English Education Students Research Articles

An Analysis of the Use of Instagram among English Education Students at University of Mataram

Instagram is being a popular platform among students nowadays. This demographic finds the platform engaging and useful for multiple purposes especially in language learning. This research study aimed to (a) find out how students of the English Education Program at the University of Mataram use Instagram for language learning, (b) to identify the motivation of the students in using Instagram for language learning, (c) to reveal the challenges faced by students in using Instagram as a learning tool. The research employed qualitative research method to provide a comprehensive understanding. Data were collected through questionnaire with 61 students in the third semester of English Education Program and interviewed ten students each of them. Among other findings, the present study reports the use, motivation, and challenge on using Instagram for language learning. Most students use Instagram to learn English by following English learning accounts; watching English content; learning from infographics and memes; reading captions; and etc. Their motivations include the desire for practical language application; the sense of community; and the convenience and entertainment value that Instagram offers. However, challenges such as potential distractions; the risk of encountering inaccurate information; and the need for self-discipline in a largely unstructured environment highlight the limitations of relying solely on this platform for language learning.

Investigating Academic Burnout among Final-Year English Education Students: A Case Study Research at IAIN Parepare

This study aims to analyze the academic burnout among final-year students of the English education department in the 2023-2024 academic year at IAIN Parepare. Data collection applied survey methods using Maslach Burnout Inventory (MBI) with Likert Scale to 93 final year students who are working on their thesis. Statistical analysis methods used include Kolmogorov-Smirnov for normality testing and Spearman Correlation to measure the relationship between variables. The result shows that the final year students experienced medium level of academic burnout. 57% of them felt emotional exhaustion, 51% realized they were experiencing depersonalization, 52% were exposed to personal achievements. Overall, the data indicates the final year English education students experienced moderate burnout across all dimensions, which significantly impacted their emotional well-being, engagement in academic roles, and personal accomplishment perception. These results suggest that institution should consider implementing more intensive emotional and academic mentoring programs for final year students. This could include counseling, stress management sessions, and psychological support that can help reduce emotional exhaustion and depersonalization. In addition, the supervisors are expected to provide adaptive mentoring, understand individual needs, and help students develop realistic strategies to complete their thesis. These efforts are expected to improve academic well-being, so that students can complete their studies optimally and confidently.

Analysis of Personality Factors’ in Second Language Acquisition

This research was carried out based on problems encountered by researcher in the fifth semester of the English language education study program at UIN SMDD Bukittinggi. First, many students do not yet recognize their personalities. Second, students still feel insecure, anxious and afraid in using their second language skills because of their personality. The aim of this research is to describe student personality which has an impact on the process of second language acquisition for students in the fifth semester and to describe how personality factors influence the second language acquisition of students in the fifth semester. This research is research with a mixed approach. The instruments of this research are questionnaires and interviews. The respondents for this research for quantitative data were 46 fifth semester students of the English language education study program. The informants for this research were 4 students who had participated and filled out the research questionnaire. Data was obtained from three classes through distributing questionnaire instruments and interviews with fifth semester students. There are two data analyzes in this research, namely descriptive statistical data analysis for quantitative data and qualitative data analysis for researcher using the theory of Miles and Huberman in Sugiyono. The findings and discussion outline the answers to the three research questions, namely students' personality types, students' level of second language acquisition, and the relationship between personality and second language acquisition. First, it was found that the personality types of fifth semester students are conscientiousness, extroversion and its opposite, neuroticism, and agreeableness. Second, more than half of the fifth semester English education students have reached the level of continuous language development/advanced fluency with 57.6%. Third, students have the view that personality can facilitate or complicate the process of language acquisition, but it can still be influenced by other factors such as one's desire and self-control.

PARALINGUISTIC FEATURES IN STUDENTS' STORYTELLING WITHIN MULTIMODAL COMMUNICATIONS

This study assessed paralinguistic features in Indonesian university students' contextual interaction during storytelling. Data collection was recorded from respondents' two video-based storytelling performances, while a self-rated questionnaire was distributed to 235 respondents out of 481 undergraduate English education students using simple random sampling. Data analysis used a mixed-methods approach to qualify students' paralinguistic features using the eduistic linguistics annotator (ELAN) and to quantify the paralinguistic features using statistical analyses through the significance of .05. The findings revealed that the ELAN analyzed the contextual interaction among freshmen, sophomores, juniors, and seniors. The students’ paralinguistic features corresponded with the lexical and semantic evidence, which approached the function of monosyllabic and bisyllabic words, nonverbal expressions, and interpretations. Bodily gesture quantitatively showed moderate category for 44.7% (t = 2.434; p = .016), articulation showed attributable category for 54.0% (t = 3.789; p = .000), facial expression showed moderate category for 61.7% (t = 2.472; p = .014), and voice loudness showed attributable category for 47.7% (t = 4.121; p = .000). Herein, positive and significant attribution were shown by these paralinguistic features towards students' contextual interactions in storytelling for 34.9% with the multiple regressions (F = 7.990, R² = .349, and p < .000). The paralinguistic features empirically address the multimodal communication modes to improve teaching and learning activities.

