English Department Research Articles

The Effect of Learners’ Self- directed Study on Willingness to Communicate

Self-directed study is a crucial need for learners to emphasize its central role in language education. Fostering and improving students’ ability to take initiative in their learning is considered crucial, for achieving success in both the present and future career. Additionally, recognizing the significance of being open to communication willingness to communicate works as a measure of learning, which can lead to attitudes, among students. This paper aims at finding out the relationship and the effect of learners’ self -directed motivation on willingness to communicate by answering the following questions. Is there any relationship between self-direction and willingness to communicate? Does self -direction have a positive impact on willingness? The paper examines willingness to communicate of 3rd grade students in English Department, from Collage of Basic Education at Salahaddin University –Erbil for the academic year 2022–2023. The participants are (60) students. The paper conducted through quantitative method. The data have been collected by a questionnaire and the tool adopted for analyzing the data is Statistical Package for the Social Science (SPSS). It is concluded that the most common factors that influence on students’ willingness to communicate are motivation, reliance, and anxiety about making mistakes and challenging situations. Another concluding point is that, students were unwilling to utilize only English while expressing an idea or discussing a matter with classmates or teachers. Moreover, Students referred to linguistic factors represented as indicative of their preference in taking more foreign courses and feeling comfortable in the classroom.

The Effect of Using a YouTube-Based Instructional Program in Teaching Listening Comprehension on Students’ Attitudes

This study investigates the effect of using a YouTube- based instructional program that teaches listening comprehension on university students’ attitudes their attitudes. The participants were two groups of students majoring in English Language and Linguistics at the English Department at Jordan University of Science and Technology(JUST). The participants were distributed into a control group of 46 students and an experimental group of 51 students. The experimental group was taught the listening skill through a YouTube-Based instructional program while the control group was taught through the conventional method. An attitudinal questionnaire of three domains of 20 items developed by the researcher was distributed to the participants of the experimental group to find out their attitudes towards the academic significance of the YouTube instructional program. The results showed that the students’ attitudes were positive as the program was reported to have a noticeable effect on improving their listening skill. This study recommends that YouTube be integrated into the EFL classroom to improve students’ listening skills.

THE USE OF INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) IN ENGLISH LANGUAGE LEARNING: A CASE STUDY AT ONE PUBLIC UNIVERSITY IN JAMBI

This research is aimed to describe students’ perception toward the use of Information Communication and Technology (ICT) in language learning. The objective of the study is to know students’ perception toward the use of ICT in language learning and to know the problem that they encountered during the use of ICT. The design of this research was survey method. The subject of this research was sixth semester students’ of English department Jambi University. A questionnaire was main instrument to gather the data. The questionnaire consists of items regarding the educational resources of respondents, their reasons for using ICT, the use of ICT in learning process and the problems that they encountered. The result of the study showed that ICT is useful for students. Using ICT can help students easier in accessing information they need which can bring positive effect for students, but this should supported by sufficient ICT equipment and ability to determine information which they search for in order to give better performance since the number one problem faced by students come from two numbers which are, few staff using ICT and information from ICT always change. It is recommended for lecturer to involve ICT services during the teaching and learning process more often and giving guidance to students to determine the appropriate material for their needs. Keyword: Information communication and technology, English language learning

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

This study explored teachers’ lived experiences of teaching translation inclusively online for the first time during the lockdown of the COVID-19 pandemic. The participants teach English and translation in the English Department, College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Data were collected using a 5-point Likert questionnaire and semi-structured interviews. The study delved into the teaching approaches that teachers used to achieve course objectives, and the technology tools they embedded into the Learning Management System (LMS). The results indicated (73%) positive experiences, with (86.8%) finding the LMS effective for delivering instructional plans and (78.5%) reporting an increase in awareness of continuous technology education. The emergent themes of cognitive approaches included project-based instruction (89%), collaborative techniques (71%), conference-based strategies (64%), and constructivist approaches (50%). The results also showed improvements in students’ translation skills (80.7%), linguistic abilities (83.2%), social skills (78.5%), communicative skills (65.1%), and psychometric abilities (78.3%), indicating the positive effects of technology on cognitive domains. The findings illustrated that adopting effective instructional methods and integrating operative technological tools can significantly contribute to delivering enriched online content. The study recommends integrating Cultural Translation and Interpretation Studies (CTIS) and Cognitive Translation Studies (CTS) into professional development programs to enhance innovative teaching approaches for online settings. Consequently, the study contributes to language and translation education and technology by presenting an inclusive model that emphasizes the importance of incorporating translation theories, teaching methodologies, and appropriate technologies for effective online teaching.

