English Language Teaching Program Research Articles

Listening Comprehension Problems Faced By The Third Semester Students Of The English Language Education Study Program

The purpose of this research was to investigate students’ listening comprehension problems. The researchers used a mixed-method design. The participants were third-semester students of the English Language Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. In collecting the data, the researchers used two instruments namely survey questionnaires, and semi-structured interviews. The findings of this study revealed that the third-semester students of the English Language Education Study Program perceived some degree of listening comprehension problems. Parsing problems took 50%, utilization problems took 30%, and perception problems took 20% of listening comprehension problems faced by the third-semester students. In addition, the results of the interview revealed that mostly the students experienced listening comprehension problems due to the fast speech rate of the speakers in the recording. Another cause of their listening comprehension was the lack of vocabulary and unfamiliar topics which made them unable to comprehend the spoken texts. In conclusion, the listening difficulties encountered by the third-semester students were to due the semantics and lexical meaning of the spoken text

Listening Strategies Used by English Language Education Program Students in an Online Academic Listening Course

Abstract. There has been extensive research done on learning strategies nowadays. A lot of researchers are interested to know which strategies are commonly used by EFL learners. They perceive the importance of this study. This research was therefore done to investigate the strategies used by English Language Education Program students in an online Academic Listening course. This study employed a qualitative method. To find out the answer, questionnaires that consisted of some close-ended and open-ended questions were used. The questionnaire was distributed to 34 students of the 2020 batch, who were taking an online Academic Listening class. Interviews with some students to gain further information and who had unique answers were also conducted. The results showed that in the online listening class, the students used six strategies, those were metacognitive, cognitive, memory, compensatory, social, and affective strategies. The findings also showed that metacognitive and cognitive strategies were mostly used strategies by students. Keywords: academic listening, listening strategies, online learningAbstrak. Telah banyak penelitian dilakukan terkait dengan strategi pembelajaran. Banyak peneliti tertarik untuk mengetahui strategi belajar apakah yang umum digunakan oleh para siswa yang belajar Bahasa Inggris sebagai bahasa asing. Para peneliti memandang pentingnya hal ini. Oleh karena itu, penelitian ini dilakukan untuk mengetahui strategi yang digunakan oleh mahasiswa program Pendidikan Bahasa Inggris pada mata kuliah online Academic Listening. Data yang diambil dengan menggunakan metode kualitatif. Untuk mendapatkan jawaban, kuesioner yang berisi beberapa pertanyaan terbuka dan tertutup. Kuesioner dibagikan kepada 34 mahasiswa angkatan 2020, dimana mereka sedang mengambil mata kuliah tersebut. Dilakukan interview pada beberapa siswa untuk mendapat informasi mendalam dan mahasiwa dengan jawaban yang menarik atau kurang jelas. Hasil jawaban menunjukkan bahwa di kelas online Academic Listening, mahasiswa menggunakan 6 strategi yaitu metakognitif, kognitif, memori, kompensatori,sosial, dan afektif. Temuan ini menunjukkan bahwa metakognitif dan cognitif strategi adalah strategi yang sering digunakan mahasiswa. Kata kunci: akademik listening, strategi mendengarkan, pembelajaran online

EFL Students’ Perceptions on Duolingo: How AI can Eliminate Socioeconomic Discrepancies

Different educational achievements between students from high socioeconomic status and those from lower socioeconomic status in universities are said to be caused by unequal access to learning resources. This research aimed at investigating students’ perspectives on the use of Duolingo in EFL learning to eliminate socioeconomic discrepancies in the university. This research used a descriptive qualitative design. Interviews were used to gather data from one male and two female higher education students majoring in the English Language Education program. This research shows two main findings. First, students have positive attitudes and enjoyable experiences in using Duolingo contributed by its fun, easy, accessible, and fun nature. Second, Duolingo, offering free charge for all users, can eliminate socioeconomic discrepancies among students in the university because it can be accessed by students from any socioeconomic condition. It implies that Duolingo as an AI tool can be used by both educators and students around the world as an accessible language teaching and learning resource. Therefore, there is a need to develop students’, educators’, and parents’ awareness of the utilization of Duolingo as a solution for the limited access to learning resources due to socioeconomic barriers.

