Pub Date : 2020-09-28DOI: 10.15639/TEFLINJOURNAL.V31I2/204-229
Diah Royani Meisani, F. A. Hamied, Bahrudin Musthafa, P. Purnawarman
This study was aimed at investigating the influencing factors on students’ English proficiency levels based on Cambridge English Tests for Children and Young Learners. A preliminary survey was undertaken to select the sample of elementary schools that offered English as a subject. As many as 157 students who sat in Grades 4, 5, and 6 from nine elementary schools participated in this study. The findings revealed that the average of students’ scores was at Starters/Movers Level, which is equal to A1 in the Common European Framework of Reference (CEFR). Through multiple regression analysis, three out of five investigated factors were detected to be significantly related to students’ English proficiency levels, namely gender, grade level, and school accreditation rank. While rich literature has found gender and grade level as one of the affective variables in language learning, none has studied whether school accreditation status influences young learners’ English achievement. It is recommended that schools and related stakeholders consider these factors to ensure effective English teaching to young learners. It is also suggested that future researchers conduct further study on how and under what conditions the factors can contribute to students’ English achievement.
{"title":"FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL","authors":"Diah Royani Meisani, F. A. Hamied, Bahrudin Musthafa, P. Purnawarman","doi":"10.15639/TEFLINJOURNAL.V31I2/204-229","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V31I2/204-229","url":null,"abstract":"This study was aimed at investigating the influencing factors on students’ English proficiency levels based on Cambridge English Tests for Children and Young Learners. A preliminary survey was undertaken to select the sample of elementary schools that offered English as a subject. As many as 157 students who sat in Grades 4, 5, and 6 from nine elementary schools participated in this study. The findings revealed that the average of students’ scores was at Starters/Movers Level, which is equal to A1 in the Common European Framework of Reference (CEFR). Through multiple regression analysis, three out of five investigated factors were detected to be significantly related to students’ English proficiency levels, namely gender, grade level, and school accreditation rank. While rich literature has found gender and grade level as one of the affective variables in language learning, none has studied whether school accreditation status influences young learners’ English achievement. It is recommended that schools and related stakeholders consider these factors to ensure effective English teaching to young learners. It is also suggested that future researchers conduct further study on how and under what conditions the factors can contribute to students’ English achievement.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"31 1","pages":"204-229"},"PeriodicalIF":0.0,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47214290","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 : 2020-09-28DOI: 10.15639/TEFLINJOURNAL.V31I2/360-365
Flora Debora Floris
Susan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the President-Elect CATESOL 2018-2020. She is also a Google Certified Innovator, Kahoot Ambassador, Thinglink Educator and Quizlet Teacher Educator. Prof. Gaer has developed a web page https://www.susangaer.com/ that helps teachers to engage students with technology. In this interview, Prof. Gaer shared her viewpoints and some examples on remote instruction.
{"title":"ADAPTING TO AND DELIVERING REMOTE INSTRUCTION: INTERVIEW WITH PROF. SUSAN GAER","authors":"Flora Debora Floris","doi":"10.15639/TEFLINJOURNAL.V31I2/360-365","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V31I2/360-365","url":null,"abstract":"Susan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the President-Elect CATESOL 2018-2020. She is also a Google Certified Innovator, Kahoot Ambassador, Thinglink Educator and Quizlet Teacher Educator. Prof. Gaer has developed a web page https://www.susangaer.com/ that helps teachers to engage students with technology. In this interview, Prof. Gaer shared her viewpoints and some examples on remote instruction.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"31 1","pages":"360-365"},"PeriodicalIF":0.0,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45594846","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 : 2020-09-28DOI: 10.15639/TEFLINJOURNAL.V31I2/259-276
Aurelia Melinda Herka Puspita, Joseph Ernest Mambu
The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality.
{"title":"TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES","authors":"Aurelia Melinda Herka Puspita, Joseph Ernest Mambu","doi":"10.15639/TEFLINJOURNAL.V31I2/259-276","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V31I2/259-276","url":null,"abstract":"The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"31 1","pages":"259-276"},"PeriodicalIF":0.0,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43873194","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 : 2020-09-28DOI: 10.15639/TEFLINJOURNAL.V31I2/322-341
Sophat Soeung
Private tutoring is not a new phenomenon for education in both developed and developing countries. However, English private tutoring (EPT) attracted a limited number of studies, although English is viewed as the key to success in non-English speaking countries like Cambodia. By observing EPT as a choice, this mixed-method study, using the convergent design, aimed to explore factors affecting Cambodian 12th graders towards quitting or not quitting EPT during the year of the national examination. Quantitative data were collected from 639 twelfth graders in Cambodia via a self-rated questionnaire, while qualitative data were obtained from 8 respondents. Findings reveal that the decision of leaving EPT is more influenced by their parents, while that of continuing EPT is stirred by educational aspirations, internal motivation as well as part-time employment during their university life. Surprisingly, unlike private tutoring of other core exam subjects, this study found that students from better income families in Cambodia do not seem interested in investing in EPT. It is proposed that an ‘exam-career balance’ syllabus be developed and implemented in both mainstream schools and EPT classes to boost the success probability of Cambodian 12th graders in their exams as well as their future.
