Pub Date : 2023-07-30DOI: 10.15294/elt.v12i2.68217
D. Putri, Barlian Kristanto, Tri Sumarni, Thanee Glomjai, Gary Garay, Dung Le Hoang
The study explicates the utility of Semantic Feature Analysis (SFA) in developing educational resources with the intent to facilitate the acquisition of medical English terminology among nursing students. This study employs a Research and Development (R&D) methodology to devise and evaluate the efficacy of pedagogical resources centered on the Systematic Functional Approach (SFA). The purpose of the present study is to conduct a comprehensive literature review to examine the importance of medical English terminology for nursing students, as well as the role of Speech Familiarity Aid (SFA) in designing educational materials. Furthermore, this review seeks to investigate contemporary research findings concerning the effectiveness of SFA in facilitating language acquisition. The research findings reveal that learning materials based on SFA substantially enhance the acquisition of medical English terminology among nursing students, underscoring the prospect of SFA as an efficient means for the development of language learning resources.
{"title":"SFA-based learning material design to improve English medical terminology acquisition among South East Asian nursing students","authors":"D. Putri, Barlian Kristanto, Tri Sumarni, Thanee Glomjai, Gary Garay, Dung Le Hoang","doi":"10.15294/elt.v12i2.68217","DOIUrl":"https://doi.org/10.15294/elt.v12i2.68217","url":null,"abstract":"The study explicates the utility of Semantic Feature Analysis (SFA) in developing educational resources with the intent to facilitate the acquisition of medical English terminology among nursing students. This study employs a Research and Development (R&D) methodology to devise and evaluate the efficacy of pedagogical resources centered on the Systematic Functional Approach (SFA). The purpose of the present study is to conduct a comprehensive literature review to examine the importance of medical English terminology for nursing students, as well as the role of Speech Familiarity Aid (SFA) in designing educational materials. Furthermore, this review seeks to investigate contemporary research findings concerning the effectiveness of SFA in facilitating language acquisition. The research findings reveal that learning materials based on SFA substantially enhance the acquisition of medical English terminology among nursing students, underscoring the prospect of SFA as an efficient means for the development of language learning resources.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"82 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132399886","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.v12i2.57475
Lucia Geneviave Bella Shinta, U. P. Astuti, Nova Ariani
Although written corrective feedback (WCF) is provided to give students information about their writing which intends to help them make improvement, students may have different expectations of how WCF should be delivered. This study was focused on investigating English Language Education (ELE) students’ preferences for the WCF covering the preferences for amount of feedback, writing aspects to focus on, correction techniques, and tones of feedback. A number of 188 ELE students participated in this study. Using mixed-methods design to collect data, the study revealed that the students expected to always have WCF on their errors as they have desire to always make improvement. Having WCF is considered essential as some students had difficulty analyzing errors independently. Besides believing the importance of all aspects of writing, the students mentioned some reasons related to their weaknesses that require focuses on all feedback. Most of the students preferred direct feedback and indirect feedback with location and indication of error types as they valued detailed feedback. The students saw feedback in negative tone and suggestive tone as the source of improvement, while one in positive tone increased positive feelings towards writing. The findings suggest the importance of increasing the students’ awareness of how to get benefits from different WCF techniques while still accommodating their preferences.
