Pub Date : 2022-12-31DOI: 10.26858/ijole.v6i4.34743
A. Ashadi, M. Margana, Siti Mukminatun, Amrih Bekti Utami
The differential impacts of high stakes testing (HST) on curriculum, pedagogy, students learning, teacher professional development, and equity have been known in the literature, but its cancellation impact is not yet known. Situated in the post cancellation policy in Indonesian education system, this study seeks to explore the impacts of such policy change on schools, teacher pedagogical practices, and students’ English as a Foreign Language (EFL) learning. A multiple case study design was employed in three different high schools involving 3 school leaders, 3 English teachers, and 9 students in semi-structured and group interviews. Their voices were thematically analysed and constantly compared across cases. The results demonstrate shifts on: (i) the individual student’s and school’s reorientation towards their own vision and mission, (ii) curriculum driven and more varied EFL instructional practices, and (iii) more self-regulated learning activities among certain teachers and students. Further and wider scale investigation is required to look deeper on how these shifts occur among larger groups of stakeholders.
{"title":"High Stakes Testing Cancellation and its Impact on EFL Teaching and Learning: Lessons from Indonesia","authors":"A. Ashadi, M. Margana, Siti Mukminatun, Amrih Bekti Utami","doi":"10.26858/ijole.v6i4.34743","DOIUrl":"https://doi.org/10.26858/ijole.v6i4.34743","url":null,"abstract":"The differential impacts of high stakes testing (HST) on curriculum, pedagogy, students learning, teacher professional development, and equity have been known in the literature, but its cancellation impact is not yet known. Situated in the post cancellation policy in Indonesian education system, this study seeks to explore the impacts of such policy change on schools, teacher pedagogical practices, and students’ English as a Foreign Language (EFL) learning. A multiple case study design was employed in three different high schools involving 3 school leaders, 3 English teachers, and 9 students in semi-structured and group interviews. Their voices were thematically analysed and constantly compared across cases. The results demonstrate shifts on: (i) the individual student’s and school’s reorientation towards their own vision and mission, (ii) curriculum driven and more varied EFL instructional practices, and (iii) more self-regulated learning activities among certain teachers and students. Further and wider scale investigation is required to look deeper on how these shifts occur among larger groups of stakeholders.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"28 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75914685","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 : 2022-12-31DOI: 10.26858/ijole.v6i4.42053
T. Ashraf
Language learning strategies can be referred to a number of effective techniques, conscious behaviors or steps for proper acquisition of a second language. Several studies reported that females use more language learning strategies than males do, while some other research opined that there were no significant differences in the usage of learning strategies across genders. In Bangladesh, Aliya Madrasa students learn English language as a compulsory subject from Ebtedayi level that is equivalent to primary level and continues until Dakhil level which is equivalent to secondary school certificate level. However, from the very recent report of BANBEIS and World Bank of 2015 it has been observed that the English language proficiency level of the students of Aliya madaras are far below the acceptable level. The English language proficiency of the female Aliya madrasa students are more disappointing. Therefore, the researcher endeavors to identify weather differences exist between male and female English language learners of Aliya Madrasa in using different strategies to learn a second language. This study was conducted through a questionnaire survey and telephone interviews in which the researcher has made efforts to find out the various learning strategies applied by male and female learners ( at madrasa ) for successful acquisition of a second language. 160 learners of four different Aliya Madrasas participated in the study. Data were collected using a questionnaire adapted and modified from SILL (Oxford 1990) i.e., Strategy Inventory of language learning. Besides identifying the different kinds of strategies, the researcher also provides suggestions and recommendations for improving English language learning at Dakhil level, which will facilitate updating the education system in question and help the stakeholders to bring qualitative changes in the students’ learning outcome.
