Pub Date : 2024-03-31DOI: 10.15294/elt.v13i1.77174
David Geba Abi Anandi, Fransiskus Xaverius Mukarto
Coursebooks have an essential function in language instruction since they function as not only the guidance for both educators and learners in conducting learning programs but also the primary source of learning materials and learning tasks. Nevertheless, language learning program provides an imbalanced opportunity to develop students’ language skills equally. This study sought to analyze the balance of the learning tasks in New Total English Coursebooks in terms of the four strands. The research question in this study was “From the perspective of the Four Strands, what is the frequency distribution of learning tasks in New Total English Coursebooks?” In order to answer the research question in this study, the researchers used content analysis. The total of 637 learning tasks were analyzed in this study from three coursebooks. In selecting the samples of learning tasks, the researchers applied stratified random sampling. The findings showed that the highest frequency of strand found was meaning-focused input with 28.08%. The fluency development strand occupies 25.79% and language-focused learning occupies 23.57% of the whole learning tasks. Lastly, the meaning-focused output had the lowest frequency with 22.54%. In conclusion, the coursebooks are proven to provide balanced distributions of the four strands. The findings of this study suggest that English instructors use the coursebooks in classrooms as they provide equal balance of the four strands.
{"title":"Parity of learning tasks in New Total English coursebooks","authors":"David Geba Abi Anandi, Fransiskus Xaverius Mukarto","doi":"10.15294/elt.v13i1.77174","DOIUrl":"https://doi.org/10.15294/elt.v13i1.77174","url":null,"abstract":"Coursebooks have an essential function in language instruction since they function as not only the guidance for both educators and learners in conducting learning programs but also the primary source of learning materials and learning tasks. Nevertheless, language learning program provides an imbalanced opportunity to develop students’ language skills equally. This study sought to analyze the balance of the learning tasks in New Total English Coursebooks in terms of the four strands. The research question in this study was “From the perspective of the Four Strands, what is the frequency distribution of learning tasks in New Total English Coursebooks?” In order to answer the research question in this study, the researchers used content analysis. The total of 637 learning tasks were analyzed in this study from three coursebooks. In selecting the samples of learning tasks, the researchers applied stratified random sampling. The findings showed that the highest frequency of strand found was meaning-focused input with 28.08%. The fluency development strand occupies 25.79% and language-focused learning occupies 23.57% of the whole learning tasks. Lastly, the meaning-focused output had the lowest frequency with 22.54%. In conclusion, the coursebooks are proven to provide balanced distributions of the four strands. The findings of this study suggest that English instructors use the coursebooks in classrooms as they provide equal balance of the four strands.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"17 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140359658","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 : 2024-03-31DOI: 10.15294/elt.v13i1.74952
Tessema Gilo Gayessa, Nuru Mohammed
English language courses are provided in universities throughout the majority of the world where English is used as a second or first language to address students' English language needs in the target-situation use. However, at all Ethiopian Universities where English is taught as a foreign language, two English language skills courses, dubbed "communicative English language skills I" and "communicative English language skills II," are offered as standard courses in the first year. Large language gaps have been noted, particularly in health science academic and professional settings where English is largely expected. Hence, this study aimed to identify Health Science students’ English language gaps so that English language courses are designed accordingly. This study employed a mixed-methods research design. It was conducted via tests, observations, and interviews. The findings revealed that participant students had good proficiency in grammar and usage as well as reading skills. However, they had poor proficiency in listening skills, which in turn indicated that the students had difficulty understanding spoken English. The findings also indicated that these students demonstrated an inability to write an acceptable essay. The study further revealed that students' failure to describe a patient, the case, the complaints, and the drugs in medical terminology was partially due to a lack of English language skills. As a result, while developing English language course materials for health science students, course designers and practitioners should address these English language gaps existing in students’ academic studies and future professions.