{"title":"College students’ preferences for written corrective feedback","authors":"Lucia Geneviave Bella Shinta, U. P. Astuti, Nova Ariani","doi":"10.15294/elt.v12i2.57475","DOIUrl":"https://doi.org/10.15294/elt.v12i2.57475","url":null,"abstract":"Although written corrective feedback (WCF) is provided to give students information about their writing which intends to help them make improvement, students may have different expectations of how WCF should be delivered. This study was focused on investigating English Language Education (ELE) students’ preferences for the WCF covering the preferences for amount of feedback, writing aspects to focus on, correction techniques, and tones of feedback. A number of 188 ELE students participated in this study. Using mixed-methods design to collect data, the study revealed that the students expected to always have WCF on their errors as they have desire to always make improvement. Having WCF is considered essential as some students had difficulty analyzing errors independently. Besides believing the importance of all aspects of writing, the students mentioned some reasons related to their weaknesses that require focuses on all feedback. Most of the students preferred direct feedback and indirect feedback with location and indication of error types as they valued detailed feedback. The students saw feedback in negative tone and suggestive tone as the source of improvement, while one in positive tone increased positive feelings towards writing. The findings suggest the importance of increasing the students’ awareness of how to get benefits from different WCF techniques while still accommodating their preferences.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"25 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":"125742009","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 : 2023-03-31DOI: 10.15294/elt.v12i1.55131
Dhesi Wulan Sari
In 1973 the IMO Sea Security Committee concurred at its twenty-seventh session that English has been used as a common language for navigational purposes. Mix nation languages and lack of proper English communication skill onboard become barriers which had contributed to marine safety and even loss of property onboard. In consequence, seafarer candidates must be able to speak English well so they can avoid misunderstanding on shore-to-ship (and vice versa), ship-to-ship and on-board communications. Nevertheless, this skill becomes a crucial problem for some seafarer candidates who have lack confidence in speaking English. This study was conducted to investigate how vlogging could build the seafarer candidates’ English speaking skills whilst they had a lack of confidence. This research used descriptive qualitative research. It was conducted at Politeknik Maritim Negeri Indonesia. The samples of this study were 28 Marine Engineering students in the third semester. They were from A and B classes. This research used three techniques in collecting data namely questionnaire, observation, and interview. The questionnaire was given in an online form which contained 10 questions. To analyze the data, the writer used Likert scale. The writer also managed observation and an interview by giving them 10 open-ended questions. To support the data, the writer also analyzed the video result. The result of the study showed that Vlogs can be used to improve the seafarer candidate's confidence in speaking English.
{"title":"How vlogging can build seafarer candidate self-confidence in speaking English","authors":"Dhesi Wulan Sari","doi":"10.15294/elt.v12i1.55131","DOIUrl":"https://doi.org/10.15294/elt.v12i1.55131","url":null,"abstract":"In 1973 the IMO Sea Security Committee concurred at its twenty-seventh session that English has been used as a common language for navigational purposes. Mix nation languages and lack of proper English communication skill onboard become barriers which had contributed to marine safety and even loss of property onboard. In consequence, seafarer candidates must be able to speak English well so they can avoid misunderstanding on shore-to-ship (and vice versa), ship-to-ship and on-board communications. Nevertheless, this skill becomes a crucial problem for some seafarer candidates who have lack confidence in speaking English. This study was conducted to investigate how vlogging could build the seafarer candidates’ English speaking skills whilst they had a lack of confidence. This research used descriptive qualitative research. It was conducted at Politeknik Maritim Negeri Indonesia. The samples of this study were 28 Marine Engineering students in the third semester. They were from A and B classes. This research used three techniques in collecting data namely questionnaire, observation, and interview. The questionnaire was given in an online form which contained 10 questions. To analyze the data, the writer used Likert scale. The writer also managed observation and an interview by giving them 10 open-ended questions. To support the data, the writer also analyzed the video result. The result of the study showed that Vlogs can be used to improve the seafarer candidate's confidence in speaking English.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127020550","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 : 2023-03-31DOI: 10.15294/elt.v12i1.66354
Irene Stoukou, Yiannis Papargyris, David Coniam
This paper investigates fairness in writing test scores in terms of candidates who completed a writing test either by hand or typed, on a computer. The data for this large-scale comparability study comprise candidates taking English language writing tests at four CEFR levels – B1 to C2 in the period 2019–2022. The data were analysed via effect size differences and equivalence tests. Measured by effect size, a small amount of difference was apparent in scores obtained between the two production modes at B1, B2 and C1 levels. At C2 level, there was a medium effect size, indicative of a difference in favour of computer-produced scripts. Differences observed on equivalence tests – an adaptation of the standard t-test – were not found to be statistically significant. The contribution of the research to knowledge lies in the fact that (with the exception of C2 level) – whether writing tests are written by hand or on computer, while there is a slight skew towards higher scores with computer-processed texts, candidates generally receive similar scores in both modes. Practically, candidates may elect to write either on paper or on computer without fear of bias.
