English Literature Department Research Articles

Community-Inquiry: Current Perspectives on Freshmen’s Verbal and Written Feedback from Sophomores Students of EFL Writing

A community of inquiry can help students increase engagement that supports English language acquisition. The community- inquiry provides students not only with cognitive but also social intelligence. Therefore, this study aimed to explore the perceptions of sophomores' verbal and written feedbacks on freshmen’s writing. This small-scale study examined 25 students attending an Intensive English Course in the English Literature Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. It involved sophomores providing verbal and written feedbacks on freshmen's writing, reflecting the implementation of a community of inquiry. The study employed a case study method, using three types of questionnaires to gather students' opinions on sophomores' written feedbacks, their perceptions of the verbal feedbacks, and their descriptive writing competence following the feedback process. The study revealed that both the sophomores' verbal and written feedbacks were beneficial for improving the freshmen's writing skills. Furthermore, the process of receiving feedbacks also appeared to enhance the students' confidence in their writing.Verbal and written feedback from the sophomores not only clarifies the aspects for the improvement of the composition but also improves the freshmen’s self-confidence to write better. The feedbacks are effective since the students are of the same age, the freshmen can relate better, and the feedback they receive matches their style. However, this type of mentorship also has drawbacks because the sophomores’ knowledge is limited, so the input they can provide is also limited. Therefore, it is suggested that English lecturers take advantage of sophomores' verbal and written feedbacks to assist freshmen in developing their writing skills.

EFL INSTRUCTORS’ PERSPECTIVES OF L1 USE IN L2 CLASSROOM: A CASE STUDY AT BİNGÖL UNIVERSITY

Language experts, educators, and scholars have long debated using first language (L1) in foreign/second language (L2) classrooms. During the heydays of the Direct Method, also called the Natural Method, which was sequenced by the Audio-lingual method, language scholars and educators strongly rejected L1 use in L2 classrooms. These two methods were an objection to the Grammar Translation Method that allows and facilitates L1 use in L2 classrooms. However, whether L1 use should be welcomed or refrained in L2 classrooms remains an open question. Ten English as a foreign language (EFL) instructors participated in the research. The required data was gathered using a questionnaire, and SPSS 20 was used for analysis. Three of the participants were interviewed in a semi-structured manner to gain a deeper understanding of their perspectives and to strengthen the quantitative data. This study was carried out to understand EFL instructors’ perceptions of using L1 in L2 classrooms who teach both in preparatory classes and at the English language and literature department at Bingöl University, Türkiye. The analyses and interpretations of the data showed that L1 is mostly used for teaching L2 grammar and vocabulary. The study also showed that there are too many contributing factors to L1 use, such as building mutual intelligibility (comprehension), giving clear instructions, setting up a good rapport with students, reducing anxiety, integrating humour into L2 classes, and reprimanding and appraising students.

User Experience of ChatGPT: Insights from Undergraduate English Language and Literature Students in Bangladesh

ChatGPT, a large language model, has become increasingly popular, and students have begun to use it for the purpose of learning. The purpose of this research is to explore the experiences of undergraduate English language and literature students from Bangladesh who are using ChatGPT. Qualitative research methods were utilized for this study and the data were collected using semi-structured interviews. A thematic analysis technique was employed to analyze the data. The study reveals both positive and negative experiences associated with the use of ChatGPT by students from the English Language and Literature department. ChatGPT helps students to practice their reading and writing skills. It aids them to provide literary explanations of their texts and helps students to understand complex literary texts in lucid language. However, it sometimes provides confusing or wrong answers and provides wrong explanations regarding literary texts. As students possess some negative experiences along with many positive experiences, they are inclined to continue using it with heightened awareness of their use. However, users in this study believe that its use should be limited, and it should be used as a complement rather than a primary tool. The findings of this research may provide educators and policymakers with valuable insights that might help them integrate new aspects of artificial intelligence in education.

Movie Discussion Club: A Teaching Model to Improve Integrated Skills in English

This research aimed to design and develop a teaching model following the need analysis which showed that the learners needed a set of instructional system to improve their integrated skills in English. Eighteen freshmen of English Literature Department (S1) and English Department (D3) from academic year 2019/2020 were participated as subjects in developing the teaching model. In conducting this research, there are seven steps in the procedure of research and development including: 1) need analysis and reference study, 2) developing product, 3) preliminary field testing, 4) first revision, 5) expert validation, 6) second revision, and 7) final product (first version). The instruments used to collect data are interview, observation, and questionnaire. The model was designed referring to six fundamental elements of teaching model namely focus, syntax, principle of reaction, social system, support system, and application context then implemented in Movie Discussion Club. The data of the field testing showed that the learners’ integrated skills improved. Later on, the researcher used the note from this stage to revise the product. Moreover, expert validators checked the product and gave suggestions to make last adjustment. The final product of the research is a revised design of teaching model applied in Movie Discussion Club.