世界上大多数将英语作为第二或第一语言的大学都开设了英语课程，以满足学生在目 标情景中使用英语的需要。然而，在所有将英语作为外语教学的埃塞俄比亚大学中，有两门英语语言技能课程被称为 "英语语言交际技能 I "和 "英语语言交际技能 II"，是一年级的标准课程。人们注意到，语言差距很大，尤其是在卫生科学学术和专业环境中，因为在这些环境中，人们基本上都需要英语。 因此，本研究旨在确定健康科学专业学生的英语语言差距，以便设计相应的英语课程。本研究采用了混合方法研究设计。研究通过测试、观察和访谈进行。研究结果显示，参与研究的学生在语法和用法以及阅读技能方面都有较好的水平。但是，他们的听力技能较差，这反过来又表明学生在理解英语口语方面存在困难。研究结果还表明，这些学生无法写出合格的文章。研究进一步显示，学生无法用医学术语描述病人、病例、主诉和药物的部分原因是缺乏英语语言技能。因此，在为健康科学专业学生编写英语语言课程教材时，课程设计者和从业人员应解决学生在学术学习和未来职业中存在的这些英语语言差距。
{"title":"Assessing health science students’ English language lacks: learners’ needs analysis","authors":"Tessema Gilo Gayessa, Nuru Mohammed","doi":"10.15294/elt.v13i1.74952","DOIUrl":"https://doi.org/10.15294/elt.v13i1.74952","url":null,"abstract":"English language courses are provided in universities throughout the majority of the world where English is used as a second or first language to address students' English language needs in the target-situation use. However, at all Ethiopian Universities where English is taught as a foreign language, two English language skills courses, dubbed \"communicative English language skills I\" and \"communicative English language skills II,\" are offered as standard courses in the first year. Large language gaps have been noted, particularly in health science academic and professional settings where English is largely expected. Hence, this study aimed to identify Health Science students’ English language gaps so that English language courses are designed accordingly. This study employed a mixed-methods research design. It was conducted via tests, observations, and interviews. The findings revealed that participant students had good proficiency in grammar and usage as well as reading skills. However, they had poor proficiency in listening skills, which in turn indicated that the students had difficulty understanding spoken English. The findings also indicated that these students demonstrated an inability to write an acceptable essay. The study further revealed that students' failure to describe a patient, the case, the complaints, and the drugs in medical terminology was partially due to a lack of English language skills. As a result, while developing English language course materials for health science students, course designers and practitioners should address these English language gaps existing in students’ academic studies and future professions.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"31 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140359158","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 : 2024-03-31DOI: 10.15294/elt.v13i1.78370
Xiaomei Sun, Wuwei Ye, Xinyi Li
This qualitative case study aims to investigate pedagogical strategies for developing language learner autonomy through scrutinising a literature-based EFL reading course carried out in a tertiary institution in China. To achieve triangulation, data were collected from multiple sources, including two diagnostic surveys, post-course feedback interviews, student artefacts, teacher’s reflective journal, and related teaching materials. In data analysis, triangulation was accomplished by involving and integrating multiple investigators’ perspectives – three researchers collaborated in analysing data collected from student feedback interviews. Findings of this study could be classified into three categories. Regarding second language acquisition (SLA), results from the surveys and interviews indicate a comprehensive improvement in learners’ L2 competence, in addition to their cognitive and motivational enhancement. With regard to literature-based instruction, evidence from this study contributes to a deepened and enriched understanding of the comprehensive approach to L2 literature and scaffolded extensive reading. For developing language learner autonomy, this study provides a three-dimensional modal with pedagogical implications for literature-based instruction, from the perspectives of teaching content, methodological approaches, and ideological orientation.
{"title":"Literature-based instruction and language learner autonomy: A case study of a tertiary EFL reading course","authors":"Xiaomei Sun, Wuwei Ye, Xinyi Li","doi":"10.15294/elt.v13i1.78370","DOIUrl":"https://doi.org/10.15294/elt.v13i1.78370","url":null,"abstract":"This qualitative case study aims to investigate pedagogical strategies for developing language learner autonomy through scrutinising a literature-based EFL reading course carried out in a tertiary institution in China. To achieve triangulation, data were collected from multiple sources, including two diagnostic surveys, post-course feedback interviews, student artefacts, teacher’s reflective journal, and related teaching materials. In data analysis, triangulation was accomplished by involving and integrating multiple investigators’ perspectives – three researchers collaborated in analysing data collected from student feedback interviews. Findings of this study could be classified into three categories. Regarding second language acquisition (SLA), results from the surveys and interviews indicate a comprehensive improvement in learners’ L2 competence, in addition to their cognitive and motivational enhancement. With regard to literature-based instruction, evidence from this study contributes to a deepened and enriched understanding of the comprehensive approach to L2 literature and scaffolded extensive reading. For developing language learner autonomy, this study provides a three-dimensional modal with pedagogical implications for literature-based instruction, from the perspectives of teaching content, methodological approaches, and ideological orientation.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"76 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140360084","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 : 2024-03-31DOI: 10.15294/elt.v13i1.75290
Aziza Restu Febrianto, Maria Dimitrij Angie Pavita, Afi Normawati
Inspired by the approach of “Teaching Unplugged: Dogme in English Language Teaching” developed by Luke Meddings and Scott Thornbury, this theoretical research introduces and offers a conceptual design of teacher training intended to be relevant to novice Indonesian EFL teachers, especially those working at schools located in the most remote and disadvantaged areas of Indonesia. The training is designed based on the theoretical framework of the approach and critical reviews of several related empirical studies. This article, therefore, focuses on exploring the applications of the approach by examining some other research including the most recent ones about the approach, and investigating its relevance to the context of English education at the most disadvantaged schools in Indonesia. The practical stages and syllabus are also presented in the article so that both teachers as participants and teacher educators can easily follow and understand how the materials can be implemented in their teaching contexts. Considering the theoretical-based materials and well-planned activities that the training offers, novice EFL teachers, after completing the program, are expected to be able to improve their both language and pedagogical skills that are needed in their school contexts and in line with the recent curriculum, the Merdeka curriculum.
