Language Teaching Program Research Articles

Lecturer Insights on Implementing Project-Based Learning at Jambi University

This study investigates lecturers' perspectives on Jambi University's implementation of Project-Based Learning (PjBL). The study underlines the significance of PjBL in improving student engagement, critical thinking, and problem-solving abilities, as well as the growing demand for creative teaching strategies in light of the digital transformation of the twenty-first century. Using a qualitative case study approach, the study collected data from 11 lecturers across different language education programs through observations and interviews. Key findings indicate that PjBL is perceived as an effective, student-centered learning method that fosters collaboration and practical problem-solving. The lecturers highlighted the relevance of projects to real-world issues and emphasized the importance of collaboration between students and faculty. Challenges in implementing PjBL were noted, particularly in training, resources, and shifting from traditional teaching methods. Overall, the study reveals that while lecturers recognize the benefits of PjBL, there is a need for ongoing support to maximize its potential in higher education.

Mengungkap Faktor Kesulitan Membaca Bahasa Arab pada Mahasiswa Berlatar Belakang Non Pesantren di PBA UINSU Medan

The skill of reading is referred to as mahārah qirā’ah in Arabic, which is the third skill after mahārah istima’ and mahārah kalām. In the Arabic Language Education program, some students come from non-boarding school backgrounds and may not have studied Arabic extensively before. This condition can present several challenges, especially in reading Arabic texts. The aim of this study is to analyze the factors that contribute to the difficulty in reading Arabic texts among students from non-boarding school backgrounds in the Arabic Language Education program at UINSU, batch 2021. The method used in this study is qualitative research, with data collection techniques including observation, interviews/questionnaires with five students, and a literature review of previous research. The results of this study show that factors affecting the difficulty in reading Arabic texts among non-boarding school students include their educational background, a lack of understanding of nahwu (syntax) and sharf (morphology), insufficient vocabulary mastery, and a lack of interest in learning Arabic. This study reveals these factors in order to raise awareness among educators about the issue and encourage students to improve their skills in learning Arabic.

Principles of Educational Programming Language Design

The principles of programming language design for learning and teaching have been described and discussed for several decades. Most influential was the work of NiklausWirth, describing principles such as simplicity, modularity, orthogonality, and readability. So why is this still an area of fundamental disagreement among educators? Why can teachers still not agree on suitable languages for novice programming? Why do we not have a programming language that is designed for education and in widespread use across the world? This paper enumerates and describes educational language design principles in the context of current systems and technologies and discusses why interpretation of these principles shifts as our discipline progresses. We evaluate what these principles mean in our current world, and why a common agreement has not developed. We discuss the relative benefits of pedagogical languages vs. industry languages and articulate why every generation of learners needs their own language.

The Two Powers: How Pascal and Python Shaped Programming Education

The choice of programming language for education is an intensely debated topic. On the one hand, the programming language is supposed to be relevant in that its organisation, structures, and paradigms adhere to current standards and best practices in industry and academia. On the other hand, the programming language is expected to be simple, that is, easy to use and, of course, easy to learn. This increasingly means that we need an introduction to concepts shaped by a long history without all the historic baggage. The flip side of these requirements of an educational programming language is its power to shape thought patterns, mental models, and best practices of the students, and thus of their future. Moreover, the aspect of simplicity may have the power to decide whether programming will become democraticed or remain the realm of a few highly paid specialists. From the many programming languages that have been used in programming education, few stand out for being as popular and widely used as Pascal and Python. Decades apart, both have been designed with simplicity and relevance in mind, and yet it seems they could not differ more in so many design choices, most notably typing. In this article we therefore consider the similarities and differences between Pascal and Python with emphasis on an educational perspective. We identify core features that might explain their suitability for education, compare their strengths and weaknesses, and discuss to what extent the premises behind their design still apply to the future of programming education.

