Journal of Asia TEFL最新文献

{"title":"Revealing University Students’ Attitudes toward English Language Learning in Indonesian Contexts","authors":"M. Kariadi, Damar Isti Pratiwi","doi":"10.18823/asiatefl.2022.19.3.20.1053","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.20.1053","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47309413","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}

{"title":"L2 Grit : Looking into Gritty and Ungritty Learners in Learning English as a Foreign Language","authors":"Achmad Kholili, Feri Ferdiyanto","doi":"10.18823/asiatefl.2022.19.3.15.1005","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.15.1005","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608383","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}

{"title":"Understanding and Enacting Technology-Mediated Task-Based Language Teaching in Their Classrooms : The Voice of Indonesian In-Service English Teachers","authors":"E. Yanto, M. Pahlevi, Hilmansyah Saefullah","doi":"10.18823/asiatefl.2022.19.3.17.1024","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.17.1024","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48385477","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}

{"title":"Learner-guided Lesson Study? A New Perspective in EFL Argumentative Writing Development","authors":"Hanafi Hanafi, Syaadiah Arifin, K. Nuraini, Aswir Aswir","doi":"10.18823/asiatefl.2022.19.3.26.1109","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.26.1109","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42682244","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}

{"title":"TESOL Teachers’ Professional Identity Construction in Emergency Remote Teaching in Thailand","authors":"Junifer L. Bucol, M. Ulla","doi":"10.18823/asiatefl.2022.19.3.14.997","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.14.997","url":null,"abstract":"Previous studies on teachers. professional identity (TPI) (Arvaja, 2016;Kayi-Aydar, 2019b;Pennington & Richards, 2016;Wolff & De Costa, 2017) have acknowledged that TPI is deeply rooted in teachers. interaction and engagement in various socio-cultural contexts, which may impact teachers. professional selves. For example, teachers. professional identity may have been constructed early on in their careers, especially during their pre-service years. It may have been further developed as teachers entered the teaching profession as in-service teachers, where they may be exposed to different professional learning networks and various classroom pedagogies. It may also have been influenced by their engagement in research and publication, teacher-training, and other professional development programs afforded by the schools and other professional organizations. The current educational context, which is greatly affected by the COVID19 pandemic, has challenged TPI since most education institutions in the world migrated from face-to-face classroom teaching to online or emergency remote teaching to continue the teaching and learning process. Although the concept of online teaching is different from emergency remote teaching in that the former may involve substantive preparation from technical to pedagogical, while the latter \"is a temporary and abrupt shift to instructional delivery due to crises such as weather, war, or health\" (Moser et al., 2021, p. 2), migrating to emergency remote teaching, especially in the middle of the semester or academic year, entails a number of challenges that teachers may encounter. For instance, teachers may not be prepared for the new teaching and learning environment since they may not have the pedagogical skills to deliver their lessons in a remote/online setting (Konig et al., 2020). Teachers may not have prior training on conducting classes virtually or remotely since most of the training they received may only concentrate on pedagogies inside the classroom. Moreover, this unprecedented shift to emergency remote teaching may also mean that teachers have to develop new teaching materials, employ new teaching strategies, and adapt to the new teaching environment to conform to the new teaching environment. While teachers take advantage of the new teaching opportunities outside of the traditional classroom, they may also have to reflect on and consider their agency and self-efficacy in carrying the pedagogical tasks in a new social setting. Considering that a number of teachers may have been trained only in classroom pedagogies, teachers may need to reexamine their professional identity and identify whether they can cope with the needs of the \"new normal\" in education, particularly in language teaching. In other words, how teachers view their professional role in emergency remote teaching during health emergencies may impact their agency and self-efficacy towards online pedagogy. In the field of TESOL and language education, the","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43380841","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}

{"title":"How Advanced-level Japanese EFL Learners Manage Disagreements in Group Discussions","authors":"David Shimamoto","doi":"10.18823/asiatefl.2022.19.3.3.777","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.3.777","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42919209","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}

{"title":"English Language Mindsets of Engineering Students","authors":"Jeffrey Dawala Wilang","doi":"10.18823/asiatefl.2022.19.3.21.1063","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.21.1063","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400814","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}

{"title":"The Modulating Role of Mean Dependency Distance in the Backward Transfer of L3 on the Interpretation of L2 Reflexives","authors":"Hee-Don Ahn, Yongjoon Cho, Jong-Bai Hwang, J. Lim, Cui Mao","doi":"10.18823/asiatefl.2022.19.3.9.896","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.9.896","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197860","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}

{"title":"Case Study of EAP Assessments and the Affective Advantages of Student Enjoyment in Hong Kong Higher Education","authors":"N. Lo","doi":"10.18823/asiatefl.2022.19.3.24.1088","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.24.1088","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859301","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}

{"title":"Supports to Self-Regulated Learning in the Online Grammar Course","authors":"Nina Inayati, Dwi Mawan Karifianto","doi":"10.18823/asiatefl.2022.19.3.18.1033","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.3.18.1033","url":null,"abstract":"Covid-19 pandemic has rendered teaching and learning activities globally to be carried out in an online distance format, a phenomenon that in Indonesia is commonly referred to as study from home (SFH). Such teaching and learning formats are used in all subject or discipline areas, including English language teaching contexts. A number of studies have been conducted concerning SFH in English language teaching;one of which was by Atmojo and Nugroho (2020), who found that Indonesian secondary school English language teachers carry out online learning both synchronously and asynchronously depending on the school policy. In practice, the teachers used various online applications such as learning management systems and other relevant educational applications. However, the teachers also noted some common problems occurring during online teaching and learning activities, such as lack of preparation and planning and personal problems due to the abrupt change of learning paradigm related to the students, teachers, and parents. As a form of distance learning, SFH requires a higher level of learner autonomy (Collins, 2008;Firat, 2016) due to its activities in which learners are required to take more responsibility towards the effective execution of the learning activities. Distance learning has been closely related to the forms of self-regulated learning in which learners independently take care of their learning with teachers playing the role of supporter and facilitator (Peeters et al., 2014). © 2022 AsiaTEFL. All rights reserved.","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373824","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}