This study is a case study investigating two EFL teachers’ beliefs and practices regarding teacher written corrective feedback (WCF) on their students’ writing in a governmental senior high school in Indonesia, using questionnaire, semi-structured interviews, document analysis, and teachers’ think-aloud protocols. The results show that both teachers’ actual WCF practices used four types of WCF, which are direct corrective feedback, indirect CF, metalinguistic CF, and unfocused (comprehensive) CF, despite the way they deliver WCF is different. They provided WCF on all five aspects (grammar, vocabulary, content, mechanics, and organization), however, their WCF’s distribution was unequal and they emphasized on different aspects. Several teachers’ beliefs align/correspond with their actual practices, while the others result misalign. The teachers’ beliefs on WCF differ from each other depending on several factors related to the teachers themselves (e.g. learning and teaching experiences), their workload, time constraints, and students’ proficiency level which might contribute to the (mis)alignment of their beliefs and actual practices. Therefore, teachers’ beliefs might not always be reflected on their actual practices. This study implies that the teachers need to take professional training related to WCF and they are suggested to cooperate with students to achieve the goals of teacher written corrective feedback.
{"title":"EFL Teachers' Beliefs and Practices in Using Teacher Written Corrective Feedback on Students' Writing","authors":"N. Hidayah","doi":"10.20961/EE.V10I1.53294","DOIUrl":"https://doi.org/10.20961/EE.V10I1.53294","url":null,"abstract":"This study is a case study investigating two EFL teachers’ beliefs and practices regarding teacher written corrective feedback (WCF) on their students’ writing in a governmental senior high school in Indonesia, using questionnaire, semi-structured interviews, document analysis, and teachers’ think-aloud protocols. The results show that both teachers’ actual WCF practices used four types of WCF, which are direct corrective feedback, indirect CF, metalinguistic CF, and unfocused (comprehensive) CF, despite the way they deliver WCF is different. They provided WCF on all five aspects (grammar, vocabulary, content, mechanics, and organization), however, their WCF’s distribution was unequal and they emphasized on different aspects. Several teachers’ beliefs align/correspond with their actual practices, while the others result misalign. The teachers’ beliefs on WCF differ from each other depending on several factors related to the teachers themselves (e.g. learning and teaching experiences), their workload, time constraints, and students’ proficiency level which might contribute to the (mis)alignment of their beliefs and actual practices. Therefore, teachers’ beliefs might not always be reflected on their actual practices. This study implies that the teachers need to take professional training related to WCF and they are suggested to cooperate with students to achieve the goals of teacher written corrective feedback.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"42 1","pages":"1-12"},"PeriodicalIF":0.9,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82526892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/04250494.2021.1943225
J. Hodgson, Ann Harris
ABSTRACT The teaching of grammar has been strongly debated for decades, often with reference to an alleged decline in the 1960s. This article takes a historical perspective on grammar, or knowledge about language, within English Education. In the eighteenth century, Adam Smith’s Lectures in Rhetoric and Belles-lettres offered a discernibly modern combination of English language and literature. In the nineteenth century, however, university English courses were divided between belles-lettres and philology, while the conditions of elementary schooling favoured “factual” instruction in grammatical “correctness” based on an ideology rooted in the emergence of Standard English. In the twentieth century, the Newbolt Report and Blue Books questioned grammar teaching, but grammatical analysis remained part of public examinations until the 1960s. The last fifty years have seen major advances in linguistic education, but curriculum and assessment procedures continue to conceptualise grammar as the prescriptive teaching of “correct” forms of language.