{"title":"Gender Effect in Using Strategies for Learning English Language: A Context of Aliya Madrasa Education in Bangladesh","authors":"T. Ashraf","doi":"10.26858/ijole.v6i4.42053","DOIUrl":"https://doi.org/10.26858/ijole.v6i4.42053","url":null,"abstract":"Language learning strategies can be referred to a number of effective techniques, conscious behaviors or steps for proper acquisition of a second language. Several studies reported that females use more language learning strategies than males do, while some other research opined that there were no significant differences in the usage of learning strategies across genders. In Bangladesh, Aliya Madrasa students learn English language as a compulsory subject from Ebtedayi level that is equivalent to primary level and continues until Dakhil level which is equivalent to secondary school certificate level. However, from the very recent report of BANBEIS and World Bank of 2015 it has been observed that the English language proficiency level of the students of Aliya madaras are far below the acceptable level. The English language proficiency of the female Aliya madrasa students are more disappointing. Therefore, the researcher endeavors to identify weather differences exist between male and female English language learners of Aliya Madrasa in using different strategies to learn a second language. This study was conducted through a questionnaire survey and telephone interviews in which the researcher has made efforts to find out the various learning strategies applied by male and female learners ( at madrasa ) for successful acquisition of a second language. 160 learners of four different Aliya Madrasas participated in the study. Data were collected using a questionnaire adapted and modified from SILL (Oxford 1990) i.e., Strategy Inventory of language learning. Besides identifying the different kinds of strategies, the researcher also provides suggestions and recommendations for improving English language learning at Dakhil level, which will facilitate updating the education system in question and help the stakeholders to bring qualitative changes in the students’ learning outcome.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88338079","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 : 2022-12-31DOI: 10.26858/ijole.v6i4.34677
Sulaiman Samad, Husain Syam, Karta Jayadi
This paper aims to explore the kinds of clinical language expressions practiced by Indonesian counsellors. This qualitative study applies purpose sampling of 17 key participants who are counsellors. The data for this study are taken from semi-structured interviews. The semi-structured interviews allow the flexibility of the researchers to prompt the questions. The findings of the data reveal that clinical language expressions begins with the expressions of the exploration of counselees, condition of counselees, the critical aspects of the counselling activities, empathy and sympathy. In addition, the research findings encounters he reasons of using particular language expressions such as comfortability, client condition, and the flow of the counselling activities. This study recommends that the comprehension of the clinical language expressions can assist the counsellors for the success of counselling activities. Since this study is limited to the key participants, the researchers recommends for further broader and comprehensive study with different geographical settings.
{"title":"Clinical Language Expressions Practiced by Indonesian Counsellors","authors":"Sulaiman Samad, Husain Syam, Karta Jayadi","doi":"10.26858/ijole.v6i4.34677","DOIUrl":"https://doi.org/10.26858/ijole.v6i4.34677","url":null,"abstract":"This paper aims to explore the kinds of clinical language expressions practiced by Indonesian counsellors. This qualitative study applies purpose sampling of 17 key participants who are counsellors. The data for this study are taken from semi-structured interviews. The semi-structured interviews allow the flexibility of the researchers to prompt the questions. The findings of the data reveal that clinical language expressions begins with the expressions of the exploration of counselees, condition of counselees, the critical aspects of the counselling activities, empathy and sympathy. In addition, the research findings encounters he reasons of using particular language expressions such as comfortability, client condition, and the flow of the counselling activities. This study recommends that the comprehension of the clinical language expressions can assist the counsellors for the success of counselling activities. Since this study is limited to the key participants, the researchers recommends for further broader and comprehensive study with different geographical settings. ","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"56 1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86404512","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 : 2022-12-31DOI: 10.26858/ijole.v6i4.25246
Amirullah Abduh, Geminastiti Sakkir, Rosmaladewi Rosmaladewi, M. Andrew, Yasdin Yasdin
This paper aims to explore teachers’ perceptions on the implementation of English teaching strategies in the current curriculum change. The key question is that what are the teachers' perceptions of English teaching strategies in the current curriculum change? This study was conducted in one of the Indonesian provinces with the participants of 102 English teachers. The instrument of data collection used Likert-scale questionnaires. The questionnaires contains specific questions on teachers’ responses on their strategies in relation to current curriculum reform. The data gained in this study was analysed using vocabulary statistics available in lextutor programs. The result of the study shows that there is a majority of the English teachers in this study perceive that curriculum reforms have impacted positively on their teaching strategies and provide diverse categories of responses to change. The reason for this is that is a tendency of English teachers to upgrade their knowledge and skills to adapt with the change. In addition, teachers of English are recommended to learn about the essence of change so that they can implement the change successfully.