Error Analysis of English Writing in Final Year Projects in Malaysia: The Case of IIUM

This study conducted an Error Analysis (EA) on written dissertations by undergraduates from the English Language and Literature (BENL) department at International Islamic University Malaysia (IIUM). Despite the abundance of research on EA conducted with multiple samples and backgrounds, only a few studies concerning EA can be found and accessed in a Malaysian context. Thus, this paper aims to find the most common errors committed by undergraduates in Malaysia, focusing on their theses that adhered strictly to academic writing. Using Stephen Pit Corder's EA framework, a qualitative approach was employed to find the errors in the written samples. Additionally, this research synthesised the results of the Lunsford & Connors' study in 1988 with several studies on the Malaysian context that were compared and contrasted with findings from the interview session with lecturers from the BENL department to find the most common errors in writing among Malaysians. This paper's results demonstrate that the most common errors from IIUM undergraduates are word choice, punctuation, prepositions, plurality and singularity, verbs, articles, pronoun, ambiguity, adverbs, and subject-verb agreement. Similar to the synthesis, word choice remains the most highlighted classification of errors. In contrast, it is revealed that subject-verb agreement (SVA) is not the most frequent error. One possible justification for this finding is accessible online grammar checkers that revise students' writing with basic grammar rules. Therefore, this paper has contributed to Error Analysis in theses to benefit language learners, both learners and teachers and researchers interested in the Second Language Acquisition (SLA) field in Malaysia.

Cognitive Test Anxiety and Academic Performance of Undergraduate Students in Istanbul

Test anxiety has become a grueling burden, especially for students in the competitive world. As a result, contextualization of anxiety in education has been retaining the attention and demands of educators and psychologists so far. A student’s GPA in academic life is one of the crucial and numerical indicators of academic achievement. This present study endeavors to investigate the potential distinctions between the level of cognitive test anxiety of students in English Language Teaching (ELT) and English Language Literature (ELL) departments and their cumulative GPA (out of 4,00). Also, the second goal of this investigation is to delve into the possible significant differences marked between gender and students’ cognitive test anxiety levels. This investigation presents some sources to explicate test anxiety and students’ GPAs before presenting the main data results from a variety of studies. Finally, the Cognitive Test Anxiety Scale was employed by the researchers, so 60 English Language Teaching students and 46 English Language and Literature students showed their participation (N= 106) on Cognitive Test Anxiety Scale items. Following this part, this research is finalized with the conclusion, which includes an analysis of data results and an examination of relevant research findings. In the conclusion part, it can be seen that Cognitive Test Anxiety scores and students’ departments showed salient differences; however, Cognitive Test Anxiety and participants’ genders have similar points to each other. Moreover, there was no correlation detected between their GPAs and their levels of Cognitive Test Anxiety. However, both students’ GPAs scores and their departments and their GPAs’ and genders show some differences.

The Controversy of Teaching World Literature and the Importance of Translation in The Field of English Studies

For literary texts to be taught in World Literature courses in the Departments of English Literature, they must be translated into English as a general rule. Some scholars advocate for translating literary texts, and others believe that translation as a methodology does not do justice to these texts. This study aims to lay out the arguments for each position and evaluate them. The significance of this study is to show that World Literature remains an essential field and to highlight the importance of translation. This study questions the modes and purpose of translating literary texts. The result of this study includes a discussion of the need for translation to promote the wide circulation of literary texts and ideas and a consideration of the positionality of critics, scholars, and readers in assessing translation. The study concludes with conducting more focus and scholarly efforts on translation techniques and methodologies.

The Difficulties of EFL Students in Speaking English at Sar-e-Pul Higher Education Institute

Today, many students face with the English speaking difficulties during conversations, because of these problems most of EFL (English as Foreign Language) students deny to speak in English and have a preference to use their mother language. So, the research tried to do a study based on the “The difficulties of EFL students in speaking English at Sar-e-Pul Higher Education Institute.” This research aims to find out the difficulties, and factors caused problems while students speaking English. This research was conducted at Sar-e-Pul Higher Education Institute. It helps the students to know the factors which caused problems in speaking. The participants were 20 male students from third class of English language and literature department of Sar-e-Higher Education Institute. The data was collected through a questionnaire that is consisted of 12 questions. An instrument consisting of twelve questions was used to gather the data. The SPSS application was used to examine the gathered data. The majority of pupils, the study discovered, struggle with a variety of aspects of speaking English, including vocabulary, pronunciation, grammar, and confidence issues.