Enhancement of Learners’ Attentiveness in ESL Classroom with CGW Using Web 2.0 Tools: An Intervention Study

Students’ attentiveness in the classroom especially in ESL classrooms is an inevitable alignment of effective learning as well as teaching English as a second language. However, students are erratic in their attendance, and even when they do show up, they lack their attentiveness and are not focused on the lessons taught in the classroom. As a result, their ability to learn is being hindered more than ever. This is a significant issue in teaching and learning in tertiary-level education at most colleges and universities around the world. The research aims at reducing the lack of learners’ attention to learning in ESL classrooms and enhancing students’ attentiveness through the intervention of collaborative group work (CGW). The study was conducted in a mixed method that included a questionnaire survey, observation and some previous relevant Content Analysis (CA). The settings of the research were the departments of English of a College of the National University in Bangladesh and three colleges of the King Khalid University in Saudi Arabia. The study found that before an intervention, 62.75% of students were not paying attention, while only 31.75% were paying attention in their ESL classroom. But after the intervention, 63.50% of ESL students were more attentive, while 32.50% were no longer attentive. This indicated a significant change. So, the study successfully proved that if the collaborative group work (CGW) using web 2.0 tools were well performed among the students in the ESL classroom, the present and future learners could be capable of enhancing their attentiveness in the classroom and flexibly learning English as a Second Language than before.

Lost in Statistics

The present paper investigates one aspect of questionable research practices relating to Arabic L1 learners of foreign languages, namely the use of statistics. The objective of the paper is to argue that reproducible research requires adopting wise practices in linguistics and that the excessive focus on quantification does not seem to serve this purpose. Statistical significance tests in quantitative research are routinely used in linguistic inquiry as well as language teaching and learning studies with a view to supporting the relevant explanatory insights in linguistics. In this article, I will expose the misuse of statistics by doctoral students in English departments of Morocco working on Arabic L1 learners’ data, by highlighting some practices that are at odds with international good practices in academic research in linguistics. I will take stock of the current questionable practices in this regard to dispel some of the misunderstanding about the use of statistics which is now gaining grounds lest this becomes an orthodoxy. I will argue that research on Arabic L1 learners’ data should be focused more on exploration and discovery, as well as the validation of epistemological insights than on mere descriptive quantification geared to hypothesis verification. These areas of focus constitute the crux of academic research in linguistics, but they seem to be lost in statistics in doctoral students’ theses. Recommendations and solutions are provided for enhancing transparency and improving reproducibility of doctoral research outcomes to advance theory building and the delivery of new research lines in linguistics as well as to avoid the risk of research waste, in line with the requirements of open science.

Empowering Language Learners’ Critical Thinking: Evaluating ChatGPT’s Role in English Course Implementation

This study investigates the influence of ChatGPT on critical thinking and English language learning within Ukrainian university English departments. Utilizing qualitative and quantitative methods, it involved 31 students and three language instructors in surveys and ChatGPT-assisted project-based activities. The significance of this study lies in its potential to guide the integration of AI tools in educational contexts, particularly in language learning. By examining the benefits and challenges of using ChatGPT, the study provides insights into how AI can support or hinder language learning and critical thinking. This is particularly relevant in the context of rapidly evolving educational technologies and the increasing use of AI in academic settings. In the spring semester of 2023, a research study was carried out involving students participating in a project-based activity using ChatGPT. The study comprised two main phases: initial survey, project completion, and evaluation. Quantitatively, it was found that 62% of students use ChatGPT weekly, underlining its role in their language studies. The results showed varied perspectives on its efficacy, especially in critical thinking, English skills development, and ethical considerations. Ethical and pedagogical issues were also significant, including concerns about the authenticity of AI responses, plagiarism risks, and AI dependency. Nevertheless, the potential advantages of ChatGPT, such as immediate language support and the promotion of learner independence, were acknowledged by students. The research concludes by recommending a careful integration of AI in language education.