Investigating Undergraduate Expectations and Perceptions Towards an English Language Teaching Program: A Survey Study

Investigating Undergraduate Expectations and Perceptions Towards an English Language Teaching Program: A Survey Study

Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations

A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India’s education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.

EFL Students Responses’ to Online Corrective Feedback in the Teaching of Academic Writing during the Covid-19

During covid-19 pandemic, online learning is one of the alternatives that can be used by the lecturer in carrying out learning. This study aims to analyze the students' response to corrective feedback given by the lecturer during online learning. The research methodology used is a quantitative survey design. The research subjects are 140 student academic writing classes from the 2020 batch of the English Language Education Program in Universitas Brawijaya. The instrument used is questionnaires filled out online by students. They were 17 questions in four section that were distributed to investigate: 1) collecting personal information and types of online platforms used to provide corrective feedback, 2) the identification the types of error to be corrected from the student’s responses, 3) students’ responses for technique the lecturers should correct their errors, 4) students’ responses to corrected errors by the lecturer. There were 106 responses received (88 female and 18 male students). Based on the results, overall online corrective feedback conducted by the lecturer in academic writing classes has a positive response in the midst of the Covid-19 pandemic situation. Most students find the online corrective feedback in their academic writing class useful during pandemic Covid-19.

PROFILING PRE-SERVICE TEACHERS’ PERCEPTION ON COURSEBOOK USED IN SENIOR HIGH SCHOOL

This study focused on investigating six criteria of a coursebook, these are: content, vocabulary, methodology, visual aids, practice and testing, and objectives.This study employ mixed method research design in which quantitative and qualitative descriptive methods were mixed. The data were obtained through questionnaires and administered to 15 pre-service teachers of English Language Education Program of Unika Santu Paulus Ruteng as the participants of this study. The questionnaire were distributed to pre-service teachers through geogle form. Percentage and mean were calculated by using SPSS software program to describe the overall picture of how the pre-service seachers rated the textbook in terms of six criteria. The result of this study revealed that the pre-service teachers showed a positive response for each criteria that being analyzed in this study. They perceive that Buku Bahasa Inggris Kelas XI had been categorize as a good textbook in terms of content, vocabulary, methodology, visual aids, practice and testing, and objectives.The mean score of each item in this six criteria were over 3,00 which classified as good response. However, there were two items that showed a bad response from pre-service teachers such the presentation of new lexical item which covered only 2,87 and developmental of objectives should need more attention which covered only 2,93. Based on the result of this study, the writer concludedthat Buku Bahasa Inggris kelas xi is a good textbook for senior high school students especially for xi class because it categorize as a good textbook in terms of content, vocabulary, methodology, visual aids, practice and testing, and objectives.

The Urgency of Availability of Facilities, Time, and Parental Guidance for Students’ English Learning Achievement

Abstract: The objective of this research was to determine the urgency of availability of facilities, time, and parental guidance at home for students' English learning achievement. For that, this research needs to explore the correlation between the things. Therefore, we used a correlational method with 118 English language education program students as participants or subjects for doing research. Students need the motivation from their parents, not only teachers at school. This argument is based on the consideration that children spend more time with their parents at home. Data collection was carried out using documentation and questionnaires. We used SPSS 25 to calculate and answer the hypotheses of each variable. Then used F statistics and multicorrelation to answer the hypotheses of all variables. Based on the results of the study, F change 0.001 <0.05 This means that the hypothesis is accepted and there is a significant relationship between study time learning facilities and parental guidance on student achievement. So that, it can be concluded that each unit increases learning indicators such as; learning facilities, study time and also parental support accompanied by changes in student achievement units in English.Keywords: Learning Facilities; Learning Time; Parental Guidance; Learning Achievement.