受 Luke Meddings 和 Scott Thornbury 提出的 "不插电教学"（Teaching Unplugged：受 Luke Meddings 和 Scott Thornbury 提出的 "Dogme in English Language Teaching "的启发，本理论研究介绍并提供了教师培训的概念设计，旨在为印尼 EFL 新手教师，尤其是那些在印尼最偏远和最贫困地区的学校工作的教师提供相关培训。培训设计基于该方法的理论框架和对若干相关实证研究的批判性评论。因此，本文重点探讨了该方法的应用，研究了其他一些研究，包括有关该方法的最新研究，并调查了该方法与印尼最弱势学校英语教育的相关性。文章还介绍了实际操作阶段和教学大纲，以便作为参与者的教师和教师教育工作者能够轻松掌握和理解如何在其教学环境中实施这些教材。考虑到培训所提供的以理论为基础的材料和精心策划的活动，预计新手 EFL 教师在完成培训课程后，将能够提高他们的语言和教学技能，这也是他们在学校环境中所需要的，并符合最新的课程--默迪卡课程。
{"title":"“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools","authors":"Aziza Restu Febrianto, Maria Dimitrij Angie Pavita, Afi Normawati","doi":"10.15294/elt.v13i1.75290","DOIUrl":"https://doi.org/10.15294/elt.v13i1.75290","url":null,"abstract":"Inspired by the approach of “Teaching Unplugged: Dogme in English Language Teaching” developed by Luke Meddings and Scott Thornbury, this theoretical research introduces and offers a conceptual design of teacher training intended to be relevant to novice Indonesian EFL teachers, especially those working at schools located in the most remote and disadvantaged areas of Indonesia. The training is designed based on the theoretical framework of the approach and critical reviews of several related empirical studies. This article, therefore, focuses on exploring the applications of the approach by examining some other research including the most recent ones about the approach, and investigating its relevance to the context of English education at the most disadvantaged schools in Indonesia. The practical stages and syllabus are also presented in the article so that both teachers as participants and teacher educators can easily follow and understand how the materials can be implemented in their teaching contexts. Considering the theoretical-based materials and well-planned activities that the training offers, novice EFL teachers, after completing the program, are expected to be able to improve their both language and pedagogical skills that are needed in their school contexts and in line with the recent curriculum, the Merdeka curriculum.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"111 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140360403","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 : 2024-03-31DOI: 10.15294/elt.v13i1.78755
Tifani Yuris Signori, N. Drajati, Kristian Adi Putra
In today's educational system, the need for teachers to acquire technological, pedagogical, and content knowledge (TPACK) has already become a mainstream transformation. Therefore, it is necessary to find a suitable strategy and approach to develop pre-service ELT teachers’ TPACK, in which one of them is actively engaging them in the design of technology-enhanced learning. This study sought to investigate Indonesian pre-service ELT teachers’ TPACK level development after designing digital storytelling book. Narrative inquiry was adopted in this research. The data were obtained from the pre- service ELT teachers’ reflective notes and semi-structured interviews. The findings of the study show that all participants are in the TPACK level of “accepting”. In the level of accepting, pre-service teachers form a favorable attitude toward teaching and learning English with digital storytelling. The implication derived from this study is that it is necessary to carefully design a project in teacher education program that can improve the pre-service teachers' TPACK level.