Using a Claim-Support-Question (CSQ) Technique in Teaching and Learning English Reading for the 3rd Year English Education Students at the Department of Foreign Languages, Faculty of Education, National University of Laos

The main purposes of this study were to: 1) examine the efficiency index of reading lesson plans; 2) investigate the effectiveness index of learning reading outcomes; and 3) to study the 3rd year English education students’ satisfaction towards the teaching and learning of reading using a CSQ technique. The research instruments include four lesson plans, a pre-posttest which consists of 21 items, an observation form, and the satisfaction questionnaire, which consists of 22 items. The target group of the study was the 3rd year English education students at the Faculty of Education, National University of Laos, with a total of 28 students (23 female). The data obtained were analysed using a computer program to find the mean ( ), standard deviation (S.D), percentage (%), efficiency index (E1/E2) and effectiveness index (E.I). The findings reveal that: The efficiency index of the reading lesson plans through using a CSQ technique for the 3rd year English education students was 82.05/88.44, which is higher than the criteria of 80/80. The effectiveness index of reading learning performance through using a CSQ technique was 6699, which was equal to 66.99%, which is higher than the criteria .05 (55%). The 3rd year English education students’ satisfaction towards teaching and learning reading through using a critical thinking technique (CSQ) was at a high level ( = 4.29, S.D = 0.77).

Students' Perception of Code-Crossing in EFL Classroom Interaction on Sociocultural

Code-crossing in EFL classroom used by students and lecturers is important due to maintain language politeness in communication. This study aims to disclose students’ perception of code-crossing usage by viewing it from sociocultural. The method of this research is descriptive qualitative. The researcher uses open-ended interview to 12 English Education Department student from semester 4 and 6. The result shows that students often use code-crossing both high-code and low-code and switch one to another depend on the interlocutors. In sociocultural aspect, most of students have positive perception towards several sociocultural; cultural background, age difference, level of education, and linguistic variation. The result reveals that students highly consider intonation of voice, body language, and language selection when they use code-crossing. In conclusion, English Education students mostly have positive perception towards these four sociocultural aspects.

Exploring how video conferencing impacts students' cognitive, emotional, and behavioral engagement

Video conferencing has become an essential tool in the realm of education, offering educators a plethora of features to enhance student learning. This study delved into the comparative impact of video conferencing and Learning Management Systems (LMS) on student engagement in online education. The primary objective was to discern the most effective mode of communication for fostering student engagement in online learning, examining cognitive, emotional, and behavioral dimensions of engagement. The researchers used a quasi-experimental design with a historical cohort control group to compare the effectiveness of Zoom and Moodle (LMS) on student engagement. The study involved English education students from a private university in Indonesia, with 20 students in each group. Data collection included recording online interactions, conducting semi-structured interviews, and administering a Likert-style survey. Data analysis involved content analysis, thematic analysis, and the Mann-Whitney U test. The findings underscored the advantages of utilizing Zoom, particularly in nurturing interpersonal relationships among students. Notably, the platform enhanced intimacy and interactivity within the learning environment, bolstering students' intrinsic motivation. Moreover, indicators such as creativity and idea exchange pointed towards heightened cognitive engagement facilitated by Zoom. Additionally, Zoom emerged as a practical tool for fostering social interaction and stimulating higher-order thinking during discussions. Consequently, these results provide compelling evidence supporting the integration of Zoom to enrich learning experiences and promote deeper engagement among students, both practically and theoretically.

Language Learning Strategies and Students' Thinking Styles Correlation in Learning English in EFL Classroom

The study aimed to ascertain whether students' thought patterns and language learning practices were correlated. This study uses a quantitative research design called a correlation study. Only English education students in their fifth semester—45 of whom were still enrolled—were included in the study's population. The research sample only randomly took 30 out of 45 students actively registering using the sample collection technique. The data-gathering process involved the use of two questionnaires as the primary instruments. The Strategy Inventory for Language Learning (SILL) assesses students’ language learning techniques, and the Thinking Style Inventory (TSI) analyzes students' thinking patterns. Meanwhile, the researcher employed the Person Product Moment analysis technique to find the association between the two variables. The results showed no link or minimal correlation between language acquisition and students’ thinking styles.

