Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.38533
Elis Homsini Maolida, Anisa Sofarini
Collaborative teaching has been performed by special educators in K-12 schools for decades, and myriads of studies have witnessed its promising impacts on both students and teachers. Notwithstanding its vogue, only a few studies have primarily dealt with its implementation in higher education. Furthermore, empirical attempts accentuating lecturers’ stepwise practices during collaborative teaching implementation remain under-explored, especially when the practices are undertaken online. This study, henceforth, intends to fill the void. In total, the experiences of two collaborating lecturers, leading Teaching English for Foreign Language (TEFL) and Technology-Enhanced Language Learning (TELL) course, were scrutinized. Their practices were documented for 20 weeks and their views were also assembled to grasp how they perceived their online co-teaching practices. In addition, the views from six representative students were assembled at the end of the term through focused group discussion. Through Joint Practice Development (JPD) framework, lecturers’ online collaborative teaching practices were captured and conceptually grouped into five developed stages – collaborative planning, collaborative instruction, peer feedback and evaluation, follow up, and refinement stage. Admitting lecturers’ online co-teaching approach, students contended that its implementation was opportune in bridging their needs of pedagogical knowledge and related technology, facilitating learning efficiency, and fostering their collaboration awareness. Albeit its effectiveness, students are also concerned with collaboration appearance clarity, learning proficiency, and autonomy. Thus far, this teaching approach is worthy of continuing in the higher education, with clear format to adopt.
{"title":"Go hand in hand: Showcasing lecturers’ online collaborative teaching practices","authors":"Elis Homsini Maolida, Anisa Sofarini","doi":"10.17509/ijal.v11i3.38533","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.38533","url":null,"abstract":"Collaborative teaching has been performed by special educators in K-12 schools for decades, and myriads of studies have witnessed its promising impacts on both students and teachers. Notwithstanding its vogue, only a few studies have primarily dealt with its implementation in higher education. Furthermore, empirical attempts accentuating lecturers’ stepwise practices during collaborative teaching implementation remain under-explored, especially when the practices are undertaken online. This study, henceforth, intends to fill the void. In total, the experiences of two collaborating lecturers, leading Teaching English for Foreign Language (TEFL) and Technology-Enhanced Language Learning (TELL) course, were scrutinized. Their practices were documented for 20 weeks and their views were also assembled to grasp how they perceived their online co-teaching practices. In addition, the views from six representative students were assembled at the end of the term through focused group discussion. Through Joint Practice Development (JPD) framework, lecturers’ online collaborative teaching practices were captured and conceptually grouped into five developed stages – collaborative planning, collaborative instruction, peer feedback and evaluation, follow up, and refinement stage. Admitting lecturers’ online co-teaching approach, students contended that its implementation was opportune in bridging their needs of pedagogical knowledge and related technology, facilitating learning efficiency, and fostering their collaboration awareness. Albeit its effectiveness, students are also concerned with collaboration appearance clarity, learning proficiency, and autonomy. Thus far, this teaching approach is worthy of continuing in the higher education, with clear format to adopt.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48104882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.35949
Hicham Lahlou, Hajar Abdul Rahim
Conceptual metaphors have received much attention in research on discourse about infectious diseases in recent years. Most studies found that conceptual metaphors of war dominate media discourse about disease. Similarly, a great deal of research has been undertaken on the new coronavirus, i.e., COVID-19, especially in the English news discourse as opposed to other languages. The present study, in contrast, analyses the conceptual metaphors used in COVID-19 discourse in French-language newspapers. The study explored the linguistic metaphors used in COVID-19 discourse in these newspapers and conceptual metaphors that underlie and motivate them, using a conceptual metaphor theory framework (CMT). Therefore, two North African French-language newspapers, namely Libération, published in Morocco, and La Presse de Tunisie, published in Tunisia, formed the corpus of the current study. The results showed that the most frequent framing of COVID-19 was in terms of WAR, followed by DISASTER and KILLER, respectively.