{"title":"CAMBODIAN TWELFTH GRADERS’ CHOICE FOR ENGLISH PRIVATE TUTORING: QUIT OR NOT TO QUIT?","authors":"Sophat Soeung","doi":"10.15639/TEFLINJOURNAL.V31I2/322-341","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V31I2/322-341","url":null,"abstract":"Private tutoring is not a new phenomenon for education in both developed and developing countries. However, English private tutoring (EPT) attracted a limited number of studies, although English is viewed as the key to success in non-English speaking countries like Cambodia. By observing EPT as a choice, this mixed-method study, using the convergent design, aimed to explore factors affecting Cambodian 12th graders towards quitting or not quitting EPT during the year of the national examination. Quantitative data were collected from 639 twelfth graders in Cambodia via a self-rated questionnaire, while qualitative data were obtained from 8 respondents. Findings reveal that the decision of leaving EPT is more influenced by their parents, while that of continuing EPT is stirred by educational aspirations, internal motivation as well as part-time employment during their university life. Surprisingly, unlike private tutoring of other core exam subjects, this study found that students from better income families in Cambodia do not seem interested in investing in EPT. It is proposed that an ‘exam-career balance’ syllabus be developed and implemented in both mainstream schools and EPT classes to boost the success probability of Cambodian 12th graders in their exams as well as their future.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"31 1","pages":"322-341"},"PeriodicalIF":0.0,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47240210","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 : 2020-09-28DOI: 10.15639/TEFLINJOURNAL.V31I2/230-258
Mariem Ouaja, Utami Widiati, Y. Basthomi, K. Jahbel
This study aims at discovering the emotional intelligence and receptive English skills of Tunisian IT students, studying the relationship between the two variables, and determining the best predictors of receptive English skills among the emotional intelligence categories. It involved 31 students of the Higher Institute of Technology and Communications Science of Tunis. Data were collected by administering an English proficiency test (TOEIC) and distributing an emotional intelligence inventory (Bar-On EI Inventory) to the students. The results of statistical analyses revealed that (1) the emotional intelligence and receptive English skills of the students were of average levels; (2) there was a significant positive correlation between the students’ emotional intelligence and their receptive English skills; and (3) interpersonal and stress management categories of emotional intelligence were the variables that had the highest correlation with receptive English skills. It was also found that, in learning English language, the Tunisian IT students were driven and motivated by their goals and ambitions. In addition, their optimism, linguistic setting, and Tunisian culture strongly influence their receptive English skill.
{"title":"THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND RECEPTIVE ENGLISH SKILLS OF TUNISIAN IT STUDENTS: A PRELIMINARY STUDY","authors":"Mariem Ouaja, Utami Widiati, Y. Basthomi, K. Jahbel","doi":"10.15639/TEFLINJOURNAL.V31I2/230-258","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V31I2/230-258","url":null,"abstract":"This study aims at discovering the emotional intelligence and receptive English skills of Tunisian IT students, studying the relationship between the two variables, and determining the best predictors of receptive English skills among the emotional intelligence categories. It involved 31 students of the Higher Institute of Technology and Communications Science of Tunis. Data were collected by administering an English proficiency test (TOEIC) and distributing an emotional intelligence inventory (Bar-On EI Inventory) to the students. The results of statistical analyses revealed that (1) the emotional intelligence and receptive English skills of the students were of average levels; (2) there was a significant positive correlation between the students’ emotional intelligence and their receptive English skills; and (3) interpersonal and stress management categories of emotional intelligence were the variables that had the highest correlation with receptive English skills. It was also found that, in learning English language, the Tunisian IT students were driven and motivated by their goals and ambitions. In addition, their optimism, linguistic setting, and Tunisian culture strongly influence their receptive English skill.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"31 1","pages":"230-258"},"PeriodicalIF":0.0,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47537134","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 : 2020-06-12DOI: 10.15639/TEFLINJOURNAL.V31I1/139-161
Samrat Bisai, Smriti Singh
In a multilingual classroom, students come from various cultural, linguistic, and racial backgrounds. They have different ideologies, opinions, and needs. In this regard, ‘one size fits all’ pedagogy is not only irrelevant but also absurd because the instructions and interactions in the classroom do not cater to the needs of all the students. Therefore, a carefully planned pedagogy that addresses the needs of the individual learners differently in the classroom is needed. In this scenario, implementing multilingual pedagogy in the classroom might be a better idea as it can address the needs of individual learners by making education inclusive and accessible to all. Multilingual pedagogy here is defined as a set of principles that are used to varying degrees in different approaches depending on the teaching context, learners, and curriculum (Neuner, 2004). This paper discusses various approaches, methods, and strategies within the framework of multilingual pedagogy that can be implemented in a classroom consisting of students from diverse linguistic backgrounds. To provide a clear picture of the theoretical ideas, the practical implementation of the ideas in some schools are also discussed. During the implementation, it is indicated that multilingual pedagogy holds the potential to enhance student learning.