{"title":"A comparability study of handwritten versus typed responses in high-stakes English language writing tests","authors":"Irene Stoukou, Yiannis Papargyris, David Coniam","doi":"10.15294/elt.v12i1.66354","DOIUrl":"https://doi.org/10.15294/elt.v12i1.66354","url":null,"abstract":"This paper investigates fairness in writing test scores in terms of candidates who completed a writing test either by hand or typed, on a computer. The data for this large-scale comparability study comprise candidates taking English language writing tests at four CEFR levels – B1 to C2 in the period 2019–2022. The data were analysed via effect size differences and equivalence tests. Measured by effect size, a small amount of difference was apparent in scores obtained between the two production modes at B1, B2 and C1 levels. At C2 level, there was a medium effect size, indicative of a difference in favour of computer-produced scripts. Differences observed on equivalence tests – an adaptation of the standard t-test – were not found to be statistically significant. The contribution of the research to knowledge lies in the fact that (with the exception of C2 level) – whether writing tests are written by hand or on computer, while there is a slight skew towards higher scores with computer-processed texts, candidates generally receive similar scores in both modes. Practically, candidates may elect to write either on paper or on computer without fear of bias.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124906532","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 : 2023-03-31DOI: 10.15294/elt.v12i1.64069
Tira Nur Fitria
ChatGPT is a product of AI that is currently being widely discussed on Twitter. This research reviews how ChatGPT writes English essays. This research is descriptive qualitative. The analysis shows that we can access ChatGPT on openai.com or chat.openai.com on the browser. If we do not have an account, we register via email, Google, or Microsoft account. After login, enter a question or statement in the conversation column provided. Send it and ChatGPT will respond and the answer appear quickly. The researcher tries ChatGPT “Can you help me in doing my English assignment?", and the ChatBot replies "Of course! I'd be happy to help you with your English assignment. What do you need help with? Do you have a specific question or task that you're working on, or is there a broader topic that you'd like help with? It would be helpful to have some more information so that I can better understand how I can assist you". Based on several tries, ChatGPT can answer all questions on various topics such as English essays including a descriptive text about Solo and My Family, recount text about personal experience and unforgettable moments, resolution in 2023, and future career. ChatGPT considers the event orders and writing order, including using main, explanatory sentences, and a conclusion. It uses two voices both active and passive voice. Besides, it considers tenses use related to the given topic essay. However, from examples of English essays produced by ChatGPT, it certainly requires further research to find out that the essay results are grammatically accurate.
{"title":"Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay","authors":"Tira Nur Fitria","doi":"10.15294/elt.v12i1.64069","DOIUrl":"https://doi.org/10.15294/elt.v12i1.64069","url":null,"abstract":"ChatGPT is a product of AI that is currently being widely discussed on Twitter. This research reviews how ChatGPT writes English essays. This research is descriptive qualitative. The analysis shows that we can access ChatGPT on openai.com or chat.openai.com on the browser. If we do not have an account, we register via email, Google, or Microsoft account. After login, enter a question or statement in the conversation column provided. Send it and ChatGPT will respond and the answer appear quickly. The researcher tries ChatGPT “Can you help me in doing my English assignment?\", and the ChatBot replies \"Of course! I'd be happy to help you with your English assignment. What do you need help with? Do you have a specific question or task that you're working on, or is there a broader topic that you'd like help with? It would be helpful to have some more information so that I can better understand how I can assist you\". Based on several tries, ChatGPT can answer all questions on various topics such as English essays including a descriptive text about Solo and My Family, recount text about personal experience and unforgettable moments, resolution in 2023, and future career. ChatGPT considers the event orders and writing order, including using main, explanatory sentences, and a conclusion. It uses two voices both active and passive voice. Besides, it considers tenses use related to the given topic essay. However, from examples of English essays produced by ChatGPT, it certainly requires further research to find out that the essay results are grammatically accurate.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130777494","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 : 2023-03-31DOI: 10.15294/elt.v12i1.62087
Xiaomei Sun
Written corrective feedback (WCF) has been given considerable attention in the past few decades in English as a Foreign Language (EFL) writing. However, few studies have focused on students’ written works and examined how their writing performance change in response to teachers’ feedback and comments. This paucity of data from students’ actual works is problematic. Accordingly, this study scrutinized eight secondary school students’ reading log entries written in EFL and the feedback their teacher provided. Data were also collected from semi-structured interviews with the students and the teacher. Findings indicate that the combination of direct error correction in in-text feedback and mitigation strategies in end comments could lead to effective integration of interpersonality into WCF. Specifically, mitigation strategies such as using suggestions, expectation, and encouragement in lieu of criticism contributed to constructive and effective feedback. Demonstrated effects on students’ writing include lengthened text, decreased grammar mistakes, enriched content, and increased exam marks for writing. Meanwhile, teacher-student relationship was reported to have improved due to the application of interpersonal WCF. Practical implications of the findings include specific strategies that EFL teachers could adopt to effect interpersonality in WCF and thus enhanced student written works.