{"title":"Teachers’ Perceptions of English Teaching Strategies in the Current Curriculum Change","authors":"Amirullah Abduh, Geminastiti Sakkir, Rosmaladewi Rosmaladewi, M. Andrew, Yasdin Yasdin","doi":"10.26858/ijole.v6i4.25246","DOIUrl":"https://doi.org/10.26858/ijole.v6i4.25246","url":null,"abstract":"This paper aims to explore teachers’ perceptions on the implementation of English teaching strategies in the current curriculum change. The key question is that what are the teachers' perceptions of English teaching strategies in the current curriculum change? This study was conducted in one of the Indonesian provinces with the participants of 102 English teachers. The instrument of data collection used Likert-scale questionnaires. The questionnaires contains specific questions on teachers’ responses on their strategies in relation to current curriculum reform. The data gained in this study was analysed using vocabulary statistics available in lextutor programs. The result of the study shows that there is a majority of the English teachers in this study perceive that curriculum reforms have impacted positively on their teaching strategies and provide diverse categories of responses to change. The reason for this is that is a tendency of English teachers to upgrade their knowledge and skills to adapt with the change. In addition, teachers of English are recommended to learn about the essence of change so that they can implement the change successfully.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"115 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83676800","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 : 2022-11-01DOI: 10.26858/ijole.v6i3.32000
Santi Farmasari
The study examined English teachers’ agentive actions in a speaking assessment when utilizing students’ talks as model of responses to promote peer- learning. This instrumental case study views teacher agency on assessment from an ecological perspective, emphasizing the quality of teachers’ engagement in their environment. The study involved four primary English teachers teaching Year 5 and Year 6. The data were collected through classroom observations, audio-stimulated verbal recall interviews, and field notes. The data were analyzed thematically in nVivo12Pro software, where the themes were identified through the repetition of keywords. Co-coding, back-translation, and participant validation were employed to achieve the trustworthiness and reliability of the data. The study revealed that peer-learning was facilitated following the teachers’ understanding of their ecological contexts, i.e., the emerging problems during the assessment and the students’ assessment needs. The four teachers exercised their agentive actions by assigning the More-Proficient Students (MPS) to perform a speaking talk, from which the Less-Proficient Students (LPS) could learn, and utilized the MPS’ talks accordingly. The study findings strengthened the importance of teachers’ engagement with their ecological contexts when determining agentive actions. In addition, the study shows an interplay between theories of classroom-based assessment, teacher agency, and English for young language learners to promote peer-learning. This study has implications for relevant stakeholders about providing better supports for teachers exercising their agentive roles in facilitating students’ learning.
{"title":"Peer-learning in Young Learners English Speaking Tasks: An Ecological Analysis","authors":"Santi Farmasari","doi":"10.26858/ijole.v6i3.32000","DOIUrl":"https://doi.org/10.26858/ijole.v6i3.32000","url":null,"abstract":"The study examined English teachers’ agentive actions in a speaking assessment when utilizing students’ talks as model of responses to promote peer- learning. This instrumental case study views teacher agency on assessment from an ecological perspective, emphasizing the quality of teachers’ engagement in their environment. The study involved four primary English teachers teaching Year 5 and Year 6. The data were collected through classroom observations, audio-stimulated verbal recall interviews, and field notes. The data were analyzed thematically in nVivo12Pro software, where the themes were identified through the repetition of keywords. Co-coding, back-translation, and participant validation were employed to achieve the trustworthiness and reliability of the data. The study revealed that peer-learning was facilitated following the teachers’ understanding of their ecological contexts, i.e., the emerging problems during the assessment and the students’ assessment needs. The four teachers exercised their agentive actions by assigning the More-Proficient Students (MPS) to perform a speaking talk, from which the Less-Proficient Students (LPS) could learn, and utilized the MPS’ talks accordingly. The study findings strengthened the importance of teachers’ engagement with their ecological contexts when determining agentive actions. In addition, the study shows an interplay between theories of classroom-based assessment, teacher agency, and English for young language learners to promote peer-learning. This study has implications for relevant stakeholders about providing better supports for teachers exercising their agentive roles in facilitating students’ learning.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"77 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73489516","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 : 2022-11-01DOI: 10.26858/ijole.v6i3.22747
