Pub Date : 2018-07-23DOI: 10.22236/jer_vol3issue2pp107-135
R. Kleinsasser
This paper further develops information from a plenary address given during the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer assisted language learning (CALL) (UICELL 2017) in Jakarta, Indonesia, November 23, 2017. This article encourages inquiry into hybrid (blended, connected, etc.) and second language acquisition (SLA) research, teaching, and learning. Panoramic sketches survey current hybrid research and practice. Heeding Fishman and Dede’s (2016) advice, readers will be challenged to consider shifting from “educational evolution to transformation and disruption” and “investing in a robust, flexible infrastructure of people and tools” (pp. 1320-1321). Second language (L2) acquisition elements will offer potential to broaden the edges of various landscapes of L2 teaching and learning (e.g., face-to-face, online, and hybrid), while offering avenues of innovative research potential for hybrid types of investigations, in general. Readers will be enjoined to consider macro- and micro- issues where they can puzzle about the creation and development of vibrant (L2) hybrid (blended, connected, etc.) teaching, learning, and research agendas.
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Pub Date : 2018-07-23DOI: 10.22236/JER_VOL3ISSUE2PP186-192
Bobi Arisandi
The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion. There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.
本研究旨在了解Sekolah Tinggi Keguuan和Ilmu Pendidikan Muhammadiyah Kotabumi Lampung的英语学习项目第三学期讲师在EFL（英语作为外语）课堂上使用任务型教学时出现的互动模式。研究人员采用第三学期口语课的学生作为参与者。采用课堂观察、问卷调查和访谈三种方法进行数据采集。这项研究是定性研究。这项研究的结果揭示了一个结论。任务型教学在课堂上有两种互动方式。出现的互动是学生-讲师互动和学生-学生互动。本研究的发现可以从以下两个方面提出有益的建议；理论和实践。在理论方面，本研究有助于丰富现有的课堂互动理论，特别是对印尼的外语教学有一定的借鉴意义。在实践方面，本研究有助于讲师拓宽对课堂互动的理解，也有助于研究者进一步研究课堂互动。
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Pub Date : 2018-07-23DOI: 10.22236/JER_VOL3ISSUE2PP136-141
Kelly Quinn
Extensive reading, sometimes referred to as Free Reading or Book Flood is a system of language instruction where students are encouraged to read a large volume of level appropriate material. According to Wodinsky & Nation (1998) extensive reading should focus on comprehension of the material and enjoyment. Students choose what they want to read and are not compelled to read or finish books that they find uninteresting. One of the founding principles of the original proponents of extensive reading is that the pleasure of reading “is its own reward,” Day & Bamford (1998) and so assessment should be minimized or eliminated entirely. As extensive reading has gained in popularity, this premise has been challenged. This presentation compares two reading classes, one where students read without evaluation of their comprehension and one where students, after completing the book, had to take a short quiz to test their understanding. The goal of the project was to see the effect of evaluation on the amount of reading that students did. While the best students read an equivalent or greater amount without evaluation than they did when reading with evaluation, some students read much less. The presentation will explain the background for the study, materials used and method of evaluation. Finally, it will offer some possible explanation of why certain students might require evaluation for motivation.
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Pub Date : 2018-07-23DOI: 10.22236/jer_vol3issue2pp168-185
Eka Fadilah
The present study is aimed at investigating dynamic complex systems and sub-systems underlying students’ willingness to communicate (WTC) in the classroom context. The fact that students’ reticence still arises during the classroom discussion until to date. It is insufficient to see students’ willingness to communicate from a single perspective. Seen from dynamic complex theory, the present study postulates the systems and sub-systems underlying students’ willingness to communicate in L2 that are dynamic and interconnected one to another. I conducted a naturalistic inquiry by investigating eight Indonesian university students (4 low English proficiency students and 4 high English proficiency students). A number of research instruments (face to face interview, online interview, and students’ log) were used to collect the data with regard to the students’ participation in the classroom. The finding reveals that classroom systems such as social and classroom context, linguistic competence, individual differences, and cultural context affect participants’ WTC in L2. Those systems encompass some sub-systems interacting and interconnecting one to another that affect classroom communication in second language.
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(Aronin, L. & Hufeisen, B., John Benjamins Publishing Company, Amsterdam / Philadelphia , 2009, 168 p. ISBN: 978 90 272 0522 3, $ 121.60 )
(Aronin, L. & Hufeisen, B.， John Benjamins出版公司，阿姆斯特丹/费城，2009年，168页。ISBN: 978 90 272 0522 3, 121.60美元)
{"title":"The exploration of multilingualism: Development of research on L3, multilingualism and multiple language acquisition*","authors":"P. Çankaya","doi":"10.1075/AALS.6","DOIUrl":"https://doi.org/10.1075/AALS.6","url":null,"abstract":"(Aronin, L. & Hufeisen, B., John Benjamins Publishing Company, Amsterdam / Philadelphia , 2009, 168 p. ISBN: 978 90 272 0522 3, $ 121.60 )","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83621069","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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