{"title":"TOWARDS A HOLISTIC AND INCLUSIVE PEDAGOGY FOR STUDENTS FROM DIVERSE LINGUISTIC BACKGROUNDS","authors":"Samrat Bisai, Smriti Singh","doi":"10.15639/TEFLINJOURNAL.V31I1/139-161","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V31I1/139-161","url":null,"abstract":"In a multilingual classroom, students come from various cultural, linguistic, and racial backgrounds. They have different ideologies, opinions, and needs. In this regard, ‘one size fits all’ pedagogy is not only irrelevant but also absurd because the instructions and interactions in the classroom do not cater to the needs of all the students. Therefore, a carefully planned pedagogy that addresses the needs of the individual learners differently in the classroom is needed. In this scenario, implementing multilingual pedagogy in the classroom might be a better idea as it can address the needs of individual learners by making education inclusive and accessible to all. Multilingual pedagogy here is defined as a set of principles that are used to varying degrees in different approaches depending on the teaching context, learners, and curriculum (Neuner, 2004). This paper discusses various approaches, methods, and strategies within the framework of multilingual pedagogy that can be implemented in a classroom consisting of students from diverse linguistic backgrounds. To provide a clear picture of the theoretical ideas, the practical implementation of the ideas in some schools are also discussed. During the implementation, it is indicated that multilingual pedagogy holds the potential to enhance student learning.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"31 1","pages":"139-161"},"PeriodicalIF":0.0,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42581341","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 : 2020-06-12DOI: 10.15639/TEFLINJOURNAL.V31I1/88-107
Zuliati Rohmah, Wahju Kusumajanti, Y. Basthomi, Diana Nur Sholihah, Meinarni Susilowati, Sunan Ampel Surabaya
The rapid development of digital technology with its likely disruptive impacts on students’ morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their teaching supported by suitable learning resources. The current research is conducted to fulfill the needs of the English teachers in Islamic junior secondary schools in Indonesia for supplementary materials that can support the integration of Islamic moral messages and values in the teaching of English. These needs were identified from data collected through questionnaires, FGDs, and interviews. The supplementary materials, which were designed based on the needs analysis, underwent expert validation and a pilot study. The final version of the materials consists of ready-to-use-worksheets and teacher's guide and is named the Islamic Life Resource Pack (ILRP).
{"title":"INTEGRATING CHARACTER EDUCATION IN THE ENGLISH TEACHING AT ISLAMIC JUNIOR HIGH SCHOOLS IN INDONESIA","authors":"Zuliati Rohmah, Wahju Kusumajanti, Y. Basthomi, Diana Nur Sholihah, Meinarni Susilowati, Sunan Ampel Surabaya","doi":"10.15639/TEFLINJOURNAL.V31I1/88-107","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V31I1/88-107","url":null,"abstract":"The rapid development of digital technology with its likely disruptive impacts on students’ morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their teaching supported by suitable learning resources. The current research is conducted to fulfill the needs of the English teachers in Islamic junior secondary schools in Indonesia for supplementary materials that can support the integration of Islamic moral messages and values in the teaching of English. These needs were identified from data collected through questionnaires, FGDs, and interviews. The supplementary materials, which were designed based on the needs analysis, underwent expert validation and a pilot study. The final version of the materials consists of ready-to-use-worksheets and teacher's guide and is named the Islamic Life Resource Pack (ILRP).","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"31 1","pages":"88-107"},"PeriodicalIF":0.0,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49441133","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 : 2019-08-07DOI: 10.15639/TEFLINJOURNAL.V30I2/171-186
Qiu Rong Ng, W. Renandya, Miao Yee Clare Chong
There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second Language and English as a Foreign Language contexts and has been published over the last five years will be presented. By highlighting the vast benefits of extensive reading on improving many aspects of L2 learners’ language proficiency, we hope to encourage greater implementation of extensive reading in educational institutions worldwide. Teachers will also become more familiar with future directions in the practice of implementing extensive reading programs such as how to capitalize on the potential of the Internet to monitor and assess learners’ progress in reading extensively. Thirdly, the paper provides directions for future research which we believe might fill critical gaps in our knowledge about ER.