Meyga Agustia Nindya, Utami Widiati, Niamika El Khoiri
English teaching in the 21st century needs to also address learners’ successful engagement with a global milieu in intercultural settings, which remains challenging for many EFL teachers worldwide. It was evidenced by a number of studies showing that EFL teachers are not well-prepared to integrate intercultural teaching in EFL classrooms. It becomes crucial to find out the possible causes of their unpreparedness to integrate intercultural teaching in EFL lessons. This study was carried out to record Indonesian EFL pre-service teachers’ perceived understandings of intercultural communicative competence (ICC) and their practice implementing the ICC elements during their teaching practicum program. It employed a survey using an electronic questionnaire consisting of 31 items. The study involved 106 participants consisting of both the alumni and the undergraduate students of ELT program from six different universities in Indonesia. The results from the questionnaire were then complemented with the results of the interview obtained from selected participants. The findings showed that the participants demonstrated excellent understanding of ICC elements; yet, they did not frequently implement ICC-related teaching activities in EFL teaching. The minimal integration of intercultural teaching was possibly due to some external factors such as restricted time, curriculum, and students’ different proficiency.
{"title":"Pre-service Teachers’ Perceived Understandings and Practices of Intercultural Communicative Competence in EFL Teaching","authors":"Meyga Agustia Nindya, Utami Widiati, Niamika El Khoiri","doi":"10.26858/ijole.v6i3.22747","DOIUrl":"https://doi.org/10.26858/ijole.v6i3.22747","url":null,"abstract":"English teaching in the 21st century needs to also address learners’ successful engagement with a global milieu in intercultural settings, which remains challenging for many EFL teachers worldwide. It was evidenced by a number of studies showing that EFL teachers are not well-prepared to integrate intercultural teaching in EFL classrooms. It becomes crucial to find out the possible causes of their unpreparedness to integrate intercultural teaching in EFL lessons. This study was carried out to record Indonesian EFL pre-service teachers’ perceived understandings of intercultural communicative competence (ICC) and their practice implementing the ICC elements during their teaching practicum program. It employed a survey using an electronic questionnaire consisting of 31 items. The study involved 106 participants consisting of both the alumni and the undergraduate students of ELT program from six different universities in Indonesia. The results from the questionnaire were then complemented with the results of the interview obtained from selected participants. The findings showed that the participants demonstrated excellent understanding of ICC elements; yet, they did not frequently implement ICC-related teaching activities in EFL teaching. The minimal integration of intercultural teaching was possibly due to some external factors such as restricted time, curriculum, and students’ different proficiency.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"44 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75658516","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 : 2022-11-01DOI: 10.26858/ijole.v6i3.22043
Barli Bram, Patricia Angelina
Writing is a crucial skill and tertiary education students face difficulties in academic writing. This paper aimed to identify the setbacks or difficulties and the solutions to the setbacks experienced by the Indonesian tertiary education students in academic writing. A survey was used as the method of this study. The data were collected through a questionnaire using a Google form distributed to 26 fifth-semester students taking the Academic Writing course in the English Language Education Study Program of Sanata Dharma University, Yogyakarta, Indonesia, for the academic year 2019/2020. The survey results showed that, in general, the students faced setbacks in, for example, parts of speech, tenses, spelling, prepositions, vocabulary, punctuation, cohesion, discourse markers, writing paragraphs with a clear focus, constructing clear and coherent academic essays, paraphrasing, in-text referencing, and compiling a correct reference list. Concerning academic writing solutions, the results showed that lecturers should be trained and equipped with various writing strategies, feedback on the strengths and weaknesses was vital, and the students needed to improve their organization of ideas, for example. Other solutions were better language skills, language elements, critical thinking skills, paraphrasing, and referencing. Implications of the findings are that students and lecturers would understand and identify common setbacks in academic writing and have opportunities to adopt the suggested solutions to academic writing difficulties.