The Assessment of Self-Directed Learning Readiness Among Generation Z Kurdish EFL Undergraduates

The aim of this study is to determine the level of self-directed learning readiness among undergraduate students belonging to Generation Z in the Kurdistan Region of Iraq. The study sample was 225 undergraduate students in the English language and literature departments across three universities located in Erbil, Halabja, and Sulaymaniyah. The study used a quantitative approach using a questionnaire. The results showed that there was no significant difference between male and female students in terms of self-control and self-management. However, a slight difference emerged in terms of their desire for learning. A considerable variation was found between first- and fourth-year students in terms of their level of self-control. Furthermore, the results revealed a significant difference between the cities, with students from Erbil demonstrating a higher readiness level for self-directed learning compared to their peers in the other two cities. These findings provide valuable insights into the self-directed learning preparedness of undergraduate students in Kurdistan. They suggest the need for targeted efforts to promote self-directed learning, particularly in areas where readiness level is lower.

Measuring Pedagogical Transformation: A Quantitative Analysis of Critical Thinking Integration in Literary Criticism for Heightened Student Engagement and Learning Outcomes

In today’s democratic world, one of the most significant objectives of the educational system is to promote independent thinking in students regarding both academic subject matter and daily life (Ennis, 1989; Grinberg, 2004; Nelson, 2004). The necessity and significance of critical thinking in education might primarily lie in the fact that students are not passive participants in the learning process since they are no longer engaged in rote memorization of facts; rather, they need to graduate from educational institutions that engage them in learning that improves their thinking skills. Empirical research suggests that benefits accrue to students who possess the ability to think critically; hence, many institutions need to incorporate instruction oriented toward providing students with critical thinking skills (Tsui, 1999; Stupnisky et al., 2008) through programmed interventions that vary from the traditional instructional approach (Sanz de Acedo Lizarraga et al., 2009). This paper examines the significance of the application of a literature-based critical thinking program and its impact on both students’ critical thinking skills and teachers’ and students’ beliefs about literature instruction. The study employed both qualitative and quantitative research methods, namely, survey research and One-Group Pre-Test/Post-Test Design. It is based on one group pre-test–post-test design, a quasi-experimental design, in which a seven-week literature-based critical thinking program involving 34 students attending an English Language and Literature Department was implemented. Data regarding the present critical thinking situation and change process were collected through questionnaires, interviews, and classroom observations. T-test results show a significant change between the students’ pre-critical thinking and post-critical thinking levels. These findings indicate that a literature-based critical-thinking program leads to more student-centered classrooms and creative literature instruction that fosters the development of students’ critical thinking skills. Another major purpose of this research study is to discover and understand the experiences and perspectives of teachers on the topic of using multicultural literature as responsive pedagogy to engage cultural understanding. Therefore, the study will also be conducted using a qualitative research approach involving a literature review and semi-structured interviews.

O interkulturalnom aspektu razvoja akademskog engleskog s kraćim osvrtom na edukaciju iz ove oblasti na univerzitetskom nivou u Bosni i Hercegovini / On the Intercultural Aspect of the Development of Academic English and a Brief Overview of Education in This Field at the University Level in Bosnia and Herzegovina

This paper provides an overview of the most significant socio-historical and linguistic factors that have influenced the emergence of the term “Academic English”. It begins with a brief review explaining the reasons behind the global expansion of the English language and its internationalization at university level worldwide. It then discusses the influx of international students into English-speaking countries and the linguistic-cultural challenges they face. The paper continues by explaining the meaning of the term ‘Academic English’ and briefly describes current teaching practices at universities with internationalization at a high level nowadays. In the final part, the paper discusses the presence of academic English education in Bosnia and Herzegovina through an analysis of the curricula of eight departments of English language and literature. The paper concludes by stating that education in academic English at universities in Bosnia and Herzegovina does exist, but that there is much room for future improvements, especially in terms of researching the characteristics of the Bosnian-Herzegovinian academic writing tradition and initiating education in academic English for both students and academic staff.