{"title":"Designing digital storytelling books for TPACK development of Indonesian pre-service ELT teachers","authors":"Tifani Yuris Signori, N. Drajati, Kristian Adi Putra","doi":"10.15294/elt.v13i1.78755","DOIUrl":"https://doi.org/10.15294/elt.v13i1.78755","url":null,"abstract":"In today's educational system, the need for teachers to acquire technological, pedagogical, and content knowledge (TPACK) has already become a mainstream transformation. Therefore, it is necessary to find a suitable strategy and approach to develop pre-service ELT teachers’ TPACK, in which one of them is actively engaging them in the design of technology-enhanced learning. This study sought to investigate Indonesian pre-service ELT teachers’ TPACK level development after designing digital storytelling book. Narrative inquiry was adopted in this research. The data were obtained from the pre- service ELT teachers’ reflective notes and semi-structured interviews. The findings of the study show that all participants are in the TPACK level of “accepting”. In the level of accepting, pre-service teachers form a favorable attitude toward teaching and learning English with digital storytelling. The implication derived from this study is that it is necessary to carefully design a project in teacher education program that can improve the pre-service teachers' TPACK level.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140361176","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 : 2024-03-31DOI: 10.15294/elt.v13i1.73768
Endalew Molla Tessera, Animaw Anteneh Kassa
In Ethiopia, there is a general public concern that most university students lack communicative competence, and hence they could not communicate effectively in English. There are many contributing factors to this and most of these factors are related either to the curriculum, the teaching-learning process, or the assessment practice. Only a few studies have been conducted on the assessment practice of speaking skills since most researchers have focused on the teaching-learning process. This inquiry was made to look into the practice of assessing the Advanced Speech course. Specifically, it focuses on the assessment methods employed by teachers, the extent of measuring the sub-skills of speaking, and the effectiveness of the feedback given by the teachers. Forty-three students and six teachers were included in the study. Data were collected through in-depth interviews, classroom observation, and document analysis. The findings revealed that not many assessment methods were employed to assess the students. Sixty percent of the assessment of the course was covered by written assignments and a written final exam. Only two individual and group presentations were given as practical assessments. In addition, the assessments did not measure the students’ accuracy, fluency, pronunciation, and vocabulary. In the end, the feedback provided to the students was not effective. Students were not given a chance to correct their own errors, and they were not allowed to practice peer correction, either. This implied that teachers’ assessment practices were not effective to measure the students’ speaking performance in the intended manner and this is one of the factors that minimizes the quality of education.
{"title":"Exploring assessment practices of teachers in Advanced Speech courses","authors":"Endalew Molla Tessera, Animaw Anteneh Kassa","doi":"10.15294/elt.v13i1.73768","DOIUrl":"https://doi.org/10.15294/elt.v13i1.73768","url":null,"abstract":"In Ethiopia, there is a general public concern that most university students lack communicative competence, and hence they could not communicate effectively in English. There are many contributing factors to this and most of these factors are related either to the curriculum, the teaching-learning process, or the assessment practice. Only a few studies have been conducted on the assessment practice of speaking skills since most researchers have focused on the teaching-learning process. This inquiry was made to look into the practice of assessing the Advanced Speech course. Specifically, it focuses on the assessment methods employed by teachers, the extent of measuring the sub-skills of speaking, and the effectiveness of the feedback given by the teachers. Forty-three students and six teachers were included in the study. Data were collected through in-depth interviews, classroom observation, and document analysis. The findings revealed that not many assessment methods were employed to assess the students. Sixty percent of the assessment of the course was covered by written assignments and a written final exam. Only two individual and group presentations were given as practical assessments. In addition, the assessments did not measure the students’ accuracy, fluency, pronunciation, and vocabulary. In the end, the feedback provided to the students was not effective. Students were not given a chance to correct their own errors, and they were not allowed to practice peer correction, either. This implied that teachers’ assessment practices were not effective to measure the students’ speaking performance in the intended manner and this is one of the factors that minimizes the quality of education.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"22 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140359698","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 : 2023-07-31DOI: 10.15294/elt.v12i2.65780
Farisani Thomas Nephawe
Numerous strategies for teaching conversational English online are utilised although some have less value for money due to constraints including poor connectivity, constant ‘load shedding’, and lack of computing device systems. The paper investigated a suitable strategy for teaching conversational English online to English Communication Skills students registered for Module 1141 in the 2022 academic year at the University of Venda, South Africa. A qualitative research approach was adopted as in-depth knowledge and a wide range of speech exchange systems could be obtained. Three lecturers were purposively selected from a pool of seven lecturers to participate in the paper because they were easily approachable and had been teaching the module for over five years. Data were collected using observations and semi-structured face-to-face interviews. Atlas ti version 22 software was used to analyse the data as it locates codes and interprets the findings in primary data material, weighs and evaluates their importance, and visualises the often-complex relationships between them. The pilot study results indicated that the lecturers were not comfortable with using the videoconferencing strategy for teaching conversational English online. But after showing them steps for using the identified strategy, the lecturers revealed extreme indebtedness towards the process. Using the identified strategy for teaching conversational English online is highly recommended.