CODE SWITCHING USED BY THE STUDENTS IN EFL CLASSROOM INTERACTION

This research aims at finding out the types of code-switching used by the students in the English as a foreign language classroom interaction. The research employed descriptive qualitative research design. The subjects were the students of English language education program. All of them used Papuan Malay language in their daily life but in class they used Indonesian language as mother tongue and English language as target language. The researcher findings that there are five types of code-switching that used by the students in EFL classroom interaction. Those Inter – sentential, Intra – sentential, and tag switching. For each type, the switch frequently used was as a clause, then as a word, and the last was as a sentence. They used them to clarify what they said because they tended to repeat or tried to translate the words again, and another reason was switching the words into the daily language was one of the ways to use to continue speaking. The impact of code-switching on TEFL was extremely beneficial since it may be utilized as a method or tactic in teaching English content, pushing students to talk, evaluating problems, and encouraging students to keep speaking in EFL classroom.

Views of Novice Pre-Service Teachers Towards the Use of L1 in the EFL Classroom

This study aimed to explore the views of pre-service teachers (freshman students) at English Language Teaching program at a state university in Turkey towards the use of L1 (mother tongue) in English as a Foreign Language (EFL) classrooms while also investigating their actual use of L1 during an extracurricular teaching event. It also aims to find out if there is a relationship between participants’ educational background in language learning, their views towards use of L1 and their actual use of L1. This study employed a qualitative approach by collecting data through semi-structured interviews and these interviews were supported with field notes taken by the researcher. The findings showed that ELT students mostly favored the use of L2 (target language) in the classroom and stated that it must be used as much as possible; however, some participants also stated that L1 could be used depending on the proficiency of students. The analysis of the interviews showed that there was no relationship between the participants’ actual use of L1 and their educational background for the participants. Finally, the study suggests some implications towards the ELT curriculum in line with the findings.

Transition of English Language Teaching in Saudi Arabia: A Critical Evaluative Study

As the paper revolves around English language spread and teaching in the Kingdom of Saudi Arabia (KSA), it becomes necessary to mention that there are influential socio-political reasons to consider, along with the internal economic factors. Therefore, such factors are crucial for researchers and pedagogues to study and deal with such issues mot only in KSA but across the globe. This paper tends to explore global socio-political factors that exerted an effect on KSA political forces that shaped the transformation process within the English language teaching programs. This paper adopts a critical approach to evaluate the extent literature on ELT status, current practices, programs, and future prospectsin KSA and call for a new evaluative approach that is more critical. Keeping the focus of the study in view, main research questions formulated were related to the status of ELT in KSA, the role of vision-2030 in changing the status of ELT, Saudi English workforce readiness to take up the future challenges of ELT, need of native teachers to teach English in KSA, etc. Main findings were: the status of English has changed in recent year, and it is going to change very fast in coming years to maintain pace with the Saudi vision 2030. In addition, it was found that the need of recruiting native teacher is not imperative anymore as the younger Saudi graduates are going to take up the teaching responsibilities quite independently.

Grammatical Errors Committed by Students in Writing Cause and Effect Paragraphs

The purpose of this study was to identify the grammatical errors and analyze the sources of grammatical errors committed by students in writing cause and effect paragraphs. This research used a mixed-method design as the research design. The data were collected through document collection of mid-term tests and final tests. The subjects of this study were students in two classes of the English Language Education Program. The results of this study showed that the types of grammatical errors in students' writing were omissions 54 errors (44%), misformation 37 errors (31%), addition 28 errors (23%), and misordering 3 errors (2%). The total errors committed by students in their paragraph writing were 122 errors. Meanwhile, the source of errors in students' writing was caused by intralingual transfer 82 (67%), interlingual transfer 35 (29%), and communication strategies 5 (4%). In writing, it is encouraged to check grammar through grammar checking that are available in order to reduce grammar mistakes and make the massage of the writing clearer. Teachers are encouraged to pay attention to students’ grammar and use teaching technique that can improve students’ grammar.