{"title":"Conceptual metaphors in North African French-speaking news discourse about COVID-19","authors":"Hicham Lahlou, Hajar Abdul Rahim","doi":"10.17509/ijal.v11i3.35949","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.35949","url":null,"abstract":"Conceptual metaphors have received much attention in research on discourse about infectious diseases in recent years. Most studies found that conceptual metaphors of war dominate media discourse about disease. Similarly, a great deal of research has been undertaken on the new coronavirus, i.e., COVID-19, especially in the English news discourse as opposed to other languages. The present study, in contrast, analyses the conceptual metaphors used in COVID-19 discourse in French-language newspapers. The study explored the linguistic metaphors used in COVID-19 discourse in these newspapers and conceptual metaphors that underlie and motivate them, using a conceptual metaphor theory framework (CMT). Therefore, two North African French-language newspapers, namely Libération, published in Morocco, and La Presse de Tunisie, published in Tunisia, formed the corpus of the current study. The results showed that the most frequent framing of COVID-19 was in terms of WAR, followed by DISASTER and KILLER, respectively.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42533223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.43708
S. Widyastuti
The Javanese healing texts are mostly found in Ancient Javanese and New Javanese. The texts depict the social-cultural backgrounds of the society producing the texts. Healing texts are written in particular patterns, completed with spell prayers which form the compound between the signifier and the signified. Hence, the present study is aimed at analyzing healing texts using Pierce theory and the semiotic method to find icons, indexes, and symbols. The study used the descriptive qualitative method of the Pierce approach. The data sources were texts as the transliteration result of the manuscripts Serat Primbon Djawi (Dossier of Javanese Almanac), Boekoe Primbon Djampi Jawi (Book of Javanese Medicine Almanac), Serat Primbon Jawi (Dossier of Javanese Almanac), Serat Primbon Wirid (Dossier of Spell Almanac), Serat Primbon (Dossier of Almanac) and Serat Primbon Jampi (Dossier of Almanac of Javanese Medicine) transliteration by Bratakesawa. The data were analyzed using the descriptive technique in which the data worthiness was appraised by semantic validity and intra-rater validity. Findings show that all texts are constructed of semiotic structures of icons, indexes, and symbols. In the icons, there are similar relations with verses of the Holy Quran and the nine holy clerics, spreaders of the Moslem religion. The indexes show causal relationships between the cause of the ailments and the therapies in the form of medicinal mixtures. The symbols function to show resentment of cultures that brace them and relate between icons and indexes for the unified healing formulations that are integrated and have suggestive powers.
{"title":"Semiotic analysis in Islamic-Javanese healing texts","authors":"S. Widyastuti","doi":"10.17509/ijal.v11i3.43708","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.43708","url":null,"abstract":"The Javanese healing texts are mostly found in Ancient Javanese and New Javanese. The texts depict the social-cultural backgrounds of the society producing the texts. Healing texts are written in particular patterns, completed with spell prayers which form the compound between the signifier and the signified. Hence, the present study is aimed at analyzing healing texts using Pierce theory and the semiotic method to find icons, indexes, and symbols. The study used the descriptive qualitative method of the Pierce approach. The data sources were texts as the transliteration result of the manuscripts Serat Primbon Djawi (Dossier of Javanese Almanac), Boekoe Primbon Djampi Jawi (Book of Javanese Medicine Almanac), Serat Primbon Jawi (Dossier of Javanese Almanac), Serat Primbon Wirid (Dossier of Spell Almanac), Serat Primbon (Dossier of Almanac) and Serat Primbon Jampi (Dossier of Almanac of Javanese Medicine) transliteration by Bratakesawa. The data were analyzed using the descriptive technique in which the data worthiness was appraised by semantic validity and intra-rater validity. Findings show that all texts are constructed of semiotic structures of icons, indexes, and symbols. In the icons, there are similar relations with verses of the Holy Quran and the nine holy clerics, spreaders of the Moslem religion. The indexes show causal relationships between the cause of the ailments and the therapies in the form of medicinal mixtures. The symbols function to show resentment of cultures that brace them and relate between icons and indexes for the unified healing formulations that are integrated and have suggestive powers.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44457425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.34174
N. Nguyen
In English and Vietnamese, demonstratives are considered one of the most important linguistic items for their ability to enhance writing coherence. Crucial as they are, few investigations have been conducted to analyze the differences in their uses in English and Vietnamese written discourse. This research attempts to investigate the differences in the use of Vietnamese demonstratives and English demonstratives in model Vietnamese (MV) and model American English (MA) argumentative essays. Adopting both quantitative and qualitative analyses, it focuses on the frequency and pragmatic uses of proximal and distal demonstratives in the two languages. It was discovered that English essays had significantly more proximal and cataphoric uses of demonstratives than Vietnamese essays. While English proximal demonstratives this(these) indicated topic shifting and distal demonstratives that(those) signaled topic continuity, a contrary pattern was observed in Vietnamese. Moreover, in investigating the referential uses of demonstratives, it was revealed that the use of Vietnamese demonstratives differed from English in the sense that they could act as discourse connectives facilitating the interpretation process of the readers. The study’s results contribute to the cross-language analysis and comparison of demonstratives and provide implications for the teaching of English demonstratives in academic writing in Vietnam.