A Study on University Students’ Self-Regulated Motivation to Improve EFL Speaking Skills Across Academic Levels

opportunities to speak English in class. Self-regulated learning enables some self-motivated students to find opportunities outside the classroom to have face to face and virtual interaction to enhance their English speaking. This study is intended to examine the level of self-regulated motivation of university students to improve their Speaking of English as a foreign language (SRMIS-EFL). Moreover, this study investigates if students' SRMIS-EFL differ accross academic levels. 156 EFL students from an English Department in a private university in Jakarta took part in this study. Self-reported SRMIS-EFL questionnaire was used as the data collecting method. Descriptive and inferential statistical analysis was then conducted. The findings showed that the overall SRMIS-ELF level of students was high. Moreover, students used various self-regulatory motivation strategies to enhance their EFL speaking skills. As for the aspect of academic level, the results of this study shows that SRMIS-EFL of senior students are lower than SRMIS-EFL of junior students , and there is a statistically significant difference of students’ SRMIS-EFL across academic levels. The findings of this study suggest the need for motivational regulation training into EFL programs to increase students’ awareness of motivational self-regulation strategies to enhance their self-regulated motivation.

UNRAVELING THE USE OF COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES AMONG MOROCCAN EFL FIRST-SEMESTER UNIVERSITY LEARNERS

This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0757/a.php" alt="Hit counter" /></p>

Emotions in Language Learning: Understanding Foreign Language Enjoyment and Anxiety in Higher Education

The significant role of emotions in learning was reemphasized during school and university closures caused by the COVID-19 pandemic. However, upon returning to campus, cognitive learning outcomes have reclaimed a dominating position in the university curriculum, while affective learning appears to have been disregarded. The present study contributes to the discussion on the significance of social-emotional learning in higher education. Therefore, the primary objective of this inquiry is to trace the perceived levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in order to understand factors which contribute to their emergence. The research sample comprises 108 Polish university students majoring in English and enrolled in a bachelor’s programme. The findings demonstrate that language enjoyment is more prevalent among participants than language anxiety. The causes of language enjoyment are associated with teacher-student and peer-peer interactions as well as the classroom atmosphere, while language anxiety is reported to be linked to the fear of negative evaluation of students’ academic performance, test anxiety, and communication apprehension. These results suggest that English Department students are not exempt from experiencing language classroom anxiety, and engaging in practical English classes may be a source of a range of positive and negative emotions.

THE COMMUNITY OF INQUIRY FRAMEWORK IN ONLINE ENGLISH LEARNING: INSIGHTS FROM INDONESIAN CULTURAL CONTEXTS

This research is grounded in the theoretical foundation of the Community of Inquiry (CoI) Framework, exploring its application within the context of Indonesian cultural values in English education. The objective of this case study is to examine how English instructors adapt their teaching strategies to the challenges of online learning. The research design employs a qualitative approach, centered on interviews with three instructors from an English department at a private university in Jakarta. The participants, representing a small but focused population, were selected through a reputational purposive sampling technique, based on nominations from students who identified them for their effectiveness and expertise in online English learning. Data collection involved in-depth interviews, providing insights into the instructors’ perspectives and experiences. The analysis involved a thematic examination of teaching, cognitive, and social presence in the CoI framework. Findings show a robust teaching presence and a significant cognitive presence. Notably, social presence, crucial to CoI, subtly aligns with Indonesian hierarchical culture. This study underlines the complex relationship between CoI and cultural factors in online education. It suggests incorporating pedagogies aligned with local cultural values to improve engagement and outcomes in Indonesian online English learning.

