General English Research Articles

Adopting photovoice to explore teachers’ experiences in online teaching

<span lang="EN-US">The coronavirus disease 2019 (COVID-19) outbreak has caused a rapid and massive change in the education sector across the world and left no choice to teachers to maintain their status quo. As a country with very diverse geographical and technological conditions, Indonesia has felt the severe impact of this pandemic. This study explores how Indonesian English as foreign language (EFL) teachers struggle to adapt to the online teaching process, identifies the challenges they encountered during the online teaching and learning process, and investigates their strategies in coping with the associated challenges to ensure the learning objectives were achieved. This study employed photovoice as a visual research methodology to capture the new phenomena and answer the research objectives by inviting four English teachers from three different islands, Java, Sumatra, and Sulawesi to share their experiences and strategies for survival. The results indicated that Indonesian EFL teachers suffered from challenging experiences, including the trial and error of learning management system (LMS) choice, and were confronted with unpleasant feedback from the students. This study also identified poor internet connection and low online student participation as the main issues. To deal with such problems, especially with low student participation, they viewed disadvantaged situations as a trigger to improve their creativity.</span>

Bloomsbury World Englishes by Mario Saraceni (review)

Bloomsbury World Englishes by Mario Saraceni (review)

What international students want will determine where they enroll

In October 2023, the results of a Global Student Satisfaction Awards of 3,610 colleges and universities in 200 countries conducted by Studyportals, Unibuddy, and the British Council International English Language Testing System (IELTS) were published.

Indonesian English Pre-Service PPG Program: Students’ Perception

Indonesian English Pre-Service PPG Program: Students’ Perception

The dynamic role of the English language in contemporary Poland

AbstractSince the 2014 World Englishes report on English in Poland, the country has undergone shifts in education, politics and immigration. In this article, we summarize the key themes that have emerged in recently published research on English, including its use in everyday life, its impact on the Polish language, and its status and role in the Polish educational system, including K‐12 and higher education. We also discuss the impact of shifting national politics on the status and attitudes toward English in contemporary Polish society. In particular, we show how the growing neo‐nationalistic movement and the heated public debates on gender and sexuality play out in English language classrooms. We conclude the article with a discussion of future trends in English language use, teaching and learning.

Thanking Expressions in Spoken Nigerian English: A Conversational Analysis

This paper investigates Conversational Routines of Thanking in Spoken Nigerian English. Everyday utterances are made through the use of language whether spoken or written. Thanking is prevalent basically in conversations. The selected speech acts for this study is thanking. Subjects for this study were drawn from three federal Universities from the South-South Region in Nigeria. They included: University of Uyo, University of Calabar and University of Port Harcourt. Data for this study were collected from three different speech interactions, namely: face-to-face conversations (FTFC), telephone conversations (TC) and vote of thanks (VOT). Data were collected through the use of a mini-tape recorder. Here, a Corpus of conversations were selected using purposive sampling method and surreptitiously collected from strategic points. This enabled the researcher to collect the Corpus in its original form. They were collected at different points where the students meet: lecture halls, hostels, canteens, relaxation centres among others. The framework for the analysis of this study is provided by the Speech Act theory. Frequency of the distribution between the male and female subjects, were calculated using the mean statistical method. This study found out that beyond the main functions of thanking, it also performs an array of other functions. Data have also revealed that the multilingual situation in Nigeria has affected the choices of language use, resulting in features such as code-mixing, slangs, Nigerian English-based pidgin, among others. This study has specifically shown that apart from classifying thanking as expressive speech act, it can further be classified as declarative, commissive and requestive speech acts. Therefore, this study concludes that with regard to thanking, the co-existence of English with other indigenous languages have given rise to linguistic patterns and forms, identifying Nigerian English as a distinct variety of the world Englishes. Keywords: Conversational routines, Thanking, Spoken Nigerian English, Nigerian Identity, Speech Acts.

