale covering surface acting,deep acting andnaturally felt emotions, andthe Maslach Burnout Inventory Educators Survey including emotional exhaustion, depersonalization, and reduced personal accomplishment.Thefindings revealed that the most commonly experienced dimensions of emotional labor and burnout were naturallyfelt emotions and emotional exhaustion, respectively.Surface acting showed a positive correlation withemotional exhaustion and depersonalization, whereas displaying genuine emotions had a negative correlation with burnout.Furthermore, surface acting and naturally felt emotions emerged assignificant predictors of emotional exhaustion and depersonalization, while displaying natural emotions was a significant predictor of reduced personal accomplishment. These findings suggest that masking emotions fosters exhaustion and alienation from students,while the display of internalized and genuine emotionsincreases the sense of personal accomplishment and alleviates burnout. Therefore, we suggestthat institutions and administrators should support the emotional well-being of EFL teachersby encouraging their display of preferred feelings instead of imposing display rules on them.
{"title":"THE RELATIONSHIP BETWEEN THE EMOTIONAL LABOR AND BURNOUT LEVELS OF EFL TEACHERS AT UNIVERSITY PREPARATORY SCHOOLS","authors":"Pınar Ergül Bayram, Evrim Eveyik-Aydın","doi":"10.15639/teflinjournal.v34i2/226-244","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i2/226-244","url":null,"abstract":"This study investigated the relationship between the emotional labor and burnout levels of English as a Foreign Language (EFL) teachers in languagepreparatory schools at Turkish universities. Data were collected from 179 EFL teachers from both state and foundation universities, using Turkish adaptations of the Emotional Labor Scale covering surface acting,deep acting andnaturally felt emotions, andthe Maslach Burnout Inventory Educators Survey including emotional exhaustion, depersonalization, and reduced personal accomplishment.Thefindings revealed that the most commonly experienced dimensions of emotional labor and burnout were naturallyfelt emotions and emotional exhaustion, respectively.Surface acting showed a positive correlation withemotional exhaustion and depersonalization, whereas displaying genuine emotions had a negative correlation with burnout.Furthermore, surface acting and naturally felt emotions emerged assignificant predictors of emotional exhaustion and depersonalization, while displaying natural emotions was a significant predictor of reduced personal accomplishment. These findings suggest that masking emotions fosters exhaustion and alienation from students,while the display of internalized and genuine emotionsincreases the sense of personal accomplishment and alleviates burnout. Therefore, we suggestthat institutions and administrators should support the emotional well-being of EFL teachersby encouraging their display of preferred feelings instead of imposing display rules on them.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780855","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 : 2021-05-19DOI: 10.15639/TEFLINJOURNAL.V32I1/117-133
Yunica Rhosiana Sari, N. Drajati, H. So, S. Sumardi
This study examines how reflective practices can be an effective strategy in enhancing in-service teachers’ Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development workshop. Data collected from their reflective journals and interviews were analyzed using thematic analysis. Findings from the interviews and teacher’s reflective journal revealed three reflective practices: reflection in, on, and for action. Reflective practices helped the teachers to describe and articulate their own experiences in teaching, learn from enacted experiences in the classroom, and apply learned practices in subsequent teaching. This virtuous cycle indicates that reflective practice is an essential mechanism for EFL teachers to become proficient in integrating technology in their teaching practices.
{"title":"ENHANCING EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) COMPETENCE THROUGH REFLECTIVE PRACTICE","authors":"Yunica Rhosiana Sari, N. Drajati, H. So, S. Sumardi","doi":"10.15639/TEFLINJOURNAL.V32I1/117-133","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V32I1/117-133","url":null,"abstract":"This study examines how reflective practices can be an effective strategy in enhancing in-service teachers’ Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development workshop. Data collected from their reflective journals and interviews were analyzed using thematic analysis. Findings from the interviews and teacher’s reflective journal revealed three reflective practices: reflection in, on, and for action. Reflective practices helped the teachers to describe and articulate their own experiences in teaching, learn from enacted experiences in the classroom, and apply learned practices in subsequent teaching. This virtuous cycle indicates that reflective practice is an essential mechanism for EFL teachers to become proficient in integrating technology in their teaching practices.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"32 1","pages":"117-133"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42959932","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 : 2021-05-11DOI: 10.15639/TEFLINJOURNAL.V32I1/50-71
Xinyue Lu, S. Kim
In recognizing that writing is a social act, collaborative writing has received increased attention in second language (L2) classrooms. A large body of research literature explores the varied ways of L2 collaborative writing development in tertiary education settings, but relatively little is known about the implementation of collaborative writing in K-12 classrooms. In this study, the authors systematically reviewed a total of 12 peer-reviewed empirical studies on the use of collaborative writing in K-12 L2 classrooms to provide new insights into this particular context. Comprehensive analysis has been conducted, including the research context, writing task, mode of interaction, research focus, and assessment. The findings reveal that the majority of the selected studies have involved K-12 students learning English as a target language with diverse writing tasks. Three different collaborative writing approaches have been implemented in K-12 classrooms of L2, including face-to-face, online, and a blend of both styles. The main research foci of the reviewed literature are writing processes, writing outcomes, and collaborative writing affordances. Diverse assessment methods are utilized to measure L2 writers’ writing process and product. Drawing on the analyses, the researchers discuss the pedagogical implications and research strands that deserve further examination.
{"title":"A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS","authors":"Xinyue Lu, S. Kim","doi":"10.15639/TEFLINJOURNAL.V32I1/50-71","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V32I1/50-71","url":null,"abstract":"In recognizing that writing is a social act, collaborative writing has received increased attention in second language (L2) classrooms. A large body of research literature explores the varied ways of L2 collaborative writing development in tertiary education settings, but relatively little is known about the implementation of collaborative writing in K-12 classrooms. In this study, the authors systematically reviewed a total of 12 peer-reviewed empirical studies on the use of collaborative writing in K-12 L2 classrooms to provide new insights into this particular context. Comprehensive analysis has been conducted, including the research context, writing task, mode of interaction, research focus, and assessment. The findings reveal that the majority of the selected studies have involved K-12 students learning English as a target language with diverse writing tasks. Three different collaborative writing approaches have been implemented in K-12 classrooms of L2, including face-to-face, online, and a blend of both styles. The main research foci of the reviewed literature are writing processes, writing outcomes, and collaborative writing affordances. Diverse assessment methods are utilized to measure L2 writers’ writing process and product. Drawing on the analyses, the researchers discuss the pedagogical implications and research strands that deserve further examination.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"32 1","pages":"50-71"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45671144","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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