{"title":"Interpersonal written corrective feedback: A case study of reading log feedback","authors":"Xiaomei Sun","doi":"10.15294/elt.v12i1.62087","DOIUrl":"https://doi.org/10.15294/elt.v12i1.62087","url":null,"abstract":"Written corrective feedback (WCF) has been given considerable attention in the past few decades in English as a Foreign Language (EFL) writing. However, few studies have focused on students’ written works and examined how their writing performance change in response to teachers’ feedback and comments. This paucity of data from students’ actual works is problematic. Accordingly, this study scrutinized eight secondary school students’ reading log entries written in EFL and the feedback their teacher provided. Data were also collected from semi-structured interviews with the students and the teacher. Findings indicate that the combination of direct error correction in in-text feedback and mitigation strategies in end comments could lead to effective integration of interpersonality into WCF. Specifically, mitigation strategies such as using suggestions, expectation, and encouragement in lieu of criticism contributed to constructive and effective feedback. Demonstrated effects on students’ writing include lengthened text, decreased grammar mistakes, enriched content, and increased exam marks for writing. Meanwhile, teacher-student relationship was reported to have improved due to the application of interpersonal WCF. Practical implications of the findings include specific strategies that EFL teachers could adopt to effect interpersonality in WCF and thus enhanced student written works.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123701765","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 : 2023-03-31DOI: 10.15294/elt.v12i1.64952
Desma Kumalasari
Collaborative writing is an approach teachers can apply to support their students’ writing development. However, despite the benefits from collaborative writing, some English as a Foreign Language (EFL) students might not enjoy writing in groups. This qualitative study aims to explore the perceptions of EFL female students in doing collaborative writing in a Writing for the Media class, such as how they think about finishing their writing tasks collaboratively, the benefits and challenges of doing collaborative writing in order to know whether collaborative writing can actually improve students’ writing skills or the opposite. The female students were chosen because studies prove that they contribute more for the group’s success. Data were gathered through a semi-structured interview with five EFL female students from a private university in Central Java, Indonesia. My analysis results indicated that EFL female students had positive perceptions towards collaborative writing, i.e., helping other students complete their writing tasks, providing opportunities to share ideas, and improving writing skills. Meanwhile, challenges that most of the research participants faced were dealing with differences in opinion, and lacking equal contribution from group members. Practical suggestions for improving online collaborative writing activities in online EFL writing classrooms and recommendations for future research are presented, i.e., assist and monitor the progress, giving a specific topic to write about to minimize conflict and differences of opinion, and providing rubrics for peer assessment.