ANALYSIS LANGUAGE ENVIRONTMENT OF ENGLISH DEPARTMENT AT MADURA UNIVERSITY IN ENGLISH LANGUAGE LEARNING

Speaking English in Indonesia is still a foreign language learning. where the students' ability in using English is still low. The use of English is only used when they are studying English subjects in class, without being practiced directly in daily communication like other countries.the reason because the students are shy and afraid. The aim of this research to describe the naturalness of environment on English speaking skills at English study program Madura University. This research is qualitative research by using narrative. Researched obtained data from, observation, interview and documentation. Based on the result of the study show the students in the English study program feel in the English study program feel insecure when speaking in public, mix English and Indonesian when the student don’t know the vocabulary. The English study program does not have a language laboratory facility that helps students to develop their abilities, the students often communicate with their classmates and with teacher, but when talking to the lecturer most are afraid of being wrong. Students only talk in class and during class. When, outside class rarely to speak English

Self-Efficacy (SE) and Motivation of the Indonesian Teacher Educator Authors (TEAs) in Writing Articles for Publication: The Bloom Digital Taxonomy (BDT) Perspective

Background: Writing articles is inevitable for Teacher Educator Authors (TEAs) at the university level, and many studies reported writing articles for publication. However, self-efficacy (SE) and motivation in writing scientific articles by higher education teachers remained unexplored compared to the Bloom Digital Taxonomy (BDT). Purpose: This study explored self-efficacy (SE) as well as intrinsic and extrinsic motivation (IM & EM) in writing articles for publication by Teacher Educator Authors (TEAs) in the light of the Bloom Digital Taxonomy (BDT). Furthermore, it measured how prior empirical evidence and current findings are presented in the Bloom Digital Taxonomy (BDT). Method: The design used qualitative descriptive content data from an ethnographic study, and 21 Teacher Educator Authors (TEAs) of English in Indonesia with specific characteristics were purposively selected. The participants constituted state and private universities in Java, Sumatra, Borneo, and Celebes. Data were collected through questionnaire, in-depth interviews, and electronic observation. The participants were then requested to complete a Google Form, and directly interviewed electronically and physically. The questionnaire data were subsequently addressed in the in-depth interview. This study utilised the Criteria Content Analysis (CCA) method and exploratory-provisional coding to analyse the transcription data. Results: The results showed that self-efficacy (SE) features were mainly related to profession, self-development, and attributes of Teacher Educator Authors (TEAs). Furthermore, self-esteem, expertise markers, and a way to learn dominated intrinsic motivation (IM), while appreciation, shaping expertise, and seeking dignity dominated the extrinsic. The findings were in the high order of affective skills (HOAs) with valuing (A3) and internalising (A5). The study had practical implications that writing for scholarly publications should inevitably be part of the curriculum in higher education, and grants should increase to maintain the internalisation of Teacher Educator Authors (TEAs) in producing articles. In addition, the results contributed to the theoretical implication that HOAs, valuing, and internalising dominated roles in creating quality articles at any level.

Comparative Analysis Of TOEFL Prediction Score Results And Students' Quizzes Score

The aim of this research was to investigate whether there is a difference between general English scores and Toefl Prediction scores. and Is the difference significant or not This research method used explanatory correlational. The analysis technique used Annova variant and Paired sample t test. The population of this study were students of Al Islam Polytechnic, Bandung, 1st semester Radiology study program. The results showed that there was no significant evidence to reject H0. and there is no significant difference between TOEFL prediction scores and middle test quizzes scores

교양 토익-혼합학습 수업 구상 및 학습자 반응 조사

The purpose of this study is to design blended learning for general English TOEIC classes, analyze learners’ response and examine whether blended learning can be an appropriate class method for TOEIC classes in the post-corona era to improve learners’ TOEIC skill. The blended learning consisted of online classes for previewing TOEIC knowledge and offline classes for reviewing what the students learned during online classes through solving TOEIC questions and class activities. The results of the study were as follows. Learners showed high satisfaction with the TOEIC classes through blended learning and preferred the current class method over the previous class method. Learners perceived the blended learning class had a positive effect on learners` affective factors and understanding of TOEIC knowledge. The positive correlation between these perceptions and classes satisfaction was also confirmed. Among the affective factors, self-directed learning attitude had the greatest impact on class satisfaction. The lack of offline class time in blended learning classes was mentioned as disadvantage, and taking online lectures repeatedly and solving problems in offline classes was positive for learning concentration and class participation. These results suggest the blended learning is an efficient teaching method that provides high satisfaction to general English TOEIC class learners.

LEARNING HOW TO WRITE SOCIALLY APPROPRIATE EMAILS THROUGH TEXTBOOKS: AN EVALUATION OF INTERNATIONAL ENGLISH TEXTBOOKS

his study investigates email pragmatic instruction in four sets of international English textbooks. The prevalence of email communication in today’s technology-mediated world necessitates its inclusion in second language classroom instruction. However, our analysis of the books reveals inadequate attention to the sociocultural aspects of email writing. The analysis also indicates limited opportunities for learners to notice form-function-context connections, engage in output practice, and reflect on their pragmatic performance. These findings underscore the gap between research recommendations and current teaching practices, highlighting the urgent need for textbook writers to integrate research findings for enhanced pragmatic instruction. The findings also provide recommendations for teaching email communication in the second language classroom.