{"title":"Indonesian Tertiary Education Students’ Academic Writing Setbacks and Solutions","authors":"Barli Bram, Patricia Angelina","doi":"10.26858/ijole.v6i3.22043","DOIUrl":"https://doi.org/10.26858/ijole.v6i3.22043","url":null,"abstract":"Writing is a crucial skill and tertiary education students face difficulties in academic writing. This paper aimed to identify the setbacks or difficulties and the solutions to the setbacks experienced by the Indonesian tertiary education students in academic writing. A survey was used as the method of this study. The data were collected through a questionnaire using a Google form distributed to 26 fifth-semester students taking the Academic Writing course in the English Language Education Study Program of Sanata Dharma University, Yogyakarta, Indonesia, for the academic year 2019/2020. The survey results showed that, in general, the students faced setbacks in, for example, parts of speech, tenses, spelling, prepositions, vocabulary, punctuation, cohesion, discourse markers, writing paragraphs with a clear focus, constructing clear and coherent academic essays, paraphrasing, in-text referencing, and compiling a correct reference list. Concerning academic writing solutions, the results showed that lecturers should be trained and equipped with various writing strategies, feedback on the strengths and weaknesses was vital, and the students needed to improve their organization of ideas, for example. Other solutions were better language skills, language elements, critical thinking skills, paraphrasing, and referencing. Implications of the findings are that students and lecturers would understand and identify common setbacks in academic writing and have opportunities to adopt the suggested solutions to academic writing difficulties.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"35 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74545954","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 : 2022-11-01DOI: 10.26858/ijole.v6i3.21623
N. Khasawneh, M. Khasawneh
Abstract: Conducting analysis in language needs has long been seen essential. Given the importance of Arabic language as the principal language communication in most of the Jordanian universities, this study aims at exploring the difficulties encountered by non-native speakers of Arabic in learning Arabic language. It also seeks to investigating the Arabic language needs among speakers of other languages. The participants of this study include 169 students from four countries (i.e., Malaysia, Thailand, China, and Indonesia). The students were selected from three different disciplines (i.e., Arabic Language, Islamic Finance, and Usuluddin). The study used a questionnaire adapted from previous studies on this topic. The questionnaire contains 49 items: 26 items ask about the difficulties in learning Arabic language, and 23 items ask about the students’ needs in learning Arabic language. The results of this study revealed different difficulties in learning Arabic language. The students also reported their needs to improve their proficiency in Arabic language. The students mentioned difficulties and needs related to productive skills such as writing and speaking. They also reported difficulties and needs to receptive skills but with more focus on the academic context. Based on the results of this study, some recommendations for future research have been provided.
{"title":"An Analysis of Arabic Language Needs for Speakers of Other Languages at Jordanian Universities","authors":"N. Khasawneh, M. Khasawneh","doi":"10.26858/ijole.v6i3.21623","DOIUrl":"https://doi.org/10.26858/ijole.v6i3.21623","url":null,"abstract":" Abstract: Conducting analysis in language needs has long been seen essential. Given the importance of Arabic language as the principal language communication in most of the Jordanian universities, this study aims at exploring the difficulties encountered by non-native speakers of Arabic in learning Arabic language. It also seeks to investigating the Arabic language needs among speakers of other languages. The participants of this study include 169 students from four countries (i.e., Malaysia, Thailand, China, and Indonesia). The students were selected from three different disciplines (i.e., Arabic Language, Islamic Finance, and Usuluddin). The study used a questionnaire adapted from previous studies on this topic. The questionnaire contains 49 items: 26 items ask about the difficulties in learning Arabic language, and 23 items ask about the students’ needs in learning Arabic language. The results of this study revealed different difficulties in learning Arabic language. The students also reported their needs to improve their proficiency in Arabic language. The students mentioned difficulties and needs related to productive skills such as writing and speaking. They also reported difficulties and needs to receptive skills but with more focus on the academic context. Based on the results of this study, some recommendations for future research have been provided.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"5 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89723126","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 : 2022-11-01DOI: 10.26858/ijole.v6i3.24144
Vivit Rosmayanti, Nurdin Noni, Andi Anto Patak
This study aims at determining how Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions influenced Behavioral intentions to use technology in learning English Pharmacy. This study employed a sample of 100 pharmacy students who were enrolled in an English pharmacy course. The samples were chosen using the quota sampling technique. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was performed to measure students' acceptance of the use of technology in this study. The findings of this study indicated that the four aspects mentioned above, such as Performance Expectations, Effort Expectations, Social Influences, and Facilitation Conditions, have a favorable impact on students' Behavioral intentions when using technology to learn English Pharmacy. However, only 40% of the four factors could explain the influence on Behavioral intention. The impact of this study is that it can lead the way and serve as a reference for future research on the UTAUT approach in a larger scope. In addition, the university should be able to increase the benefits and usability of technology as a learning resource by developing its own Learning Management System (LMS), which is easy to use.