{"title":"EFL female students’ perceptions in doing collaborative writing in an online writing class","authors":"Desma Kumalasari","doi":"10.15294/elt.v12i1.64952","DOIUrl":"https://doi.org/10.15294/elt.v12i1.64952","url":null,"abstract":"Collaborative writing is an approach teachers can apply to support their students’ writing development. However, despite the benefits from collaborative writing, some English as a Foreign Language (EFL) students might not enjoy writing in groups. This qualitative study aims to explore the perceptions of EFL female students in doing collaborative writing in a Writing for the Media class, such as how they think about finishing their writing tasks collaboratively, the benefits and challenges of doing collaborative writing in order to know whether collaborative writing can actually improve students’ writing skills or the opposite. The female students were chosen because studies prove that they contribute more for the group’s success. Data were gathered through a semi-structured interview with five EFL female students from a private university in Central Java, Indonesia. My analysis results indicated that EFL female students had positive perceptions towards collaborative writing, i.e., helping other students complete their writing tasks, providing opportunities to share ideas, and improving writing skills. Meanwhile, challenges that most of the research participants faced were dealing with differences in opinion, and lacking equal contribution from group members. Practical suggestions for improving online collaborative writing activities in online EFL writing classrooms and recommendations for future research are presented, i.e., assist and monitor the progress, giving a specific topic to write about to minimize conflict and differences of opinion, and providing rubrics for peer assessment.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128476676","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}
This study aimed at examining the extent of the use of teacher-themed movies in preparing Indonesian pre-service English teachers’ readiness to teach and to see the perceived effects of movies in preparing the pre-service English teachers’ readiness to teach. This study employed a qualitative design with observations and interviews as the methods of collecting data. Two classes were observed, Introduction to Education and Teaching Profession classes. Interviews were conducted with, as the participants, six pre-service English teachers and two lecturers of the observed classes. The observation results indicated that movies were used to relate theories and real teaching practices. Through Thematic Analysis of the interview data, the study found that movies could inspire several pre-service English teachers. Movies minimised the gap between theories and practice. Movies helped pre-service teachers to see potential problems and obstacles when teaching in a real class. Informed of the generally positive impacts of the use of movies, it is suggested that teacher education programmes encourage more widespread use of movies to teach teaching-related classes to better prepare pre-service teachers for various classroom situations.
{"title":"Preparing Indonesian pre-service English teachers’ readiness to teach through teacher-themed movies","authors":"Harvesto Glory Febriano Jalmav, Adaninggar Septi Subekti","doi":"10.15294/elt.v11i3.59928","DOIUrl":"https://doi.org/10.15294/elt.v11i3.59928","url":null,"abstract":"This study aimed at examining the extent of the use of teacher-themed movies in preparing Indonesian pre-service English teachers’ readiness to teach and to see the perceived effects of movies in preparing the pre-service English teachers’ readiness to teach. This study employed a qualitative design with observations and interviews as the methods of collecting data. Two classes were observed, Introduction to Education and Teaching Profession classes. Interviews were conducted with, as the participants, six pre-service English teachers and two lecturers of the observed classes. The observation results indicated that movies were used to relate theories and real teaching practices. Through Thematic Analysis of the interview data, the study found that movies could inspire several pre-service English teachers. Movies minimised the gap between theories and practice. Movies helped pre-service teachers to see potential problems and obstacles when teaching in a real class. Informed of the generally positive impacts of the use of movies, it is suggested that teacher education programmes encourage more widespread use of movies to teach teaching-related classes to better prepare pre-service teachers for various classroom situations.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"NS20 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116553311","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 : 2022-11-30DOI: 10.15294/elt.v11i3.57395
Sherlyvia Zeyana Walida, Banatul Murtafi'ah
Studies examining the reflective teaching practice of pre-service teachers in the context of EFL are still under-discussed as in Indonesia. Therefore, to fill this void, this study was conducted to identify the reflection of EFL pre-service teachers during teaching practice at schools. In practicing teaching, pre-service teachers face several challenges such as factors that influence the success of prospective teachers in teaching practice, lack of evaluation, and problem-solving in the classrooms with students. Therefore, through this research, the researchers try to examine the reflective teaching practice of an EFL pre-service teacher. This is a qualitative study using thematic analysis to analyse the data. The data were gathered from interviews and teaching journals. The finding shows that during the teaching practice, the participant’s experiences were reflected through five dimensions, i.e., philosophy, principles, theory, practice, and beyond practice. Overall, the results show that the participant’s beyond reflection remained the same with what she did in practice, and the themes that have been revealed from her reflections including the need to do a lot of preparation, having a variety of alternatives to minimize problems in the classroom, and the importance of students' success in understanding the material. The findings, therefore, are expected to provide insight to other EFL pre-service teachers to have reflective practices while conducting teaching practice.
