Lexical richness in young English learners’ writing: A focus on opinion and listen-write task types

The sudden occurrence of the coronavirus pandemic (COVID-19) has affected the education sector in Indonesia. The Indonesian government responded to this matter and issued a policy on the implementation of distance learning or known as the school from home. School from home has been applied to all education levels in Indonesia, including primary schools. This qualitative case study investigates the implementation of school from home in English for young learners' classrooms at a primary school in Indonesia. The data was collected through online classroom observation in second, fourth, and sixth-grade classrooms and interviews with five English teachers who taught in first until sixth-grade classrooms. Data from the interview were analyzed using thematic analysis, resulting in three generated themes on the implementation of school from home in English for young learners' classrooms. The themes include teachers' readiness to implement school from home, teachers' strategies to implement online learning as part of the school from home, and teachers' strategies to overcome challenges in online learning. The results of the study indicated that the implementation of school from home requires thorough preparation and has the potential to be implemented in English for young learners' classrooms, especially in the upper-grade classrooms of primary schools.

Section 1: Introduction. Chapter 1. An Overview of English Language Proficiency Assessments for Young Learners by Mikyung Kim Wolf & Yuko Goto Butler. Section 2: Theoretical Basis and Assessment Frameworks. Chapter 2. Theoretical and Developmental Issues to Consider in the Assessment of Young Learners' English Language Proficiency by Alison Bailey. Chapter 3. Designing TOEFL (R) Primary TM Tests by Yeonsuk Cho, Mitch Ginsburgh, Rick Morgan, Brad Moulder, Xiaoming Xi, & Maurice Cogan Hauck. Chapter 4 TOEFL Junior (R) Design Framework by Youngsoon So, Mikyung Kim Wolf, Maurice Cogan Hauck, Pamela Mollaun, Paul Rybinski, Daniel Tumposky, & Lin Wang. Chapter 5. Designing Task Types for English Language Proficiency Assessments for K-12 English Learners in the U.S. by Maurice Cogan Hauck, Emilie Pooler, Mikyung Kim Wolf, Alexis Lopez & David Anderson. Section 3: Empirical Studies for Validity Evidence. Chapter 6. A Field Test Study for the TOEFL (R) Primary TM Reading and Listening Tests by Jiyun Zu, Bradley Moulder, & Rick Morgan. Chapter 7. Strategies Used by Young English Learners in an Assessment Context by Lin Gu & Youngsoon So. Chapter 8. Using the Common European Framework of Reference to Facilitate Score Interpretations for Young Learners' English Language Proficiency Assessments by Spiros Papageorgiou & Patricia Baron. Chapter 9. Making a Validity Argument for Using the TOEFL Junior Standard Test as a Measure of Progress for Young English Language Learners by Lin Gu, J. R. Lockwood, & Donald E. Powers. Chapter 10. Comparing the Performance of Young English Language Learners and Native English Speakers on Speaking Assessment Tasks by Mikyung Kim Wolf, Alexis Lopez, Saerhim Oh, & Fred S. Tsutagawa. Section 4: Future Assessments and Innovations for Young Learners. Chapter 11. Considering Young Learners' Characteristics in Developing a Diagnostic Assessment by Eunice Eunhee Jang, Megan Vincett, Edith van der Boom, Clarissa Lau, & Yehbeen Yang. Chapter 12. Computerized Dynamic Assessments for Young Language Learners by Matthew E. Poehner, Jie Zhang, & Xiaofei Lu. Chapter 13. Measuring 21st Century Reading Comprehension Through Scenario-Based Assessments by Jane Shore, Mikyung Kim Wolf, Tenaha O'Reilly, & John P. Sabatini. Section 5: Conclusion. Chapter 14. Challenges and Future Directions for Young Learners' English Language Assessments and Validity Research by Yuko Goto Butler. Appendices.

This longitudinal study analyzed university students’ cognition in learning an English for young learners (EYL) course. A qualitative method was used to get the data from 28 students who took the tiered EYL courses, EYL 1, EYL 2, and EYL 3, at a private university by giving them open-ended questionnaires for three semesters, or one and a half years. Semi-structured interviews with those 28 students were also used as the triangulation data at the end of each semester. The findings indicate a very extreme change in pre-service teachers’ cognition, such as motivation, perception, and belief. At the end of their lecture, students initially interested in learning English for young learners did not want to become EYL teachers. On the other hand, students who enrolled in the EYL course for non-academic reasons wanted to have a profession as an EYL teacher after completing the EYL courses. It proves that students’ interest in teaching English to young learners and the length of time spent studying EYL teaching knowledge do not assure those pre-service teachers are increasingly convinced to have a teaching profession.