Capitalizing on international students to promote cross-cultural learning in an English language education program

ABSTRACT The present study investigated 69 local Hong Kong English language education students’ cross-cultural learning as a result of an Internationalization at Home (IaH) initiative that made use of international students’ knowledge of English language education in contexts outside of Hong Kong. An analysis of written responses to open-ended questionnaire items revealed that most students reported acquiring superficial cultural facts related to teaching methods, testing methods, and public versus private education in international contexts; however, some students reflected more deeply on perceived cultural differences by challenging their own prior assumptions about English language education and, as a result, demonstrated cultural humility and enhanced empathy towards teachers in contexts outside of Hong Kong. This research suggests that teacher education programs should consider implementing IaH initiatives that capitalise on international student populations to satisfy program-level cross-cultural learning objectives.

STUDENTS’ PERCEPTION USING VIDEO CONFERENCING PLATFORM IN LEARNING ENGLISH DURING ONLINE LEARNING

Video conferencing is one of the most common technology platforms for emergency online learning during the Covid-19 outbreak. Therefore, this study investigates students' perceptions of video conferencing for online English learning and video conferencing platforms as a media technology. This study involved 103 students in the second, fourth, and sixth semesters of the English Language Education Program at Universitas Brawijaya in 2021/2022 who used a video conferencing platform to study English online. In this study, a quantitative approach involving survey research was applied. A closed-ended questionnaire was used to collect the data, and descriptive statistics were used to analyze the results. The data were collected using a 19-question divided into two categories: (1) students' perceptions of using video conferencing in learning English during online learning and (2) students' perceptions of video conferencing platforms as a media technology. The findings indicate that video conferencing facilitates English learning during online education, and the solutions can help students improve their English language skills. In addition, the majority of students responded positively to the use of video conferencing during online learning in learning English.

The identity construction of Iranian English students learning translated L1 and L2 short stories: Aspiration for language investment or consumption?

A large number of investigations have highlighted the importance of incorporating literary texts into English language teaching programs. Nevertheless, there are scarce studies on how short stories from L1 and L2 literature play a role in reconstructing learner identity in tertiary contexts. The present research study examines the identities of four non-native undergraduate students concerning aspirations for language investment or consumption. Data collection instruments were semi-structured interviews, open-ended questionnaires, and diary writings. The materials taught in the course consisted of three translated Persian and four target fictions related to loyalty and justice. The researchers used qualitative content analysis to explore the language learners' self-images of initial, story-based, and prospective learning stages. Nearly all the participants regarded language learning as language consumption for pleasure in different stages except for the future aspiration stage; they did not aspire for personal economic benefits. The findings may enlighten curriculum designers in EFL contexts to incorporate literary texts from the native and target cultures into language education materials to provide opportunities for learners to experience diverse identities and meet individual preferences.

Integrating Critical Thinking into Digital Connectivism Theory: Omani Pre-service Teacher Development

The current study implements digital connectivism theory within an English language teaching (ELT) program—specifically for pre-service teachers—in order to evaluate teachers’ ability to generate teaching activities with Bloom’s taxonomy. Connectivism theory emphasizes the principle of connecting students in a network of cognitive processes which in turn can allow the transfer of information; yet it is unclear what students do if they were asked to evaluate, synthesize and analyse (the three higher order skills of Bloom's taxonomy) in connectivism learning approach. The methodology of the study is a case study conducted by means of clustered sampling on 54 teachers, who collaborated in 18 groups and were distributed between ten schools in one district of Oman. The participants were involved in critical thinking training, generating reflections, group discussions, and filling in a checklist. The results indicate a strong need for conceptualizing the principles of connectivism theory to provide a guideline for teachers and students. It is then concluded that the concept of mental “knowledge” is expanded when integrating connectivism and Bloom’s taxonomy in the ELT field. The study proposes pedagogical implications for ELT programs.

Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught?

This study explored the interplay between teacher mindsets and grit levels of Turkish pre-service teachers taking their year of study into account (i.e., first-year vs the fourth year), gender, and the subject taught in a Turkish higher education setting. Student teachers from various programmes at a public university in Turkey participated in the study (N = 321). The participants completed the Teacher Mindset Scale and Grit Scale online after receiving the approval of the university’s ethics committee and signing the consent forms. The correlations between the components of teacher mindset and grit demonstrated that as growth teacher mindset scores increased, and effort scores also increased significantly. Furthermore, as fixed teacher mindset scores increased, interest scores decreased. First-year pre-service teachers had significantly higher fixed teacher mindset scores than the fourth year. In terms of grit, fourth-year pre-service teachers showed greater effort than the first year. There was no difference between female and male pre-service teachers regarding fixed teacher mindset. However, female pre-service teachers scored significantly higher on growth teacher mindset, interest, and effort scales. As for the subject taught, the Mathematics Education programme showed higher levels of fixed teacher mindset and the English Language Teaching programme showed lower levels of grit. Practical implications of our findings and limitations of the study are shared accordingly.

DEALING WITH CRITICAL INCIDENTS: EXPERIENCES OF TURKISH NOVICE EFL TEACHERS

Moments causing teachers to stop and think about their teaching are called critical incidents and reflecting on them can be a way of gaining insights into their practices and contexts. However, critical incidents are underexplored in the Turkish EFL context. Thus, this qualitative case study aimed to understand the types of critical incidents encountered by six Turkish novice EFL teachers who all graduated from the same English language teaching program, their ways of dealing with these, and how this affected them. Data obtained from reflective journals and a focus group interview were analysed thematically. The results revealed critical incidents related to multiple sources, mainly due to students’ behaviors. Moreover, teachers' strategies varied from addressing the student to acting as the authority. These critical incidents affect novice teachers in various ways, such as questioning their language teacher education and teaching competence, which were discussed in this study along with implications and directions for future studies.

TOWARDS MULTILINGUAL EDUCATION: PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF TRANSLANGUAGING PEDAGOGY

Recent research has shown a paradigm shift towards the rise of translanguaging pedagogy as opposed to the so-called monolingual principles. Translanguaging pedagogy in educational contexts refers to the utilisation of all the linguistic and semiotic resources of students to foster learning. This crosslinguistic approach, thus, challenges language separation and softens the boundaries between languages. Translanguaging is also seen as a transformative pedagogy as it empowers multilinguals to embrace their whole repertoires. This present study involved the pre-service English as a Foreign Language (EFL) teachers in an Indonesian private university taking the English language teaching programme designed to prepare them to be future English teachers. This research aimed to investigate their perceptions of translanguaging pedagogy in order to promote reflections in pre-service English teachers regarding their own views of English language teaching. Six pre-service English teachers were invited to participate in a group interview to shed light on future teachers’ reflective stance regarding the potential use of translanguaging pedagogy. The research results demonstrated that the participants held the maximal position, which put a strong emphasis on maximising the use of English. They, however, expressed their interests in the implementation of translanguaging pedagogy in their own classrooms, but solely for a scaffold to learn rather than seeing it as opportunities to create a safe space for students to legitimate their multilingual dynamic practices.

Learning at Risk? Language Teaching Under Emergency Remote Conditions

Low attendance and reduced classroom interaction in courses compulsorily run online pose a challenge to the teaching and learning in an English language teaching programme at a Turkish university. Based on students’ and lecturers’ narratives, this study explores critical aspects of this teaching modality and suggests solutions to address faced challenges.