{"title":"Online teaching strategies for conversational English by university lecturers","authors":"Farisani Thomas Nephawe","doi":"10.15294/elt.v12i2.65780","DOIUrl":"https://doi.org/10.15294/elt.v12i2.65780","url":null,"abstract":"Numerous strategies for teaching conversational English online are utilised although some have less value for money due to constraints including poor connectivity, constant ‘load shedding’, and lack of computing device systems. The paper investigated a suitable strategy for teaching conversational English online to English Communication Skills students registered for Module 1141 in the 2022 academic year at the University of Venda, South Africa. A qualitative research approach was adopted as in-depth knowledge and a wide range of speech exchange systems could be obtained. Three lecturers were purposively selected from a pool of seven lecturers to participate in the paper because they were easily approachable and had been teaching the module for over five years. Data were collected using observations and semi-structured face-to-face interviews. Atlas ti version 22 software was used to analyse the data as it locates codes and interprets the findings in primary data material, weighs and evaluates their importance, and visualises the often-complex relationships between them. The pilot study results indicated that the lecturers were not comfortable with using the videoconferencing strategy for teaching conversational English online. But after showing them steps for using the identified strategy, the lecturers revealed extreme indebtedness towards the process. Using the identified strategy for teaching conversational English online is highly recommended.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130431202","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 : 2023-07-30DOI: 10.15294/elt.v12i2.64683
Rahmatul Jannah, Hidayah Nor, Raida Asfihana
Teachers today must create strategies or techniques that meet both the demands of students and the times since we are today grow and develop alongside technology. A gaming technique called gamification can be used in non-game environments, like education. In addition, many students continue to believe that grammar is uninteresting and contains a lot of content. The purpose of this study is to better understand how the lecturers utilize gamification in the classroom and how students react to it when it is used to teach grammar in higher education settings. A qualitative case study methodology is used in this research approach. Data were gathered through observation, interviews, and documentation; they were then condensed, displayed, and used to make inferences and conduct verification. Twenty-three students and a lecturer took part in this investigation. The findings are broken down into two points based on the research objectives. The implementation of gamification in grammar instruction can be done in ten phases and is supported by current theory. The second discovery is that there are five possible student reactions to gamified learning, each of which relates to the positives and negatives of utilizing gamification. The results of this study should help provide further light on how gamification might be used to teach English, particularly grammar.
{"title":"The implementation of gamification to teach grammar in higher education","authors":"Rahmatul Jannah, Hidayah Nor, Raida Asfihana","doi":"10.15294/elt.v12i2.64683","DOIUrl":"https://doi.org/10.15294/elt.v12i2.64683","url":null,"abstract":"Teachers today must create strategies or techniques that meet both the demands of students and the times since we are today grow and develop alongside technology. A gaming technique called gamification can be used in non-game environments, like education. In addition, many students continue to believe that grammar is uninteresting and contains a lot of content. The purpose of this study is to better understand how the lecturers utilize gamification in the classroom and how students react to it when it is used to teach grammar in higher education settings. A qualitative case study methodology is used in this research approach. Data were gathered through observation, interviews, and documentation; they were then condensed, displayed, and used to make inferences and conduct verification. Twenty-three students and a lecturer took part in this investigation. The findings are broken down into two points based on the research objectives. The implementation of gamification in grammar instruction can be done in ten phases and is supported by current theory. The second discovery is that there are five possible student reactions to gamified learning, each of which relates to the positives and negatives of utilizing gamification. The results of this study should help provide further light on how gamification might be used to teach English, particularly grammar.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115156607","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 : 2023-07-30DOI: 10.15294/elt.v12i2.67253
S. Susilawati, Y. Fajriah, Sri Yunita
serving as the foundation for reflection on learning, including in classes of EBP (English for Business Purposes) as a branch of ESP (English for Specific Purposes). The recent study aims at exploring EBP students’ acceptance of the use of Google Docs as a learning platform in their class using the framework of TAM (Technology Acceptance Model). A qualitative case study was adopted by administering an open-ended questionnaire and a structured-group interview. The participants involved were one class of EBP students consisting of 18 persons at one private university in Depok, West Java, Indonesia. The findings revealed that most of the students positively accept the use of Google Docs in their EBP writing class. Particularly, based on PU (Perceived Usefulness), the students viewed that Google Docs gives them assistance to write and improve their writing skills. In the view of PEU (Perceived Ease of Use), Google Docs has been seen as a user-friendly platform. The students also evinced a fine attitude in terms of ATT (Attitude Towards Technology). In the aspect of BI (Behavioral Intention), most students highlighted their preference for the use of Google Docs in the future, both for academic and professional purposes. Recommendations for ESP instructional practices with the utilization of Google Docs and potential research in the future are forwarded.