{"title":"A comparison between English demonstratives and Vietnamese demonstratives in argumentative essays","authors":"N. Nguyen","doi":"10.17509/ijal.v11i3.34174","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.34174","url":null,"abstract":"In English and Vietnamese, demonstratives are considered one of the most important linguistic items for their ability to enhance writing coherence. Crucial as they are, few investigations have been conducted to analyze the differences in their uses in English and Vietnamese written discourse. This research attempts to investigate the differences in the use of Vietnamese demonstratives and English demonstratives in model Vietnamese (MV) and model American English (MA) argumentative essays. Adopting both quantitative and qualitative analyses, it focuses on the frequency and pragmatic uses of proximal and distal demonstratives in the two languages. It was discovered that English essays had significantly more proximal and cataphoric uses of demonstratives than Vietnamese essays. While English proximal demonstratives this(these) indicated topic shifting and distal demonstratives that(those) signaled topic continuity, a contrary pattern was observed in Vietnamese. Moreover, in investigating the referential uses of demonstratives, it was revealed that the use of Vietnamese demonstratives differed from English in the sense that they could act as discourse connectives facilitating the interpretation process of the readers. The study’s results contribute to the cross-language analysis and comparison of demonstratives and provide implications for the teaching of English demonstratives in academic writing in Vietnam.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42214317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.34600
M. Saeed, A. O. AbuSa’aleek, Huda Suleiman Al Qunayeer
How teachers can provide effective feedback that promotes' students' active responses to and use of it is the question of the current debate in research. The need for teachers to formulate/compose their feedback in the form of questioning alleviates their authoritative roles in the process. Therefore, this study explored the role of teacher Google Doc-based feedback given in the form of questions on the assignments of 14 pairs of undergraduates in a Malaysian university in fostering their responses to feedback and uptake of it in writing. The results revealed that the feedback questions fall into single Yes/No questions, single Wh-questions, and a combination of both, which served as eliciting responses, eliciting information, seeking clarifications, requesting, checking certainty, and inviting learners to respond to and interact over the e-feedback before using it in revising their texts. Findings indicate that Google Docs functions as an interactive platform where students diversify their responses to e-feedback, such as commenting on the e-feedback, interacting around the e-feedback issues, seeking further feedback, resolving the e-feedback, and addressing the e-feedback through edits/text revisions. Furthermore, the way e-feedback questioning is formulated influences how students respond to and use e-feedback in revising their assignments. The study provides valuable suggestions for teacher feedback practices in graduate courses in higher educational institutions.
{"title":"The role of tutor's questioning in mentoring learners' responses to and uptake of feedback on writing","authors":"M. Saeed, A. O. AbuSa’aleek, Huda Suleiman Al Qunayeer","doi":"10.17509/ijal.v11i3.34600","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.34600","url":null,"abstract":"How teachers can provide effective feedback that promotes' students' active responses to and use of it is the question of the current debate in research. The need for teachers to formulate/compose their feedback in the form of questioning alleviates their authoritative roles in the process. Therefore, this study explored the role of teacher Google Doc-based feedback given in the form of questions on the assignments of 14 pairs of undergraduates in a Malaysian university in fostering their responses to feedback and uptake of it in writing. The results revealed that the feedback questions fall into single Yes/No questions, single Wh-questions, and a combination of both, which served as eliciting responses, eliciting information, seeking clarifications, requesting, checking certainty, and inviting learners to respond to and interact over the e-feedback before using it in revising their texts. Findings indicate that Google Docs functions as an interactive platform where students diversify their responses to e-feedback, such as commenting on the e-feedback, interacting around the e-feedback issues, seeking further feedback, resolving the e-feedback, and addressing the e-feedback through edits/text revisions. Furthermore, the way e-feedback questioning is formulated influences how students respond to and use e-feedback in revising their assignments. The study provides valuable suggestions for teacher feedback practices in graduate courses in higher educational institutions.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43313379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.33581
A. Kirana
The complexity of a reading process often becomes an obstacle for students with dyslexia, particularly those studying in bilingual schools. To date, few studies discuss the Indonesian-English bilingual dyslexic student’s reading processes when they encounter reading texts in both languages they are acquiring. This study aimed to investigate the tendency of a dyslexic student’s reading comprehension in reading texts in the Indonesian and English language. This was done by comparing the reading comprehension of a second-grade Indonesian dyslexic participant (age=9) and four control participants. Two sets of reading instruments, written in the Indonesian language. The keywords used in each language were taken from participants’ textbooks. There were two types of sentences in the reading instrument; highly contextual sentences and sentences which is in accordance with participants’ background knowledge. After reading each sentence, they were asked to answer comprehension questions about each keyword. The scoring was based on their answer accuracy. The results were analyzed based on the reading comprehension theories proposed by Kintsch and Rawson (2005). The results showed that the two groups used different strategies to comprehend the text but the dyslexic participant's reading performance was lower than the control participants' performance in both languages. The results suggested that the dyslexic participant’s reliance on his background knowledge and lack of ability in retrieving appropriate keywords were the sources of his poor reading performance. Practices to improve skills in retrieving background knowledge and utilizing working memory span are suggested.