{"title":"Make grammar great again?","authors":"J. Hodgson, Ann Harris","doi":"10.1080/04250494.2021.1943225","DOIUrl":"https://doi.org/10.1080/04250494.2021.1943225","url":null,"abstract":"ABSTRACT The teaching of grammar has been strongly debated for decades, often with reference to an alleged decline in the 1960s. This article takes a historical perspective on grammar, or knowledge about language, within English Education. In the eighteenth century, Adam Smith’s Lectures in Rhetoric and Belles-lettres offered a discernibly modern combination of English language and literature. In the nineteenth century, however, university English courses were divided between belles-lettres and philology, while the conditions of elementary schooling favoured “factual” instruction in grammatical “correctness” based on an ideology rooted in the emergence of Standard English. In the twentieth century, the Newbolt Report and Blue Books questioned grammar teaching, but grammatical analysis remained part of public examinations until the 1960s. The last fifty years have seen major advances in linguistic education, but curriculum and assessment procedures continue to conceptualise grammar as the prescriptive teaching of “correct” forms of language.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"11 1","pages":"208 - 221"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83582330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/04250494.2021.1927698
C. Bauler
ABSTRACT Flipgrid as an asynchronous video-mediated online discussion platform has offered a space for teachers and students to interact and show their thinking in remote learning during the COVID-19 pandemic. While Flipgrid discussions can afford educators the chance to build on students’ creative language use, the choices teachers make when designing the discussions can also perpetuate standard language ideologies and purist language norms. This study presents a critical analysis of free and available teaching materials designed to support the use of Flipgrid, highlighting examples that foster or constrain student language choice and body positioning according to socially constructed norms for “Flipgrid netiquette.”
{"title":"“Flipgrid netiquette”: unearthing language ideologies in the remote learning era","authors":"C. Bauler","doi":"10.1080/04250494.2021.1927698","DOIUrl":"https://doi.org/10.1080/04250494.2021.1927698","url":null,"abstract":"ABSTRACT Flipgrid as an asynchronous video-mediated online discussion platform has offered a space for teachers and students to interact and show their thinking in remote learning during the COVID-19 pandemic. While Flipgrid discussions can afford educators the chance to build on students’ creative language use, the choices teachers make when designing the discussions can also perpetuate standard language ideologies and purist language norms. This study presents a critical analysis of free and available teaching materials designed to support the use of Flipgrid, highlighting examples that foster or constrain student language choice and body positioning according to socially constructed norms for “Flipgrid netiquette.”","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"09 1","pages":"251 - 264"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90109104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.1080/04250494.2021.1942643
Furzeen Ahmed
{"title":"Studying fiction: a guide for teachers and researchers","authors":"Furzeen Ahmed","doi":"10.1080/04250494.2021.1942643","DOIUrl":"https://doi.org/10.1080/04250494.2021.1942643","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"45 1","pages":"375 - 377"},"PeriodicalIF":0.9,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75273819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.1080/04250494.2021.1933424
A. Corbitt, J. Wargo, Clare M. O’Connor
ABSTRACT The emergence of e-literature – texts created on and for digital devices – has coincided with innovative, transgressive methods of storytelling. Pry, an iOS-based text, exemplifies e-literature’s potential to rethink traditional narrative conventions. Rather than depict the real-world as we experience it (i.e. mimesis), Pry features metaleptic elements (i.e. jarring transgressions across narrative levels) and unnatural temporality (i.e. nonlinear, contradictory jumps across time). This article traces how a graduate class of librarians and preservice teachers responded to Pry’s unnatural narratology through multimodal composition and annotation. Findings suggest that e-literature may demand more expansive repertoires of text interpretation and relationality.
{"title":"Encountering unnatural E-literature: tracing interpretation and relationality across multimodal response and digital annotation","authors":"A. Corbitt, J. Wargo, Clare M. O’Connor","doi":"10.1080/04250494.2021.1933424","DOIUrl":"https://doi.org/10.1080/04250494.2021.1933424","url":null,"abstract":"ABSTRACT The emergence of e-literature – texts created on and for digital devices – has coincided with innovative, transgressive methods of storytelling. Pry, an iOS-based text, exemplifies e-literature’s potential to rethink traditional narrative conventions. Rather than depict the real-world as we experience it (i.e. mimesis), Pry features metaleptic elements (i.e. jarring transgressions across narrative levels) and unnatural temporality (i.e. nonlinear, contradictory jumps across time). This article traces how a graduate class of librarians and preservice teachers responded to Pry’s unnatural narratology through multimodal composition and annotation. Findings suggest that e-literature may demand more expansive repertoires of text interpretation and relationality.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"12 1","pages":"186 - 200"},"PeriodicalIF":0.9,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90434302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study presents the analysis of moral values in an Indonesian EFL Textbook “When English Rings a Bell for Grade VII”. The moral values used in this study are proposed by The Ministry of Education and Culture of Indonesia, which consist of five core values namely religiousity, nationalism, independence, helping each other, and integrity. The objectives of this study are to find out (1) how the moral values are represented in the EFL textbook and (2) how those moral values are integrated in the EFL textbook. Content analysis with qualitative approach was done to explore the moral values which are represented in the textbook. The results of this study shows that (1) the EFL textbook contains all of five core values in its content and (2) the values represented in the EFL textbook are mostly integrated implicitly rather than explicitly.