This chapter focuses on a small-scale, exploratory study that examined strategies used by young learners of different proficiency levels when taking the TOEFL Primary listening and reading comprehension items. It presents the study in the context of the prototyping study of the TOEFL Primary tests. The chapter reviews selected studies whose results have direct implications on assessment development and validation. Little empirical research is available to examine the strategies young English language learners use in an assessment context. As a result, knowledge of the response processes engaged in by young learners is limited. The chapter argues that almost half of the learners had experiences in taking various standardized English language tests designed for young English learners. It suggests that further empirical research will be conducted, investigating the generalizability of the current findings on young English language learners' use of strategies in assessment contexts.

Extensive reading (ER) provides young English language learners (YELLs) many benefits, including the sustainable development of writing (e.g., the reading-writing relationship). However, this area is under- researched. To address this, this quasi-experimental study investigated the effect of ER on YELLs' second language writing achievement using an enhanced ER treatment. Pre- and post-Cambridge Primary English Test (PET) samples were collected and evaluated via the PET analytic rubric total band and subscales scores (Content, Communicative Achievement, Organization, Language). The results indicated that the EG outperformed the CG in total band score and three subscale bands (Content, Organization, Language), and the EG and CG performed comparably well in the fourth (Communicative Achievement). As prior research specific to ER’s effect on YELLs’ writing achievement in the Vietnam context is noticeably understudied, this study offers a starting point for future investigations.

For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.

This research has a purpose about using a movie to improve the learners’, especially English Young Learners’, writing skills. Movie, as a part of the development of technology, can be used to improve the learners’ writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Descriptive qualitative was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to watch a movie; (2) Learners who have good writing skill could retell the story well, and (3) Learners who are not really master in writing, got some difficulties in retelling the story in written.

An early start in learning an additional language as a focus of national/international educational policy became prominent in the 1950s. Following a major World War, a new view of children’s education was sought that would help prepare them for a more open society. This represented a move away from viewing children as unilingual and unicultural and towards viewing early language learning as beneficial not only to children’s languages but also to their cognitive, social, intercultural and other development and to their awareness of key values such as citizenship. Since then, waves of increasingly large-scale policy initiatives have ensued, interspersed with periodic setbacks. By far the most widely taught language is English for Young Learners (EYL). By the early twenty-first century, EYL had become truly global, with many governments substantially and continually investing in resources for it. This shift led to a number of critical issues/questions in primary school contexts, such as: ‘The Early Start’, e.g., how solid is the evidence in favour of an early start?; ’Time Allocation’, e.g., what are the effects of allocating different amounts of time to EYL, and in particular what can be achieved within the most common and very limited time allocation?; ‘English and Other Languages’, e.g., with the massive expansion of EYL, what will be the effects not only on the diversity of languages in primary school education but also on children’s general learning and progress at school, especially if their first language is a local minority language that is squeezed out of the curriculum? Nonetheless, if policy makers show sensitivity and foresight in relation to critical issues such as these, EYL can play a positive role in children’s education at primary school; a number of implications may help achieve this aim.

In many countries in Western Europe and East Asia, pre-service English language teacher education lacks specialized training programs in English for young learners. Turkey had its share in this trend with consecutive attempts to lower the age of English as a foreign language (EFL) introduction in about a decade apart without necessary preparation including teacher qualifications to effectively serve EFL learning young learners in Turkey. In this rather complicated picture, the voices of pre-service English language teachers are unheard and the present chapter provides the pre-service English teachers to young learners' perspectives. The present chapter aims to fill in this gap in the current literature by initiating pre-service English language teacher training in English for young learners (EYL), a shortfall in emerging nations' EFL education systems via early English classroom observations (field experience) and reflection. Data comprise pre-service English language teacher trainees' reflections on early English classroom observations and the qualitative data analyses reveal emerging themes of pre-service reflections shedding light onto English for young learners-related theory, practice, and policy.