{"title":"Investigating an EFL pre-service teacher’s reflections during school teaching practice","authors":"Sherlyvia Zeyana Walida, Banatul Murtafi'ah","doi":"10.15294/elt.v11i3.57395","DOIUrl":"https://doi.org/10.15294/elt.v11i3.57395","url":null,"abstract":"Studies examining the reflective teaching practice of pre-service teachers in the context of EFL are still under-discussed as in Indonesia. Therefore, to fill this void, this study was conducted to identify the reflection of EFL pre-service teachers during teaching practice at schools. In practicing teaching, pre-service teachers face several challenges such as factors that influence the success of prospective teachers in teaching practice, lack of evaluation, and problem-solving in the classrooms with students. Therefore, through this research, the researchers try to examine the reflective teaching practice of an EFL pre-service teacher. This is a qualitative study using thematic analysis to analyse the data. The data were gathered from interviews and teaching journals. The finding shows that during the teaching practice, the participant’s experiences were reflected through five dimensions, i.e., philosophy, principles, theory, practice, and beyond practice. Overall, the results show that the participant’s beyond reflection remained the same with what she did in practice, and the themes that have been revealed from her reflections including the need to do a lot of preparation, having a variety of alternatives to minimize problems in the classroom, and the importance of students' success in understanding the material. The findings, therefore, are expected to provide insight to other EFL pre-service teachers to have reflective practices while conducting teaching practice.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131798417","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 : 2022-11-30DOI: 10.15294/elt.v11i3.57604
Zwesty Aridasarie, S. E. Tabiati
The performance of a wider range of vocabulary mastery in IELTS speaking test is imperative to escalate the band score achievement. The present study sought to investigate the teaching of idioms in an IELTS preparation program with regards to the kinds of idioms taught in the class, how the students used them during the mock post test, and whether the use of idioms interfere with the grammatical accuracy. The study was in urgency to be conducted with regards to the absence of the teaching of idioms for IELTS at least in the past five years. The data were collected from the recorded speaking performance of five students at intermediate level of English, in both mock pretest and post test to see if there were some alterations in the predicted test score and a deep interview with one candidate to have strengthen the arguments. The results showed significant differences in the students’ performance of speaking in pretest and after they were taught idioms despite some less accurate grammar in the sentence productions. The findings of the study can have potential pedagocical implications for teachers of IELTS preparation classes to incorporate the teaching of idioms in either speaking or vocabulary lessons.
{"title":"Behind a spoken discourse: Idiomatic expressions in IELTS speaking test","authors":"Zwesty Aridasarie, S. E. Tabiati","doi":"10.15294/elt.v11i3.57604","DOIUrl":"https://doi.org/10.15294/elt.v11i3.57604","url":null,"abstract":"The performance of a wider range of vocabulary mastery in IELTS speaking test is imperative to escalate the band score achievement. The present study sought to investigate the teaching of idioms in an IELTS preparation program with regards to the kinds of idioms taught in the class, how the students used them during the mock post test, and whether the use of idioms interfere with the grammatical accuracy. The study was in urgency to be conducted with regards to the absence of the teaching of idioms for IELTS at least in the past five years. The data were collected from the recorded speaking performance of five students at intermediate level of English, in both mock pretest and post test to see if there were some alterations in the predicted test score and a deep interview with one candidate to have strengthen the arguments. The results showed significant differences in the students’ performance of speaking in pretest and after they were taught idioms despite some less accurate grammar in the sentence productions. The findings of the study can have potential pedagocical implications for teachers of IELTS preparation classes to incorporate the teaching of idioms in either speaking or vocabulary lessons. ","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127669370","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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