Non-majored English Students’ Learning Autonomy through Extensive Listening at a Public University

Enhancing English language proficiency, especially in listening skills, is crucial for students completing General English Courses at universities in Vietnam these days. Unfortunately, non-majored English students are often overlooked in assessments of this vital skill in their final exams, resulting in a lack of autonomy in their language learning, particularly in listening. This research explored students' perspectives on fostering autonomy through extensive listening activities, conducting a qualitative case study with 10 non-majored English students. Interviews revealed that extensive listening motivated students’ learning and improved their listening skills. However, despite these benefits, the findings highlighted a need for educators to play a more active role in designing and delivering comprehensive guidance in extensive listening strategies. This study contributed valuable insights to the ongoing discourse on optimizing learning autonomy in English language education.

Introduction to the special issue on languages other than English: A reality check and a glimmer of hope

The role of languages other than English (LOTEs) in K-16 education is rife with controversy, particularly in Anglophone contexts. In a recent edited volume, Lanvers et al. (2021) tackled this controversy head-on by creating an anthology that not only described the “language learning problems in Anglophone countries in a holistic and universal manner” (p. 8), but also offered “solutions and examples of positive, forward-thinking practice” (p. 8). Certainly, with the rise of Global English, and even more recently, with the sudden proliferation of AI-enhanced communication strategies, languages other than English are being further marginalized. This marginalization often comes in the form of extreme budget cuts and elimination of courses and programs, as is being seen in a variety of Anglophone contexts and is particularly salient in the US context (Kingson, 2023).

Подготовка студентов вуза к взаимодействию с зарубежными партнерами в будущей профессиональной деятельности на языке-посреднике

The aim of the research is to define the pedagogical conditions for teaching a foreign language as a lingua franca for solving professional tasks in a university. The article analyzes the peculiarities of the lingua franca, formulates the concept of "lingua franca" based on the needs of the educational process, establishes the educational goal of foreign language education, and defines the pedagogical conditions for teaching a foreign language as a lingua franca in a university setting. The research's scientific novelty lies in identifying the pedagogical conditions for teaching international English as a lingua franca within a professionally oriented foreign language education framework in a university. The study determined that teaching a lingua franca is associated with developing a professionally oriented intercultural linguistic personality. The pedagogical conditions of the educational process aimed at forming this type of linguistic personality include: selecting language resources of international English in the field of future professional activity, organizing practical sessions as group work to solve research tasks, designing independent work to address individual needs in carrying out language activities.

TEACHING JAPANESE TEA CEREMONY TO CHINESE UNIVERSITY STUDENTS: DEVELOPING ENGLISH LEARNING MATERIALS

This study is a preliminary study for creating teaching materials for the development of global human resources who can communicate their own (Japanese) culture, such as the tea ceremony, to the world in English. This study aims to clarify what foreigners are interested in, what they find important, and what they would like to know more about the tea ceremony to create teaching materials reflecting foreigners’ interests and concerns. The results indicated that the participating students enjoyed hands-on activities, such as actually preparing and drinking tea and learning how to eat wagashi (traditional Japanese sweets), even in an online environment. Furthermore, some students demonstrated interest not only in hands-on experiences but also in the history of the tea ceremony, distinctions between Japanese and Chinese tea cultures, and various aspects of the tea ceremony, including tea, tea utensils, traditional clothing (kimono), and the differences among tea ceremony schools. Based on these findings, it is recommended to create educational materials for Japanese university students learning the tea ceremony in English that cover not only the fundamental etiquette of the tea ceremony, but also provide comprehensive knowledge about the broader aspects of the tea ceremony.

A topic which I want to know more about – preposition placement in finite WH-relative clauses in World Englishes

The present article analyzes the use of preposition stranding (the world which we live in) and pied-piping (the world in which we live) in finite WH-relative clauses in twelve varieties of English. In the light of previous studies, it assumes that the strength of processing constraints and formality effects that drive speakers’ constructional choices should correlate with Dynamic Model stages (Schneider 2007). However, drawing on data from the International Corpus of English (ICE) and using mixed-effects logistic regression analysis, the study shows that processing factors affect speakers of all Dynamic Model stages in a very similar way. At the same time, clear differences between variety stages are observed with respect to formality and topic, which strongly affect Phases IV and V but not Phase III. These results are interpreted from a Usage-based Construction Grammar perspective.