Design of Oral English Teaching Quality Evaluation System Based on AHP-Fuzzy Algorithm

In the evolving landscape of English oral language instruction, the integration of online and offline (blended) teaching methodologies has emerged as a significant approach to enhance learning outcomes. This study addresses the need for a robust and nuanced evaluation framework capable of assessing the quality of blended English oral language teaching. Motivated by the limitations of traditional evaluation methods in capturing the complexities and subjective nuances of blended teaching environments, we propose a novel evaluation model that leverages the Analytic Hierarchy Process (AHP) and Fuzzy Association Analysis. This paper outlines a systematic approach to construct a comprehensive evaluation indicator system tailored to the specific demands of English oral language teaching. Utilizing AHP, we determine the relative weights of various evaluation indicators, laying a solid foundation for a structured assessment framework. Subsequently, Fuzzy Association Analysis is employed to handle the inherent uncertainties and subjectivities associated with teaching quality assessment, thereby facilitating a more accurate and holistic evaluation. An empirical case study is presented to demonstrate the practical application of our proposed AHP-Fuzzy model in evaluating the quality of a specific blended English oral language teaching program. The results underscore the model’s effectiveness in providing a detailed and nuanced assessment of teaching quality, highlighting its superiority over traditional evaluation methods in addressing the complexities of blended teaching environments.

The expansive language access framework: an integrated approach to addressing oppression in language education

AbstractWhile language education programs were created with an equity stance in mind—with the goals of increasing access and facilitating academic success for ethnically and linguistically marginalized students—the larger educational context has compromised access for multiply marginalized students. Recognizing a need for more complex understandings of language access, scholars have turned to intersectionality; however, intersectional theory is often applied to individual encounters rather than systemic issues. In this conceptual paper, we showcase how this unitary and unidimensional approach manifests in policies, programs, and conceptualizations of languages and language practices that perpetuate the systematic marginalization of multilingual learners with disabilities (MLwDs). We illustrate how policy and programming have centered language while omitting critical perspectives of race and disability. By focusing on MLwDs, we demonstrate how MLs who are racialized and pathologized through language have been systematically ignored in ways that sustain systems of oppression. The expansive language access framework provides a structure for understanding what it would mean to attend to race, language, and dis/ability at the policy, program, and practice levels, and can thus serve as a tool for stakeholders (e.g., scholars, policymakers, educators) to critically examine, evaluate, and rethink their role in perpetuating and disrupting institutional oppressions that multiply marginalized students encounter. Ultimately, we hope the framework empowers stakeholders to identify opportunities for growth and expansion to increase access to more holistically responsive language programming.

Comparison of speaking activities in 8th-grade coursebooks of Turkish lesson

This study aims to compare the speaking activities in the 8th-grade Turkish coursebooks with respect to their reflection of the achievements and methods and techniques in the program, their association with the subject of the text, the number of activities according to text types, and the instructions explaining the activities. The study was conducted with document analysis, one of the qualitative research methods. The coursebooks belonging to the MEB and Ferman Pub., which were decided to be taught in the 8th grade in the 2023-2024 academic year, were taken as a sample. Data were collected from post-text speaking activities and analyzed by descriptive and content analysis. The evaluations made for 64 activities in total were compared by two field experts, and the reliability was found to be 85.3%. As a result, it was observed that the speaking activities in the Ferman Pub. covered all the achievements in the Turkish Language Teaching Program in a balanced manner numerically with clear and explicit statements in the instructions, but in the MEB Pub., not all the achievements were included and the instructions were implicit and ambiguous to meet the achievements. In both coursebooks, the guided speaking strategy was used the most. In the Ferman Pub., speaking strategies, methods, and techniques to be used in speaking activities are explained in detail, and there is diversity in terms of methods and techniques (such as creative, critical, empathizing, persuasion, and discussion). In the MEB Pub., there is no explanation on how to apply strategies, and although the variety of methods and techniques is limited, the expressions about using strategies are implicit. In both coursebooks, there are examples of activities related to evaluating speaking, using voice, and dramatizing the text, but there are no achievements that meet these activities in the new Turkish Curriculum (2019).