{"title":"Moral Values Analysis in “When English Rings a Bell for Grade VII”","authors":"Karmila Widyaningrum, M. Martono, H. Zainnuri","doi":"10.20961/EE.V9I3.49151","DOIUrl":"https://doi.org/10.20961/EE.V9I3.49151","url":null,"abstract":"This study presents the analysis of moral values in an Indonesian EFL Textbook “When English Rings a Bell for Grade VII”. The moral values used in this study are proposed by The Ministry of Education and Culture of Indonesia, which consist of five core values namely religiousity, nationalism, independence, helping each other, and integrity. The objectives of this study are to find out (1) how the moral values are represented in the EFL textbook and (2) how those moral values are integrated in the EFL textbook. Content analysis with qualitative approach was done to explore the moral values which are represented in the textbook. The results of this study shows that (1) the EFL textbook contains all of five core values in its content and (2) the values represented in the EFL textbook are mostly integrated implicitly rather than explicitly.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"39 1","pages":"145-156"},"PeriodicalIF":0.9,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81929617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the classroom, teacher‟s questions contribute an essential role in the students‟ learning process. In this study, the researcher aimed to investigate the types of teacher‟s questions conducted by the English teacher in the teaching and learning process and their roles towards students‟ learning process. This research is a qualitative study. The data of this research were collected through classroom observations, interviews, and audio-visual material. The participant of this research were grade X students of three classes at one of Senior High School in Surakarta. The research findings showed that: firstly, there were three types of teacher‟s questions conducted by the English teacher in the classroom. The questions were procedural, convergent, and divergent questions. Secondly, every question has each role in students‟ learning process. Procedural questions were essential to stimulate and maintain students‟ interest and motivation, check students‟ preparation, task, seatwork arrangement, and check students‟ understanding. The convergent question, on the other hand, were beneficial to encourage students‟ participation in a lesson, encourage students to think and focus on the content of the lesson and help the students to review and summarize the previous lesson. Lastly, divergent questions have a role in developing students‟ participation in a lesson.
{"title":"Teacher’s Questioning in Classroom Interaction towards Students’ Learning Process in an EFL Classroom","authors":"Tsabita Galuh Izzati, D. Wahyuni","doi":"10.20961/EE.V9I3.39575","DOIUrl":"https://doi.org/10.20961/EE.V9I3.39575","url":null,"abstract":"In the classroom, teacher‟s questions contribute an essential role in the students‟ learning process. In this study, the researcher aimed to investigate the types of teacher‟s questions conducted by the English teacher in the teaching and learning process and their roles towards students‟ learning process. This research is a qualitative study. The data of this research were collected through classroom observations, interviews, and audio-visual material. The participant of this research were grade X students of three classes at one of Senior High School in Surakarta. The research findings showed that: firstly, there were three types of teacher‟s questions conducted by the English teacher in the classroom. The questions were procedural, convergent, and divergent questions. Secondly, every question has each role in students‟ learning process. Procedural questions were essential to stimulate and maintain students‟ interest and motivation, check students‟ preparation, task, seatwork arrangement, and check students‟ understanding. The convergent question, on the other hand, were beneficial to encourage students‟ participation in a lesson, encourage students to think and focus on the content of the lesson and help the students to review and summarize the previous lesson. Lastly, divergent questions have a role in developing students‟ participation in a lesson.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"8 1","pages":"165-175"},"PeriodicalIF":0.9,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73940878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dindha Dwi Amelia Megawati, N. Drajati, Teguh Sarosa
In this study, the researcher wanted to investigate how the use of video recording facilitated reflection for students and how reflective practice helps students to develop their aspects of public speaking. The participants of this research were 13 fifth-semester students of the public speaking class in one of the universities in Surakarta consisting one male and 12 female within age 19-21 years old. This research is a qualitative study. The data of this research were collected through observations, interviews, and document analysis. The finding reveals that firstly, the reflection process by viewing video recording not only helped the students in improving their personal development, which in this context is aspects of public speaking but also their collaborative space where the relationship between students with either other students or teacher was better. Second, from going through reflective cycle in the public speaking class, the students gained enhancement in their aspects of public speaking that are voice control, body language, the content of oral presentation and effectiveness.