From english teachers’ perceptions: English learning demotivating factors for Indonesian University students

Students’ demotivation is a crucial issue in EFL context that has not yet received sufficient research particularly in higher education level. In Indonesia English as a foreign language context, students’ demotivation in language learning is mostly addressed based on students’ perceptions. The purpose of the current study is to examine Indonesian university EFL teachers’ perceptions of factors demotivate students to study English at university level in Indonesia. To collect the qualitative data, five teachers from English study program were involved in a semi-structured interviews with additional follow-up questions to further explore the raised concerns. These teachers were asked to understand their perceptions and experiences on what factors demotivate their students to study English. Seven demotivating factors were identified in teachers’ perception that demotivate students to study English: students’ attitudes toward English, students’ past experience, peers proficiency, teachers’ workload, classroom availability, hot and suffocating classroom, and technological facilities. This study has some implications for higher education policy makers, institutional authorities, EFL students, and EFL teachers in particular.

Turkish students' language‐learning perezhivanie, learner identities, and transformation of self

AbstractThis study used the Vygotskian concept of perezhivanie, an emotionally lived experience, to examine the identities of two Turkish language learners. Learner identity has been researched from social and psychological perspectives; however, the role of emotion and its relationship with cognition has not been sufficiently addressed. As a unit of analysis, Perezhivanie offers a holistic approach to examining learners' identities by considering their emotional and cognitive processes in their learning environments. This study reports on a qualitative case study. Data were obtained from Dodo and Uraz's observations while taking an elective course in Global English and Culture, their multiple reflections written throughout the course, and their interviews. The data analysis revealed ontological instances of perezhivaniya (plural) that stemmed from the two participants' emotionally charged, memorable moments. It revealed how these perezhivaniya formed and transformed their identities throughout their language‐learning experience. These results indicate the importance of assisting language learners by introducing them to the new World of Englishes, thus providing new theoretical frameworks that create a fertile environment for identity transformation.

Torn between Prescription and Innovation

This paper reports on the affordances of corpora in the context of a teaching model that aims to highlight and strengthen the relevance and applicability of (socio-)linguistic content knowledge of World Englishes for university-based teacher education and the ELT classroom. We use large electronic corpora as one resource for the student teachers to explore the spread and extent of use of innovative and variable linguistic structures in Englishes around the world, and to critically examine the fuzzy boundary between errors and variety-specific, innovative linguistic structures. To examine the potential impact that a specific teaching intervention on World Englishes and corpora may have on student teachers’ judgments of the intelligibility and formal correctness of several features of World Englishes, a rating task was administered to an experimental and a control group. Additionally, students of the experimental group were interviewed about their experiences with the corpus intervention and their opinions and attitudes toward the use of corpora for teaching English and, specifically, linguistic variation and innovations in English. The findings suggest that the teaching intervention seems to initiate an increased awareness of the variability of linguistic structures in World Englishes, and supports future teachers in questioning traditional prescriptive norms.

The Development of Augmented Reality As English Learning Media in Junior High School

The existence of learning media on various platforms provides variety and assistance for teachers in delivering learning materials. Not much has been developed in educational media compared to entertainment media such as gaming, films, songs, dance, and music. Educational media need to be packaged in a simple, effective, and efficient manner and respond to the needs of today’s students. In the context of the world of learning English at the junior high school level, learning media is needed as an effort to provide real experience in terms of honing English communication skills. Augmented Reality is one of the media that is able to bridge the needs of students, namely making abstract learning experiences feel concrete. Therefore, this research aims to design learning media for junior high school English on the basis of Augmented Reality with content containing stories from North Sumatra. The research method applied in this study is Research & Development. Data acquisition techniques used were documentation, questionnaires, interviews, and tests which were applied in accordance with nine research stages, namely: (1) identification and analysis of media needs; (2) collection of media materials and tools; (3) development of media prototype designs; (4) implementation media prototype; (5) media prototype validation; (6) media prototype revision; (7) media trial on junior high school students; (8) final revision; and (9) media prototype that has been tested. The final result of this study contains AR in the form of flash cards. AR markers are printed on cards and students only focus their smartphone cameras on markers that have been printed in card form. After the camera has successfully scanned the marker, a learning video will appear. There are five cards (markers) in this study, and each card will play a different learning video.
 Keywords: augmented reality, media, English, junior high school