Teaching Arabic Using the Language Immersion Method at University: Approaches and Implementation

Teaching Arabic in Indonesia often challenges fostering practical language skills, particularly at Islamic boarding schools (pesantren) and universities. The Language Immersion method, which involves intensively using the target language in natural situations, offers an appealing alternative to enhance Arabic proficiency. While several studies have discussed this method, there remains a gap in its systematic application in academic settings. This study aims to explore the approach and implementation of the Language Immersion method in Arabic teaching at UIN Kiai Haji Achmad Siddiq Jember. It employs a qualitative approach with a case study design. The research locus is the Arabic Language Education Program at UIN Kiai Haji Achmad Siddiq Jember, with lecturers and students as subjects. Data were collected through in-depth interviews, classroom observations, and documentation. Data analysis was conducted using data reduction, presentation, and conclusion-drawing techniques. The findings reveal that the language immersion method significantly improves Arabic students' speaking, reading, and listening skills. Through discussions, role-playing, and presentations, students learn contextually. However, challenges such as lecturer consistency, limited resources, and the need for Arabic-speaking environments outside the classroom must be addressed for optimal results.

The effect of python programming language teaching on 7th grade students programming self-efficacy skills

This study aimed to investigate the impact of teaching the Python programming language on the programming self-efficacy of 7th-grade students. A quantitative research design was employed, utilizing a one-group pretest-posttest model. The study sample consisted of 10 students enrolled in the 7th grade at a public school located in a rural district of northern Turkey during the spring semester of the 2023-2024 academic year. These students attended a school affiliated with the Ministry of National Education. The study group was selected using the convenience sampling method, a type of purposive sampling. Data for this research was collected using the Programming Self-Efficacy Scale for Secondary School Students, developed by Kukul, Gökçearslan, and Günbatar (2017). The collected data were analyzed using the Jamovi software. To assess the suitability of the data for normal distribution, skewness and kurtosis coefficients, as well as Shapiro-Wilk test values (a normality test), were examined, alongside an inspection of histogram plots. The results indicated that the data were normally distributed with respect to both research questions. For the first research question, a paired sample t-test was conducted to determine whether there was a statistically significant difference between the pre-test and post-test scores. The analysis revealed that Python instruction did not have a significant effect on the programming self-efficacy of the 7th-grade students. Regarding the second research question, the homogeneity of the data was assessed. Levene's test for equality of variances was performed, confirming that the assumption of homogeneity was met. Consequently, independent sample t-tests were conducted to examine the significance of the difference in pre-test and post-test scores based on gender. The results indicated no statistically significant difference in programming self-efficacy scores between male and female students.

EFL students’ perceptions toward the use of electronic written feedback in academic writing classes

Feedback is one of the essential things for students to help them improve and develop their writing skills. Nowadays, the kinds of feedback are varied; a form that has often been used since the pandemic is electronic written feedback. This study aims to find out the students' perceptions toward the use of electronic written feedback. This study was conducted in the English Language Education Program at a private university in Salatiga. This study included 34 students registered in an Academic Writing class during the even semester 2023. The data for this study were gathered from semi-structured interviews and questionnaires. Both thematic analysis and statistical analysis were used to analyze the data from the interview and questionnaires. The findings revealed that the students’ attitudes toward electronic feedback were positive. Moreover, this study found weaknesses and strengths in using written feedback electronically. Practical recommendations for maximizing the potential of the electronic written feedback and directions for future research are also presented in this paper.

Pelatihan Pidato Bahasa Arab Berbasis Nilai-nilai Kepesantrenan dalam Meningkatkan Maharah Kalam untuk Mempertahankan Akreditasi Prodi Unggul

The Arabic Speech Training Based on Pesantren Values aims to enhance the speaking skills (maharah kalam) of students in the Arabic Language Education Program (PBA) at the Faculty of Islamic Studies (FAI), Universitas Nurul Jadid (UNUJA) Paiton, by integrating pesantren values into the learning process. This program was conducted over a period of three months, from May to July 2024, with two training sessions held every Thursday. The morning sessions focused on speech theory and Arabic rhetoric, while the afternoon sessions were dedicated to speech practice in front of a small audience. The planning phase included identifying participant needs, setting goals, and developing the curriculum. The implementation involved lectures, discussions, and practical exercises, while the evaluation was conducted through pretests, posttests, instructor assessments, and feedback questionnaires. The pretest results showed an average score of 60, which increased to 80 in the posttest, reflecting an improvement of 33.33%. Additionally, instructor assessments and participant feedback, with an average satisfaction score of 85%, indicated the effectiveness of the training in improving speech skills and reinforcing pesantren values. The training results were disseminated through internal seminars and journal publications, contributing to efforts to maintain the program’s excellent accreditation.