{"title":"Google Docs in English for Business Purposes courses: The exploration of students’ acceptance","authors":"S. Susilawati, Y. Fajriah, Sri Yunita","doi":"10.15294/elt.v12i2.67253","DOIUrl":"https://doi.org/10.15294/elt.v12i2.67253","url":null,"abstract":"serving as the foundation for reflection on learning, including in classes of EBP (English for Business Purposes) as a branch of ESP (English for Specific Purposes). The recent study aims at exploring EBP students’ acceptance of the use of Google Docs as a learning platform in their class using the framework of TAM (Technology Acceptance Model). A qualitative case study was adopted by administering an open-ended questionnaire and a structured-group interview. The participants involved were one class of EBP students consisting of 18 persons at one private university in Depok, West Java, Indonesia. The findings revealed that most of the students positively accept the use of Google Docs in their EBP writing class. Particularly, based on PU (Perceived Usefulness), the students viewed that Google Docs gives them assistance to write and improve their writing skills. In the view of PEU (Perceived Ease of Use), Google Docs has been seen as a user-friendly platform. The students also evinced a fine attitude in terms of ATT (Attitude Towards Technology). In the aspect of BI (Behavioral Intention), most students highlighted their preference for the use of Google Docs in the future, both for academic and professional purposes. Recommendations for ESP instructional practices with the utilization of Google Docs and potential research in the future are forwarded.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128115788","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 : 2023-07-30DOI: 10.15294/elt.v12i2.67163
Haiyudi Haiyudi, Yudistira Bagus Pratama, Sitthipon Art-in
Language translating process by Indonesian students is particularly suffered from many errors. Its defined strategy should be carefully watched due to completing its translating perfection. Thus, this study identifies the problematic translation ways commonly referred and used by university students in Indonesia. The mixed method using embedded design between qualitative and quantitative data with a case study approach was carried out to find the preferences of the translation method used by the students. The respondents are 50 English Department students from different levels of studying years. The result shows that Post-Editing Machine Translation (PEMT) was preferred among other translating methods. The reasons are related to the ease and quality of the translation work. 76.90% of the students responded and chose to have PEMT as the preference. However, there were only 53.8% of them implementing PEMT as the translating process, and 38.5% were familiar with Machine Translation (MT) without post-editing instead. It indicates an inconsistency in the use of the translation methods as each of them experienced and chose different type of methods. However, PEMT was placed as the most referred translating method used by the students. This suggests that the presence of technology is well utilized while still paying attention to the quality of the translation through the post-editing process.
{"title":"Post-Editing Machine Translation (PEMT) as the preference method for university students in Indonesia","authors":"Haiyudi Haiyudi, Yudistira Bagus Pratama, Sitthipon Art-in","doi":"10.15294/elt.v12i2.67163","DOIUrl":"https://doi.org/10.15294/elt.v12i2.67163","url":null,"abstract":"Language translating process by Indonesian students is particularly suffered from many errors. Its defined strategy should be carefully watched due to completing its translating perfection. Thus, this study identifies the problematic translation ways commonly referred and used by university students in Indonesia. The mixed method using embedded design between qualitative and quantitative data with a case study approach was carried out to find the preferences of the translation method used by the students. The respondents are 50 English Department students from different levels of studying years. The result shows that Post-Editing Machine Translation (PEMT) was preferred among other translating methods. The reasons are related to the ease and quality of the translation work. 76.90% of the students responded and chose to have PEMT as the preference. However, there were only 53.8% of them implementing PEMT as the translating process, and 38.5% were familiar with Machine Translation (MT) without post-editing instead. It indicates an inconsistency in the use of the translation methods as each of them experienced and chose different type of methods. However, PEMT was placed as the most referred translating method used by the students. This suggests that the presence of technology is well utilized while still paying attention to the quality of the translation through the post-editing process.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133086219","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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