A Qualitative Case Study of Teachers’ Perceptions on a Two-model System; Adhering to Chinese and International Baccalaureate Mandated Standards

National curriculum standards for different countries mean some International Baccalaureate (IB) schools must often balance IB and national standards. Literature on how schools find this balance is limited. Using a qualitative case study design, we examined the perspectives of teachers of English in a Chinese IB school that recently employed a two-model system to address government mandates while still adhering to IB policies. A two-model system occurs when the two curricula are taught separately rather than in an integrated way. Our findings describe teachers’ understanding of a two-model system, identify challenges for teachers in its implementation, and suggest improvements. Results are confined to a single context of an English department in China and cannot therefore be generalized. Our findings reveal an overall theme of separateness identifying structural and conceptual factors affecting the relationship between the two models. The article discusses new ideas for curriculum structures that might inform school decisions for similar IB schools and schools with integrated curricula.

Factors Affecting Student Retention: A Complex-Systemic Study of EFL Students at Cadi Ayyad University

In order to shed light on the problem of student retention (a university's ability to retain its students), this paper analyzes the implementation of complexity theory in Moroccan universities. Tinto's (1975) Student Integration model served as its main reference. Through the lenses of nestedness and networked interactions, we examine the case of the English department at the factors affecting student retention at the English department and (b) build a model that will serve as an example for student retention there. In order to address the topic at hand, the study conceptualizes student retention as an emergent phenomenon brought on by component and agent interaction in a complex system. Data was gathered from freshmen English department students. EFA (exploratory factor analysis) and correlations were used to analyze the quantitative data. Statistically significant findings supported three of the five hypotheses. According to the research, four variables from the initial model were revealed by the EFA. The following variables are: (1) Initial goal and institutional commitment; (2) Social integration; (3) Family background; and (4) Academic integration. In a nutshell, this paper seeks to investigate how complexity perspectives might be used to construct student retention models that will guide institutional decision-making at Moroccan universities.

The Ambiguity in the Novel Where the Crawdads Sing by Delia Owens

The purpose of this study is to reveal the ambiguity in the novel Where the Crawdads Sing by Delia Owens (2019). In conducting the study, the writers delimit only in analyzing the conflict of the main character Kya Clark in the novel. The design of this study is qualitative method because all of the data are in the form of words and quotations rather than numbers and the approach used Reader-Response, It focuses on the process of the types of ambiguity of the main character that produces the result. The study find that many forms of ambiguity, actions, intentions, abandoned, The implication of this study is to enrich the knowledge of the writers and the readers about the main character’s ambiguous that reflected in Owens’ Where the Crawdads Sing. Moreover, it can be a reference for the students of English Department who are attracted to observe the similar research. Therefore, this research can conclude the novel, Where the Crawdads Sing, to show the ambiguity of the main characters.

THE UTILIZATION OF CODE-SWITCHING AMONG STUDENTS IN THE ENGLISH DEPARTMENT

This study aimed to investigate and analyze the application of code-switching by students enrolled in the English Department. The research employed a quantitative descriptive methodology, utilizing a questionnaire to collect data from students who actively incorporated code-switching in their daily interactions on campus. Results indicated that students in the English Department employed code-switching in various communication contexts, including informal class conversations, campus interactions, and social engagements beyond the campus boundaries. The primary motives behind the use of code-switching were identified as the need for self-expression, enhanced comprehension, and adaptation to social and cultural settings. Furthermore, the research findings highlighted that the prevalent code-switching pattern involved shifts between English and Indonesian languages, particularly emphasizing the use of specific phrases or words lacking direct equivalents in the target language. This research contributes to a more profound comprehension of the code-switching phenomenon among English Department students, shedding light on its implications in social, cultural, and educational domains. Recommendations derived from this study emphasize the importance of adopting a more creative approach to language learning that accommodates the diverse linguistic backgrounds of students.