Lesson From Pedagogical Translation: Translation as a Learning Strategy in English Education Program

This study examined the function of translation as a pedagogical instrument in English language education programs, highlighting its possible advantages and drawbacks as a learning technique. This study used a qualitative approach to gain data through documentation and interviews with EFL learners at the university. The findings indicate that translation can significantly aid language acquisition when employed in conjunction with communicative approaches, particularly by improving vocabulary acquisition, grammatical comprehension, and cultural awareness among learners. Equilibrating translation with alternative interactive language learning methods is crucial to prevent overreliance on the first language (L1), which could impede natural language processing in the target language (L2). It can be concluded that Translation, when combined with communicative methods, greatly supports language learning by boosting vocabulary, grammar, and cultural understanding.

NAVIGATING ACADEMIC WRITING CHALLENGES IN ISLAMIC HIGHER EDUCATION

This study delves into the challenges faced by English Language Education program students in Islamic higher education institutions, focusing on IAIDA and UNUJA. Employing a qualitative case study methodology, the research investigates the factors influencing academic writing skills among final-semester students. Findings reveal intricate challenges, including time management issues due to boarding school commitments, limited technology access, and difficulties in understanding research methodology. Challenges in finding and managing references, alongside the impact of supervisors and external factors, such as financial pressures, are identified. Distinct institutional variations between IAIDA and UNUJA underscore the need for targeted interventions to enhance academic writing skills. The results call for strategic initiatives and curriculum enhancements to address the specific needs of students in Islamic higher education, ultimately facilitating their success in academic writing

Teaching Functional Morphology to Non-Native Arabic Learners: A Proposed Conceptualization

This study aimed to identify appropriate morphological subjects for inclusion in Arabic language teaching programs for non-Arabic speakers. Through the development of a functional teaching morphology using a descriptive approach and employing questionnaires as research tools, the author assessed the relevance and precision of proposed morphological topics across beginner, intermediate, and advanced language levels. The research findings confirmed the suitability and significance of these topics for teaching Arabic to non-Arabic speakers. Additionally, a comprehensive proposal for teaching functional morphology to non-Arabic-speaking learners was formulated and evaluated. Based on these results, the author put forth a series of recommendations and suggestions for consideration.

ESCALATING THE EFFECTIVENESS OF THE ENGLISH TEACHING PROGRAM THROUGH BLENDED LEARNING: A CASE STUDY AT A SECONDARY SCHOOL

Since first mentioned in the EPIC learning workshop in 1999, Blended learning (BL) has become increasingly popular in the education industry, especially during Covid 2019. BL researchers how that when combining in-person classroom instruction with online and virtual components, the method can maximize the benefits of both and result in an enhancement of personalized teaching with the ease, flexibility, and accessibility of technology in many language teaching programs across the world (Adas & Bakir, 2013; Grgurovic, 2011; Ghazizadeh & Fatemipour, 2017). This research was carried out with 20 ESL teachers and 1000 students at a secondary school where there has been a solid shift to BL in the last two years. This paper introduces and discusses the process of building blended ELT courses at the school and how blended learning has benefitted the quality of the English teaching program. It points out that a blended learning ELT program was proved effective when: (i)The LMS lelessons; accordingly, ocused; (ii)Teachers were thoroughly trained about the BL model and knew how to plan the lessons accordingly; (iii) Teachers and program managers made use of LMS Quiz for formative and summative assessment, based on which teaching decisions were made and (iv) Teachers and students utilized coaching and tutoring practice and offered opportunities for feedback and reflection. The research will be of interest to schools and ELT departments looking for a measure to apply BL to improve the effectiveness of their programs and teachers wishing to better their teaching experience.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

Revitalization Of Learning Loss in Moji level Intermediate of Japanese Language Education Program Brawijaya University