Utilization of neurological dominance science (NDS) to enhance students’ creativity in communication as implementation outcome based education (OBE)

This study aims to investigate the contribution of the Neuro Dominance Science (NDS) program in improving students' creative communication skills and the completion of six tasks as a result of the Indonesian National Qualifications Framework called KKNI, with six (6) tasks of KKNI. This study uses qualitative and quantitative method in analyzing the data. The participants in this study were 50 students of English language and Literature Department, Universitas Negeri Medan that completed NDS workshop as one of the programmed of Creative Innovative Communication (CIC) subject at the fourth Semester. Data was collected through a questionnaire made in the form of a Google form to measure students' creative communication abilities and completion of KKNI assignments. The results of this study indicate that the NDS program has a significant contribution to improving students' creative communication skills. Quantitative data analysis shows an increase in scores on creative communication assessment after students join the NDS program. In addition, the NDS program also assists students in completing the six tasks required by the KKNI, such as problem-solving, critical thinking, and collaboration. This research provides valuable insight into the contribution of the NDS program in improving students' creative communication skills and completing KKNI assignments. The results of this study can be used by policymakers and educators to consider implementing the NDS program in schools as an effort to improve students' skills in creative communication and achievement of KKNI tasks.

Ideational Metaphor in Saudi EFL Students’ Academic Writing: A Systemic-Functional Linguistic Analysis

Over the past decade, there has been an upsurge in studies on the quality of EFL students' English academic writing. However, research on grammatical metaphors in academic writing by EFL students is limited. As such, the purpose of this research is to identify the occurrences of ideational metaphors in students' academic writing essays. In this research, the qualitative descriptive approach was applied. This study included 20 undergraduate students from the English Language and Literature Department at the College of Science and Humanities in Shaqra University, Saudi Arabia, Essay Writing course in the fourth level. Students were to write 350-word essay on the subject of "Learning Difficulties During the Coronavirus Pandemic". The data corpus for the study totals 8,482 words. According to the findings, the students' essays include 408 sentences that comprise the ideational metaphor. It is considered insignificant in contrast to the corpus's full data set of 8,482 words. The occurrence of ideational metaphors is dominated by material processes, followed by mental processes, relational processes, behavioral processes, and existential processes. This conclusion shows that EFL students' essay structures are unlikely to have a high number of good grammatical metaphor clauses. For EFL students, lecturers, teachers, and other educational professionals involved in instructing English academic writing, this study has pedagogical implications; it sheds light on how grammatical metaphors in writing texts can serve as a stand-in for the caliber of writing used in academic and scientific literature.

영문학 수업 확장을 위한 스토리텔링 『세일즈맨의 죽음』을 중심으로

This paper aims to study “storytelling through English literature works” as a way for students in the English literature department to build their major knowledge and understand the community, society, and culture. This study focuses on Arthur Miller's Death of a Salesman to find the points not only with an understanding of the background of the times but also with aspects of social phenomena at the time, such as social systems, personal conflicts, a conflict of values, and the collapse of community.
 Through this course, English literature learners can be interested in the storytelling of Death of a Salesman to understand American society and expand their gaze to other people's lives and their community to develop insights to look at and understand the world. Storytelling through the text can experience the growth of the self that can be obtained by establishing social relationships. This is the power of literature.

Speaking Anxiety Experienced by The Fifth Semester Students of English Literature Department: A Case Study in Public Speaking Lesson


 
 
 
 
 This study is aimed to investigate the factors that contribute in speaking anxiety that experienced by the fifth semester students and the type of speaking anxiety in order to get the broader understanding about this phenomenon. This research is categorized as descriptive qualitative research. It involved the fifth semester students of English Literature Department 2022-2023 academic year as the participants. The data was collected through the interview. The findings of the research describe four factors that contribute in speaking anxiety and three types of anxiety. There were four factors based on Horwitz and Cope (1986) theory, the first factor is fear of negative evaluation (unconfident and overthinking) which made the student avoid do public speaking in English. Students were afraid because their mentality. The second is test anxiety (fear of performance in front of audience) which made the student avoid and afraid do the public speaking English. The third is communication apprehension (low speaking skill) which commonly happened on lack of vocabulary and unable to arrange the sentence and also stag in their mind. The fourth is new material which commonly happened on lack of understanding of new material. There were three types based on Horwitz (1986) theory, the first type of anxiety was trait anxiety it happened related when students fell unconfident and overthinking. The second type of anxiety was state anxiety. It happened relate on external factor and when someone feels being threatened. The third type was situation-specific anxiety. Due to low speaking skill seems like the students were afraid of being evaluated.
 