This community service program focused on assisting SD Aisyiyah Kota Malang to play a virtual drama entitled ‘The Tale of Wendit' as the material staging the local folktale of Malang in effort to accomplish an international collaboration with Dajeong School Korea. The community service was carried out by sharing session about virtual drama performance, casting, rehearsals, videotaping, video launching, and virtual drama performance to teachers and students of Dajeong Primary School, Korea. Every session provided both English for Young Learners’ teachers and students opportunities to practice their reading and speaking for the performance. Besides, they also learned how to deal with digital platforms used for the rehearsal and virtual performance. The findings revealed that it was possible for teachers and students to include literature in English for Young Learners (EYL) learning in this digital era. During this pandemic, virtual drama performance can be carried out in primary school which has similar characteristics with the school where the community service was conducted.

This Community Service activity was carried out at the Integrated Islamic Elementary School (SD IT) Anak Shaleh Mataram. This service activity aims to provide assistance and mentoring in the practices of teaching of English for teachers at the Integrated Islamic Elementary School (SD IT) for Anak Shaleh Mataram. This activity was carried out on several problems faced by partners, namely (1) the teacher had difficulties in conditioning the English class so that it did not look attractive to most students, and (2) not all students were able to follow the learning materials/activities carried out in class. because sometimes the lessons delivered are not interesting. This activity will be carried out using a participatory method that is oriented towards direct participation in various processes and stages of activities ranging from planning, implementation, to evaluation of activities. The target does not only act as the object of the activity, but also as the actor of the activity. Meanwhile, the Implementation Team only acts as a facilitator and motivator. Seeing the types of problems faced by partners, the activities offered as solutions are (1) providing counseling on English learning models and tips in managing classes, English For Young Learners (EYL) to teachers so that they are skilled in implementing learning English For Young Learner (EYL) in the classroom, (2) providing guidance/assistance in the implementation of learning English For Young Learner (EYL) starting from the initial activity steps, core activities and final activities. The output targets of this Community Service activity are (1) publication of published articles in national proceedings and (2) statements on the use of technology for implementing English For Young Learner (EYL) learning from the partners of SD IT Anak Sholeh Mataram.

This chapter introduces the reader to the book, “English for young learners in Asia: Directions for teacher education.” It discusses how English has become the most important language in Asia in the Asian Century. It highlights how English for young learners (EYL) has become an important phenomenon in parallel with the increasing interest in early language learning policies worldwide. The chapter also shows the issues concerning the teacher education of EYL teachers in Asia and points out how the book aims to offer some directions for change in teacher education. The chapter asserts the motivations for the book, its aims, and scope. The final part of the chapter summarizes all the chapters contained in this book.

ABSTRACTExamining spoken features across proficiency levels allows researchers to explore the nature of speaking proficiency as it develops. This line of research has thus far primarily focused on adult second language (L2) learners. Using cross-sectional data based on a large-scale language assessment intended for young L2 learners, in this study, we examined the distinguishing features that categorize the spoken performance of young English language learners (ages 9 to 12) across levels, and especially, between adjacent levels. The study constitutes an initial step in exploring the construct of speaking proficiency of young English language learners as it progresses. The results indicated that 16 spoken features, found to differentiate adult English learners, were associated with young learners’ English proficiency. We also found that spoken performance of young L2 English learners was characterized by different features at different levels. Findings of the study provide some preliminary observations regarding linguistic features that show differentiating power at different proficiency levels, offering insights into young learners’ English development. The findings can serve as preliminary suggestions for utilizing different rating criteria for constructing rubrics for assessing young learners at different levels of English proficiency.

The objective of the research was to find out teachers’ perceptions about the importance of English for young learners at Elementary Schools in Lubuklinggau.Type of survey used in this study was cross-sectional survey research. To select the sample, cluster random sampling used in this research. Cluster random sampling here focused on the eight (8) districts of Lubuklinggaucity (Lubuklinggau Utara1-2, Selatan1-2, Barat1-2 and Timur1-2). The researchers chose randomly four (4) districts.The researcher used the representative sample from each districts chosen. 100 teachers, 100 students, and 100 parents are samples. The researcher used survey research and the data were collected by using questionnaire and interview. Technique for analyzing the data used simple basic statistical technique. The data are scored by using Likert scale. The results of the research were: 1) the respondents agree that the children who learn foreign language early as possible will get the better result. 2) the respondents very agree that economic globalization has pushed the necessity of workers who are able to speak English. 3) the respondents agree that the enthusiasm of parents in supporting their children to learn English hopefully can help their children will have social and economic benefits in the future. Based on the result of the data, it can be concluded that the teachers, students and parents of Elementary Schools in Lubuklinggau agree that English for Young Learners is important.
 Keyword: survey, english for young learner, elementary schools

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>