{"title":"Students’ Acceptance of Technology Use in Learning English Pharmacy","authors":"Vivit Rosmayanti, Nurdin Noni, Andi Anto Patak","doi":"10.26858/ijole.v6i3.24144","DOIUrl":"https://doi.org/10.26858/ijole.v6i3.24144","url":null,"abstract":"This study aims at determining how Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions influenced Behavioral intentions to use technology in learning English Pharmacy. This study employed a sample of 100 pharmacy students who were enrolled in an English pharmacy course. The samples were chosen using the quota sampling technique. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was performed to measure students' acceptance of the use of technology in this study. The findings of this study indicated that the four aspects mentioned above, such as Performance Expectations, Effort Expectations, Social Influences, and Facilitation Conditions, have a favorable impact on students' Behavioral intentions when using technology to learn English Pharmacy. However, only 40% of the four factors could explain the influence on Behavioral intention. The impact of this study is that it can lead the way and serve as a reference for future research on the UTAUT approach in a larger scope. In addition, the university should be able to increase the benefits and usability of technology as a learning resource by developing its own Learning Management System (LMS), which is easy to use.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"8 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90724455","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 : 2022-11-01DOI: 10.26858/ijole.v6i3.22883
Miftahul Janah, B. Cahyono
Due to the massive spread of the coronavirus disease (COVID-19) in Indonesia, teachers are demanded to make immediate plans for online teaching. Online teaching aimed to maintain the teaching quality as well as to get the students to feel more motivated in learning. Of the various studies on motivation and its role in students’ English learning, research that specifically focused on how students promote motivation to learn English remotely is still limited. This study, therefore, investigated the students’ motivation in online English learning and found out factors that affect their motivation. To get the data, an online survey questionnaire was created and distributed by using Google Forms. The results show that students have a medium level of positive motivation in online English learning. Some factors that strongly affect the level of motivation includes learning attitudes (having a strong desire to learn English), self-confidence (the capability to join the online English learning well) and influence of other people (family members and lecturers).
{"title":"Indonesian EFL Students’ Motivation in Online English Learning in the Emergency Remote Teaching Context","authors":"Miftahul Janah, B. Cahyono","doi":"10.26858/ijole.v6i3.22883","DOIUrl":"https://doi.org/10.26858/ijole.v6i3.22883","url":null,"abstract":"Due to the massive spread of the coronavirus disease (COVID-19) in Indonesia, teachers are demanded to make immediate plans for online teaching. Online teaching aimed to maintain the teaching quality as well as to get the students to feel more motivated in learning. Of the various studies on motivation and its role in students’ English learning, research that specifically focused on how students promote motivation to learn English remotely is still limited. This study, therefore, investigated the students’ motivation in online English learning and found out factors that affect their motivation. To get the data, an online survey questionnaire was created and distributed by using Google Forms. The results show that students have a medium level of positive motivation in online English learning. Some factors that strongly affect the level of motivation includes learning attitudes (having a strong desire to learn English), self-confidence (the capability to join the online English learning well) and influence of other people (family members and lecturers).","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88072182","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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