 
 

Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms

Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor’s input and the students’ output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.

Utilization of Chatbot Telegram AI to Promote Students' Creative and Innovative Entrepreneurship in Learning Context

The development of technology in the current era is advancing very rapidly. Along with digital learning materials, they can increase verbal communication and various visual, audio and motion texts. This study aims to develop students' 4C competencies (Creativity and Innovation, Critical Thinking and Problem-Solving, Communication and Collaboration) in 21st-century learning through creative entrepreneurship learning materials of the Telegram Chatbot Artificial Intelligence with Natural Language Processing (NLP) Method. The scope learning materials are focused on Personal Business Plans, Customer Interviews, Customer Observation, Selling Products, and being a Creative Entrepreneur, which will be uploaded to the Telegram Chatbot as e-learning students' material. This research will use the Research and Development approach of Borg and Gall (1983). The series of research and development steps are carried out in stages, and each action will be taken to the results of the previous step until a new development product of learning materials is finally obtained. Product development design of the preliminary stage needs analysis is carried out by collecting related data and developing Creative Entrepreneurship learning materials for the Telegram chatbot model. The Creative Entrepreneurship learning program will involve 50 students of the English Literature Department, Universitas Negeri Medan, to analyze the feedback from the questionnaire Google form.

MODULATION PROCEDURE ON TABOO IN ME AND EARL AND THE DYING GIRL

This study discusses the translation procedure of taboo words and the acceptability aspects of translation in the Indonesian translation novel Me and Earl and the Dying Girl. This study applied a descriptive-qualitative approach using Vinay Darbelnet’s modulation theory and Nababan’s acceptability concept. As a result, 92 translation procedures of unfindable words, 30 fixed modulations, and 62 free modulations were found. Those 92 taboo words were classified into Jay’s classification of taboo terms, which consisted of 22 data on sexual reference, 11 data on profane, 7 data on scatological referents, 7 data on animal names, 10 data on ethnic-racial-gender slurs, 4 data on insulting references, 5 data on ancestral allusions, 2 data on substandard vulgar items, and 24 data on offensive slang. For the acceptability analysis, this study took eighteen samples from Jay's nine types of taboo terms to be rated by the respondents. The respondents were final-year English Literature Department students of UIN Syarif Hidayatullah Jakarta. The results showed that the translation results tended to be acceptable.

The Role of Universal Grammar in Second Language: English Adjective Phrase by Saudi Learners

English is the primary second language learned in Saudi Arabia. Many Saudi students are learning English as a second language for several reasons. Still, almost all English second language learners in Saudi Arabia are willing to learn English proficiently as English natives. Chomsky’s Universal Grammar is one of the primary theories that has discussed the idea of learning a second language. The primary purpose of this study is to develop an understanding of the role of Universal Grammar in second language acquisition by investigating how Saudi Learners of English use the English Adjective Phrase Structure. This research adopts the Full Transfer/Full Access Model as its model. This study used an online questionnaire method design and both quantitative and qualitative approaches to analyze data. This study assigned 118 participants from undergraduate students in Level Two and Level Five at English Language and Literature Department at Prince Sattam bin Abdul-Aziz University. The primary findings of this study indicate that native-like proficiency can be reached due to the fact there is full access to Universal Grammar when learning a second language. This study also found that Arabic as a first language plays a significant role in the beginning stages of learning English as a second language. Furthermore, the findings reveal that the effect of the first language on the second language can be overcome with more input the learner gets.

Possible Language Teacher Selves and Their Contribution to Foreign Language Speaking Anxiety: A Study Over English Language Teaching and English Language and Literature Departments

Speaking in front of people is challenging even in one‘s own language. So it can be asserted that if teachers are aware of the reasons for their students’ English speaking anxiety, they may teach their classes better and decide on the most effective teaching techniques and methods. Speaking anxiety and speaking self-efficacy can be suggested among the most common problems in foreign language learning. The aim of the current study is to investigate whether there is a significant difference between foreign language speaking anxiety levels of English Language Teaching (ELT) and English Language and Literature (ELL) departments’ students; to investigate the degree and type of correlation between these FLSA variables of two departments; and to investigate the students’ levels of FLSA and whether their degree of anxiety in speaking a foreign language differs according to the departments of the students. The study has the features of quantitative research design. Data are received from 4th year students of English Language Teaching and English Language and Literature Departments. The findings show that there is a significant difference between the foreign language speaking anxiety levels of ELT and ELL students; ELT students are less anxious in speaking English than ELL students.