This study explores the learning loss experienced at the Moji Intermediate level within the Japanese Language Education Study Program during the COVID-19 pandemic. Over a period of two years, traditional face-to-face learning was replaced by online instruction, which affected the implementation of certain learning stages, such as kanji writing exercises conducted in the classroom. This research aims to identify the extent of learning loss during online learning, specifically with kanji writing skills at the Moji Intermediate level. A descriptive qualitative method was used, comparing course grades from both online and offline learning periods. According to Rajesh, Hasibuan, Susanto, Solihat et al. (2022), while learning loss has been widely studied with various approaches, few have addressed its impact on specific courses, particularly in Japanese language education. The findings reveal that online learning significantly reduced students' kanji writing abilities. As a result, teachers must adopt new strategies to compensate for this gap and ensure that students perform well on the Japanese Language Proficiency Test (JLPT), which is essential for graduation from the Japanese Language Education Study Program.

Access to Education of Syrians under Temporary Protection in the Changing and Developing Turkish Education System: Barriers and Suggestions

The Turkish education system adopts an inclusive approach for individuals from different cultures. However, Syrian children face various barriers such as language barriers, economic difficulties, social cohesion and cultural differences. Language barriers make it difficult for Syrian children, especially those who speak Arabic, to adapt to the Turkish education system. Economic difficulties make it difficult for families to send their children to school, while cultural differences and social cohesion problems make it difficult for children to be socially accepted in schools. This article addresses the issue of access to education for Syrian children under temporary protection in Türkiye. In the article, the general development and change of the Turkish education system is explained and the difficulties faced by Syrians under temporary protection in the education process and the solutions to these difficulties are analysed. These suggestions include the development of language education programs, improvement of legal regulations and policies, reduction of education costs and awareness raising activities to increase social cohesion and cultural sensitivity. It is also emphasised that more comprehensive and sustainable policies should be implemented to support the integration of Syrian children into the Turkish education system. It is considered that the Learning and Adaptation Together Program (LEAP) proposed by us will accelerate the access of Syrians under temporary protection to education and contribute to social cohesion.

Examining the Respondability of the English Course Curriculum (2nd, 3rd and 4th Grade) to the Needs of the Digitalized Age, According to the Opinions of English Teachers

In this research, the responsiveness of the English course curriculum (2nd, 3rd and 4th grade) to the needs of the digital age was examined, according to the opinions of English teachers. The research was conducted using the phenomenology design, which is one of the descriptive research designs. The study group of the research consisted of English teachers teaching English in primary schools in Sakarya province, affiliated with the Ministry of National Education. In the research, a semi-structured interview form was applied to determine teachers' opinions on the responsiveness of the English Language Teaching Program to the needs of the digital age. Content analysis was used to analyze the data in the research. As a result of the analysis, teachers' opinions about the responsiveness of the primary school English course curriculum to the needs of the digital age, how often digital education tools are used, whether the program improves students' English speaking, listening, reading and writing skills, and whether it provides the skills needed in the digital age; opinions have been reached. According to the opinions of the teachers, it was learned that the English language teaching program has improved compared to the previous programs, but it is not yet sufficient for the current era. In addition, it is among the information obtained that the treatment of the subjects has become easier with the inclusion of developing technology in the program

Exploring Learning Dynamics: A Comparative Study of IDEs and Command-Line Interfaces for Learning Java Programming language in the Department of Computer Science, Jigawa State College of Education and Legal Studies Ringim

This study explored the learning dynamics associated with Integrated Development Environments (IDEs) and Command-Line Interfaces (CLIs) for teaching and learning java programming language in the Department of Computer Science at the College of Education and Legal Studies, Ringim. The study evaluates the effectiveness of different programming tools (IDEs and CLIs) in enhancing the learning experience of Java programming students. It seeks to understand how these tools impact learners' confidence, skill development, and overall programming proficiency. The results revealed distinct advantages and challenges associated with each environment, underscoring the importance of context and learner preferences in selecting the appropriate tool for Java programming education. The study provides valuable recommendations for educators on optimizing programming instruction to better meet the needs of diverse learners.