English Language Learners’ Perception and Motivation Towards Exam Format: A Qualitative Study

The objective of this study is to explore the perceptions of students at the English department at Ibn Tofail University towards exam format, and the motivation behind their preferences. In order to achieve these objectives, a qualitative methodology was employed. The subjects of this study are sixteen undergraduate students currently enrolled at the English department at ITU, and three students who recently graduated from the same university. An open-ended questionnaire is used to glean the necessary information, and to allow the subjects to freely express their opinions and attitudes with minimal influence. The collected data is analyzed using thematic analysis. Findings show that ITU’s EFL students believe that MCQ exams cannot properly assess writing skills, or competency in certain courses. The MCQ exam preference is mainly motivated by the practicality of the format, while the written format preference is mainly motivated by the fact that it encourages deep learning, enables higher cognitive levels of thinking, and improves writing skills.

An Analysis of Transitivity System Written by English Department Students

The research was conducted to identify the process types of transitivity systems used in the narrative texts written by English Department Students and to determine which process type of transitivity systems is used dominantly. This research was descriptive qualitative research on descriptive analysis. The research participants were students of the English Department. This research uses three research instruments, namely the researcher himself, narrative document files, and distribution sheet of process types. In collecting the data, the researcher used the documentation method and purposive sample technique to select the data. The data analysis was done with transitivity system analysis, adapted from the lecture of the Functional Grammar course, and then several steps based on thematic coding by Braune & Clark, were applied. The triangulation technique was used to get the dependability of the data through re-checking and expert judgment. The research found that the six process types in each text of the six narratives that were the data sample were not evenly used. Three process types, behavioral, verbal, and existential, are only used in several narrative texts written by English Department Students. Moreover, the six process types of transitivity system are realized in narrative texts written by English Department Students overall. The most dominant process is the material process, which occurs 155 times out of the 346 processes that emerged, followed by behavioral processes (8 or 2.31%), mental processes (100 or 28.90%), verbal processes (5 or 1.44%), relational processes (76 or 21.96%), and existential processes (2 or 0.58%).

ASSESING STUDENT PERPECTIVES

This study contains the evaluation of the textbook "Idiom Drills: For Students of English as a Second Language" based on the perceptions of five students of Tarbiyah Department of English at Institut Agama Islam Palangka Raya. The research method used for data collection was giving the physical book to five students, who were then evaluated using a questionnaire through Google Form and Tentative Checklist. The results of the analysis indicated that the book successfully met the learners' age-based usage needs, needs, and interests. The book is considered effective in vocabulary management, with the distribution of new words according to the level of learning difficulty. The book also offered a well-structured language learning experience, with tasks designed progressively from simple to complex, and using immersive natural language, which contributed to increased student engagement. However, the findings also identified some shortcomings in terms of unattractive layout, suboptimal use of text, and lack of additional support materials such as audio. The implication of these findings is the importance of enhancing and developing textbooks that are more effective and responsive to students' needs. It is, therefore, a valuable contribution to our understanding of textbook evaluation in the context of teaching English as a second language.

Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students’ writing

Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.

Teaching English in the Philippine: Pre-Service Teachers’ Identity Development During the International Teaching Practicum

English pre-service teachers find teaching English abroad to be a memorable experience. It influences the type of teacher they will become in the future. Through the perspective of teacher identity, this study aims to describe how two Indonesian pre-service teachers in the English education department, during a teaching practicum in the Philippines, developed their teacher identity and how they overcome the challenges. This research focused on two fourth-year students from the English Education department of a private university in Yogyakarta who completed a one-month international teaching practicum in the Philippines. The data were gathered through semi-structured interviews and subsequently investigated thematically from the perspective of the teachers' identities, and then presneted narratively. It was discovered that the biographies of the pre-service teachers served as the starting point for their teachers' identity development. Throughout the international teaching practicum, the development of their teacher identity was influenced by their emotional reactions, their teaching methods, and their symbolic representation. In the international teaching setting, the student teacher received psychological and technical assistance to overcome the challenges of their practice. This support played a crucial role in the successful completion of the program and contributed to the development of their professional identity as teachers. The findings demonstrate the importance of international teaching experience, prompting universities to prioritize the teaching practicum. Additionally, the university should expand its international exchange programs, focusing on teaching practicum programs.