{"title":"Issues in reading comprehension: A case of an Indonesian bilingual dyslexic student","authors":"A. Kirana","doi":"10.17509/ijal.v11i3.33581","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.33581","url":null,"abstract":"The complexity of a reading process often becomes an obstacle for students with dyslexia, particularly those studying in bilingual schools. To date, few studies discuss the Indonesian-English bilingual dyslexic student’s reading processes when they encounter reading texts in both languages they are acquiring. This study aimed to investigate the tendency of a dyslexic student’s reading comprehension in reading texts in the Indonesian and English language. This was done by comparing the reading comprehension of a second-grade Indonesian dyslexic participant (age=9) and four control participants. Two sets of reading instruments, written in the Indonesian language. The keywords used in each language were taken from participants’ textbooks. There were two types of sentences in the reading instrument; highly contextual sentences and sentences which is in accordance with participants’ background knowledge. After reading each sentence, they were asked to answer comprehension questions about each keyword. The scoring was based on their answer accuracy. The results were analyzed based on the reading comprehension theories proposed by Kintsch and Rawson (2005). The results showed that the two groups used different strategies to comprehend the text but the dyslexic participant's reading performance was lower than the control participants' performance in both languages. The results suggested that the dyslexic participant’s reliance on his background knowledge and lack of ability in retrieving appropriate keywords were the sources of his poor reading performance. Practices to improve skills in retrieving background knowledge and utilizing working memory span are suggested.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41335271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.34667
Syafryadin Syafryadin, D. Suherdi, N. Nadya, Alamsyah Harahap, Annisa Astrid
The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.
{"title":"Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities","authors":"Syafryadin Syafryadin, D. Suherdi, N. Nadya, Alamsyah Harahap, Annisa Astrid","doi":"10.17509/ijal.v11i3.34667","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.34667","url":null,"abstract":"The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45984639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.40592
N. H. Quan
Identifying characteristics of effective teachers has always been a topic of paramount importance. Accordingly, an extensive volume of theoretical endeavours and empirical research has been devoted to the investigation of typical attributes that effective teachers possess in diverse contexts. Yet, current understanding of the issue in Vietnamese setting remains limited. Given that perceptions about effective teachers’ qualities have been typically found to be highly context-bounded, gaining an insight into these attributes in this under-researched context is expected to provide a solid foundation for further attempts to improve the quality of teaching and learning. The present study responds to this pressing need by exploring the perceptions held by 200 learners and 22 teachers in a language school in Vietnam, employing questionnaires for collecting both quantitative and qualitative data. A theoretical framework adapted from Shulman’s (1986, 1987) model of teachers’ knowledge base was employed. Findings from the study revealed both convergence and mismatches in the perceptions held by the teacher and learner groups. As a whole, teachers, and learners convergently prioritised teachers’ subject matter content knowledge as most important, compared to pedagogical content knowledge and teachers’ identity and interactions with learners. Both groups also voted teachers’ ability to provide clear instructions and explanations as the most important pedagogical feature of effective teachers and uniformly downplayed the role of sociocultural knowledge and the ability to effectively use technology. More in-depth analyses, however, showed that teachers placed more importance over the pedagogical aspects of subject matter knowledge, language proficiency, and teaching methodology, whereas learners more appreciated the psychological and motivational aspects. In particular, the teacher participants highly valued the teachers’ ability of classroom management, material adaptation, and facilitating students’ engagement in learning activities. In contrast, qualities most desired by learners included a positive attitude towards the teaching career and teachers’ willingness to care, understand learners’ problems, encourage, and treat all students on a fair basis.