{"title":"Video Recording as a Tool for Reflective Practice in a Public Speaking Class A Case Study","authors":"Dindha Dwi Amelia Megawati, N. Drajati, Teguh Sarosa","doi":"10.20961/EE.V9I3.39592","DOIUrl":"https://doi.org/10.20961/EE.V9I3.39592","url":null,"abstract":"In this study, the researcher wanted to investigate how the use of video recording facilitated reflection for students and how reflective practice helps students to develop their aspects of public speaking. The participants of this research were 13 fifth-semester students of the public speaking class in one of the universities in Surakarta consisting one male and 12 female within age 19-21 years old. This research is a qualitative study. The data of this research were collected through observations, interviews, and document analysis. The finding reveals that firstly, the reflection process by viewing video recording not only helped the students in improving their personal development, which in this context is aspects of public speaking but also their collaborative space where the relationship between students with either other students or teacher was better. Second, from going through reflective cycle in the public speaking class, the students gained enhancement in their aspects of public speaking that are voice control, body language, the content of oral presentation and effectiveness.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"22 1","pages":"189-200"},"PeriodicalIF":0.9,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87632736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-26DOI: 10.1080/04250494.2021.1919017
Sean Ruday, A. Azano, Rachelle Kuehl
ABSTRACT Much has been written about the instructional insights illuminated by viewing texts as windows through which readers can view the experiences of those who are different from them in some way, mirrors through which they can see themselves reflected, and sliding glass doors through which they can step to experience a world different from their own. However, discussion of this metaphor’s implications for rural students is notably missing from the literature. Coupling this framework with place-based pedagogy, this inquiry focuses on the insights and experiences of ninth-grade rural students as they reflected on texts. After examining written reflections and transcripts from classroom discussions, the authors found that students made meaningful connections and built empathy through texts they individually identified as windows and sliding glass doors. Mirror texts were empowering – except when students did not feel seen in the literature they read. The authors conclude with instructional recommendations based on findings.
{"title":"Books as portals: using place to understand rural students’ individuated reading experiences","authors":"Sean Ruday, A. Azano, Rachelle Kuehl","doi":"10.1080/04250494.2021.1919017","DOIUrl":"https://doi.org/10.1080/04250494.2021.1919017","url":null,"abstract":"ABSTRACT Much has been written about the instructional insights illuminated by viewing texts as windows through which readers can view the experiences of those who are different from them in some way, mirrors through which they can see themselves reflected, and sliding glass doors through which they can step to experience a world different from their own. However, discussion of this metaphor’s implications for rural students is notably missing from the literature. Coupling this framework with place-based pedagogy, this inquiry focuses on the insights and experiences of ninth-grade rural students as they reflected on texts. After examining written reflections and transcripts from classroom discussions, the authors found that students made meaningful connections and built empathy through texts they individually identified as windows and sliding glass doors. Mirror texts were empowering – except when students did not feel seen in the literature they read. The authors conclude with instructional recommendations based on findings.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"74 1","pages":"122 - 138"},"PeriodicalIF":0.9,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77336911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：