{"title":"EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION","authors":"Qiu Rong Ng, W. Renandya, Miao Yee Clare Chong","doi":"10.15639/TEFLINJOURNAL.V30I2/171-186","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V30I2/171-186","url":null,"abstract":"There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second Language and English as a Foreign Language contexts and has been published over the last five years will be presented. By highlighting the vast benefits of extensive reading on improving many aspects of L2 learners’ language proficiency, we hope to encourage greater implementation of extensive reading in educational institutions worldwide. Teachers will also become more familiar with future directions in the practice of implementing extensive reading programs such as how to capitalize on the potential of the Internet to monitor and assess learners’ progress in reading extensively. Thirdly, the paper provides directions for future research which we believe might fill critical gaps in our knowledge about ER.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67149253","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 : 2017-07-09DOI: 10.15639/teflinjournal.v28i2/170-192
Yustinus Calvin Gai Mali
Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these issues, this qualitative study delves closely into students’ perspectives on the implementation of Project Based Learning (PBL) activities in an Introduction to Computer Assisted Language Learning (ICALL) course. Thirty students participated in the study by submitting reflective notes that answer four questions concerning the implementation of PBL in the course. Approached through the lens of content analysis paradigms, the data analysis results showed the students’ positive responses to the employment of PBL in exploring potential technology for language teaching and learning purposes. Implications for ICALL course designs particularly in English as a Foreign Language (EFL) higher education context and directions for further research were also discussed.
{"title":"EFL STUDENTS’ EXPERIENCES IN LEARNING CALL THROUGH PROJECT BASED INSTRUCTIONS","authors":"Yustinus Calvin Gai Mali","doi":"10.15639/teflinjournal.v28i2/170-192","DOIUrl":"https://doi.org/10.15639/teflinjournal.v28i2/170-192","url":null,"abstract":"Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these issues, this qualitative study delves closely into students’ perspectives on the implementation of Project Based Learning (PBL) activities in an Introduction to Computer Assisted Language Learning (ICALL) course. Thirty students participated in the study by submitting reflective notes that answer four questions concerning the implementation of PBL in the course. Approached through the lens of content analysis paradigms, the data analysis results showed the students’ positive responses to the employment of PBL in exploring potential technology for language teaching and learning purposes. Implications for ICALL course designs particularly in English as a Foreign Language (EFL) higher education context and directions for further research were also discussed.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"170-192"},"PeriodicalIF":0.0,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384989","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 number of studies on the relationship between certain demo- graphic variables, age, gender and grade, and the levels of foreign language anxiety (FLA) in the English as a foreign language (EFL) context regarding adult and young learners is fairly limited, whereas the findings obtained from prior studies did not reach a consensus on the influences of FLA, and studies mainly focused on adult language learners rather than young learners. This study aims to explore the effect of age, gender and grade differences on FLA and its types, communication apprehension, fear of negative evaluation and test anxiety, among Turkish children who learn English as a foreign language. The participants were 494 children enrolled at primary and secondary schools. The data collection tools were a background questionnaire interrogating the variables mentioned and the Children’s Foreign Language Anxiety Scale (CFLAS). After computing the reliability coefficient of the scale and total variance, independent samples t-test and ANOVA were used to see the relationships between the levels of FLA and its types and subject variables, age, gender, and grade. The results showed that age, gender, and grade constitute significant differences regarding FLA and its types, when several items in the CFLAS were considered. In the light of findings, several practical recommendations are listed.
{"title":"AGE, GENDER AND GRADE EFFECT ON FOREIGN LANGUAGE ANXIETY AMONG CHILDREN","authors":"Selami Aydın, Leyla Harputlu, Şeyda Savran Çelik, Özgehan Uştuk, Serhat Güzel","doi":"10.15639/TEFLINJOURNAL.V28I2/133-154","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I2/133-154","url":null,"abstract":"The number of studies on the relationship between certain demo- graphic variables, age, gender and grade, and the levels of foreign language anxiety (FLA) in the English as a foreign language (EFL) context regarding adult and young learners is fairly limited, whereas the findings obtained from prior studies did not reach a consensus on the influences of FLA, and studies mainly focused on adult language learners rather than young learners. This study aims to explore the effect of age, gender and grade differences on FLA and its types, communication apprehension, fear of negative evaluation and test anxiety, among Turkish children who learn English as a foreign language. The participants were 494 children enrolled at primary and secondary schools. The data collection tools were a background questionnaire interrogating the variables mentioned and the Children’s Foreign Language Anxiety Scale (CFLAS). After computing the reliability coefficient of the scale and total variance, independent samples t-test and ANOVA were used to see the relationships between the levels of FLA and its types and subject variables, age, gender, and grade. The results showed that age, gender, and grade constitute significant differences regarding FLA and its types, when several items in the CFLAS were considered. In the light of findings, several practical recommendations are listed.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"133-154"},"PeriodicalIF":0.0,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67149235","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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