{"title":"Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers","authors":"N. H. Quan","doi":"10.17509/ijal.v11i3.40592","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.40592","url":null,"abstract":"Identifying characteristics of effective teachers has always been a topic of paramount importance. Accordingly, an extensive volume of theoretical endeavours and empirical research has been devoted to the investigation of typical attributes that effective teachers possess in diverse contexts. Yet, current understanding of the issue in Vietnamese setting remains limited. Given that perceptions about effective teachers’ qualities have been typically found to be highly context-bounded, gaining an insight into these attributes in this under-researched context is expected to provide a solid foundation for further attempts to improve the quality of teaching and learning. The present study responds to this pressing need by exploring the perceptions held by 200 learners and 22 teachers in a language school in Vietnam, employing questionnaires for collecting both quantitative and qualitative data. A theoretical framework adapted from Shulman’s (1986, 1987) model of teachers’ knowledge base was employed. Findings from the study revealed both convergence and mismatches in the perceptions held by the teacher and learner groups. As a whole, teachers, and learners convergently prioritised teachers’ subject matter content knowledge as most important, compared to pedagogical content knowledge and teachers’ identity and interactions with learners. Both groups also voted teachers’ ability to provide clear instructions and explanations as the most important pedagogical feature of effective teachers and uniformly downplayed the role of sociocultural knowledge and the ability to effectively use technology. More in-depth analyses, however, showed that teachers placed more importance over the pedagogical aspects of subject matter knowledge, language proficiency, and teaching methodology, whereas learners more appreciated the psychological and motivational aspects. In particular, the teacher participants highly valued the teachers’ ability of classroom management, material adaptation, and facilitating students’ engagement in learning activities. In contrast, qualities most desired by learners included a positive attitude towards the teaching career and teachers’ willingness to care, understand learners’ problems, encourage, and treat all students on a fair basis.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.34259
Daflizar Daflizar, E. Petraki
The purpose of this study was threefold: (1) to investigate how Indonesian undergraduate students perceive their teachers’ and their responsibilities in English language learning; (2) to investigate how the students perceive their abilities related to autonomous English language learning; (3) to examine if there are differences in the students’ perceptions of their responsibilities and abilities concerning gender and majors of study. The study employed a mixed-methods research approach with a sequential explanatory design and recruited 402 participants in the quantitative phase and 30 participants in the qualitative phase. The data were collected through questionnaires and semi-structured interviews. The findings showed that the majority of students deemed the teacher to be the one in charge of their learning despite their positive perceptions of their abilities. No significant difference was found between males and females in their perceptions of responsibilities and abilities. Regarding majors of study, no significant difference was found between English major students and non-English majors in their perceptions of their abilities; however, there was a significant difference between the groups’ perceptions of their responsibilities. The research advocates the need for awareness-raising on the benefits of learner autonomy and appropriate teacher training for the Indonesian context.
{"title":"Readiness for autonomous English language learning: The case of Indonesian undergraduate students","authors":"Daflizar Daflizar, E. Petraki","doi":"10.17509/ijal.v11i3.34259","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.34259","url":null,"abstract":"The purpose of this study was threefold: (1) to investigate how Indonesian undergraduate students perceive their teachers’ and their responsibilities in English language learning; (2) to investigate how the students perceive their abilities related to autonomous English language learning; (3) to examine if there are differences in the students’ perceptions of their responsibilities and abilities concerning gender and majors of study. The study employed a mixed-methods research approach with a sequential explanatory design and recruited 402 participants in the quantitative phase and 30 participants in the qualitative phase. The data were collected through questionnaires and semi-structured interviews. The findings showed that the majority of students deemed the teacher to be the one in charge of their learning despite their positive perceptions of their abilities. No significant difference was found between males and females in their perceptions of responsibilities and abilities. Regarding majors of study, no significant difference was found between English major students and non-English majors in their perceptions of their abilities; however, there was a significant difference between the groups’ perceptions of their responsibilities. The research advocates the need for awareness-raising on the benefits of learner autonomy and appropriate teacher training for the Indonesian context.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47078264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.35083
K. Nugroho, Zulfa Sakhiyya
The COVID-19 pandemic has brought significant changes to the education sector. The shift from classroom-based conventional learning to virtual mode means that the study from home policy appears to place responsibilities of students learning on parents. By focusing on primary level education, we explored parents’ voices and aspirations in assisting their children in taking online English language classes. As most of the parents have been overwhelmed, we offer some insights regarding how to mitigate the problems. Using photovoice, fifteen parents whose children were learning English language in primary schools were invited to take the photographs from the online English language learning (OELL) program and discussed the photographs. We used Photovoice in the project to capture parents’ concerns over the program and their relationship with the pandemic. Thematic analysis was used as a tool to generate important themes from the photovoice data. While appreciating the program, our respondents highlighted the obstacles and concerns over the online English learning through their photographs. In this article, we demonstrated, that photovoice not only offered a space to explore parents’ experiences in engaging in their children’s OELL program, but also served as a space for parents’ aspirations in disrupting and influencing educational programs and reforms.
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