Enhancing English Academic Writing: The Effects of Movie Trailers on Structure Comprehension, Motivation, and Critical Thinking*

This study explores the use of audiovisual media, specifically movie trailers, in English language teaching and their potential benefits in improving structure comprehension, critical thinking and learner motivation. This research focuses on Japanese English education students. It presents a case study using movie trailers and videos of fairy tales to help students understand the structure and usefulness of academic writing, develop critical thinking attitudes, and increase their motivation toward learning English. The study involved 105 Japanese-speaking university students, who worked on assignments using six movie trailers and two fairy tales as teaching materials. The experimental procedures included ten sessions on reading and listening assignments, and five on integrating movie trailers, where students learned the relevance of movie trailers to academic writing and created original trailers for assigned short stories. Data were collected through questionnaires and completed assignments. The results show that integrating movie trailers into English language teaching significantly enhances students’ comprehension of academic writing structures, increases their motivation to learn English, and develops their critical thinking skills. The use of familiar audiovisual materials, like movie trailers, proved effective in making the learning process more engaging and practical, ultimately contributing to better academic performance in English language writing and presentation skills.

An Analysis of Thematic Progression Pattern Found in Thesis Abstracts by Postgraduate English Education Students

This study investigates thematic progression patterns used in thesis abstracts written by postgraduate English education students. The fourth abstract thesis are analyzed the theme and rheme structured within for each clause then examined whether the types of thematic progression is used. In a short, it explores how themes are used and structured in written text. It examines the three types of thematic progression based on Brian Paltridge’s theory employed and analyzes their frequency. A qualitative research method employs to analyze, categorize, and understand the patterns of thematic progression. The findings showed that among the different thematic progression patterns used in abstracts, constant themes are the clear favorite (30%), followed by linear themes (12%) and split rheme (4.3%). In can be interpreted that the limited use of thematic progression patterns in the analyzed thesis abstracts indicates that some postgraduate English education students may need further guidance on constructing clear and concise abstracts. To enhance the coherence and readability of their abstracts, these students should be encouraged to employ thematic progression strategies more effectively.

The Correlation between Motivational Regulation Strategies and Students’ Writing Ability

The present study looked for kind of motivational regulation strategies used by students with high and low writing ability and found relationship between students’ motivational regulation strategies and writing ability. The method in this study is quantitative with correlational study research design, the subject of the study is 31 English education students in one of state university who took argumentative writing classroom. The questionnaire from Wolters & Benzon (2013a) are used in this study as research instrument of motivational regulation strategies. The result showed different motivational regulation strategies used by students with high writing ability and low writing ability. Students with high writing ability tended to use regulation of value (M=4.04). Furthermore, there is no significant relationship between students’ motivational regulation strategies and their writing ability. Some findings are in line with the research conducted by Wolters & Benzon (2013a) about average of motivational regulation strategies used by students, however, further research in how far motivational regulation strategies affect to students’ writing ability can be conducted by other researchers.

Developing Animated Video of Describing People for Vocabulary Learning

This study aims to develop an animated learning video on describing people. The subjects of this study were first-year students majoring in English education at Riau University, totaling 39 students. The researchers applied Research and Development (R&D) by applying the ADDIE model. The instruments used were interviews, validation sheets from media experts, material experts, and pedagogic experts, and student response questionnaires. The results showed that the average results of the experts' assessment for animated videos with idioms for describing people material were 92.4% which was classified as 'highly valid' and for animated videos with material describing people; personality was 93% which was classified as 'highly valid', then from the results of student response questionnaires obtained a percentage score of 80.66% categorized as 'feasible' for video animations with idioms for describing people material and 79.22% categorized as 'feasible' for video animations with material describing people; personality. Therefore, the video animation is declared valid and feasible to be used as vocabulary learning media for English language education students. In addition, the use of animated video learning media describing people can have a positive impact on learning activities, namely attracting students' interest in learning and helping students understand the material.

Challenges Faced by English Education Students in Mastering Vocabulary Through Online Learning Systems

Challenges Faced by English Education Students in Mastering Vocabulary Through Online Learning Systems

Enhancing English Learning in an Islamic University Context: Identifying and Addressing Key Challenges

This study explores the factors contributing to students' difficulties in achieving effective English learning at the Muslim University of Indonesia (UMI) and identifies strategies to overcome these challenges. Utilizing a qualitative descriptive research design, data were collected through observations, interviews, and documentation with five fifth-semester students from the English Department. The findings reveal six critical barriers: lack of practice, vocabulary deficiency, environmental factors, lack of interest, low self-confidence, and pronunciation challenges. These factors significantly hinder students' English language proficiency, which is essential for their academic and professional success. The study suggests targeted interventions, including increasing practice opportunities, enhancing vocabulary instruction, creating supportive learning environments, tailoring materials to students' interests, building confidence, and improving pronunciation practice. The implications of these findings highlight the need for comprehensive and context-specific strategies in English as a Foreign Language (EFL) education. Future research should further investigate these areas, considering alternative interpretations and the long-term impact of these factors on language proficiency. By addressing these challenges, educators and policymakers can enhance English language education and support students in achieving their full potential.

Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education

AbstractAs university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article, we report on a research project on literary reading at a South African university in which we set out to find out how our second‐year English literature student teachers were reading or making sense of Shakespearean plays and how in turn their readings inform new thinking about literary reading. We found that our students were interpreting Shakespeare's Macbeth in ways that both explicate social problems in present‐day South Africa and offer possible solutions to remedying these problems. Therefore, our knowledge contribution in this article is the proposition of socially responsive literary reading as a relevant, empowering and viable approach to literary reading that has potential to decolonise literature education in African universities.

Exploring The Benefits Bilingualism: In Group Disscussion

Bilingualism in the 21st century is becoming increasingly relevant and important in the context of increasing globalization, technology, and social mobility. Like the word psychology, which just joined the world of education in the 20th century. The development of psychology is psycholinguistic. Bilingualism in group discussions provides many advantages in both academic and professional settings. Besides, bilingualism can be used in everyday life and acts as a communication bridge for interlocutors who are in the neighborhood of a variety of areas. This research is qualitative, with a qualitatively descriptive approach. The data came from a group of English-language education students and was obtained through observational research instruments and interviews. The data referred to in this study covers some of the benefits of bilingualism in group discussions. It can be concluded that this study found some benefits of bilingualism for group discussion by FKIP University Subang English Education Students through interviews with several students. The findings of the study yielded significant benefits to the students: improved communication skills, facilitated interaction with members, increased confidence, and added new vocabulary.

THE VOICE OF ELT STUDENTS AT ISLAMIC COLLEGE ON ACADEMIC LIFE

Research shows that student voice might be an influencing factor in the future transformation and innovation of English language teaching (ELT). The voice has long been believed to be an instrument that could provide ELT practitioners and policymakers with meaningful feedback for the betterment of curricula, materials, and classroom practices. However, there are limited discussions exploring ELT student voice in such particular educational contexts as Islamic colleges. This article aims to contribute to our understanding of that rarely discussed voice with a particular focus on: (a) the students‟ best experience as English education students at an Islamic college; (b) the students‟ perceptions related to dress code and exams; and (3) the students‟ self- assessment of English language skills. This study presents a survey study on 278 students in the English language education department at an Islamic college in Lampung province, Indonesia. The data are drawn from a survey consisting of open-ended questions distributed to the respondents at the end of the semester. Data analysis was conducted qualitatively, ranging from preparing and organizing the data to interpreting the meaning of the data in line with the research questions and theoretical review. The findings reveal that among the students' best experiences were the Islamic atmosphere, affordable tuition fees, religious education, professional lecturers, and scholarship availability. The majority of students agreed with the dress code regulation and had problems with cheating on the final examinations. The findings also show that more than half of the respondents are not sure about their English competency. This study offers important implications for English teacher education in Islamic educational contexts.

Task-Based Supplementary Materials Design for English Learners’ Reading Skills

This study aims to design and develop supplementary materials using the Task-Based Language Teaching (TBLT) approach to improve students’ reading skills. The study focuses on the students’ needs analysis of the reading skills in the Comprehensive English (CE) course at one university in China. Then, the supplementary materials are designed and developed based on students’ needs. Following the ADDIE model, this study utilized Design and Development Research (DDR). The research was carried out in three phases: needs analysis, design and development, and implementation and evaluation. Sixteen first-year English education students were selected through a purposive sampling technique. By employing a qualitative approach, the research involves the design of the TBLT supplementary materials, followed by data collection through focus group interviews, classroom observations, and students’ feedback. Preliminary findings suggest that using the TBLT supplementary materials positively meets the students’ needs for reading skills, including learning objectives, teaching procedures, teaching activities, and supporting resources to the textbooks they use. However, they are unsatisfied with the formative assessment in reading instruction. This study underscores the importance of developing supplementary materials aligned with TBLT principles to promote effective English reading teaching at a university in China. Future research is needed to explore the long-term effects of TBLT implementation on students’ language development that supports successful language learning in various educational contexts.

Classroom Management Problems Faced by English Education Students at Faculty of Teacher Training and Education University of Mataram Undertaking the Campus Teaching Program

This study addresses the challenges English Education students face in developing relationships, motivation, and engaging instruction in English classes. The research design is descriptive qualitative research, and the data collection methods include observation sheets, interviews, and document analysis. The study participants are five students who participated in the Kampus Mengajar or Campus Teaching (KM) program at University of Mataram and seek to identify the problems they encounter in classroom management, how they solve them, and how well they manage their classrooms. The result of both observation and interview founded that there are included six problems faced by KM-5 students during teaching practice i.e., (1) Naughty students, (2) Underestimate the teacher, (3) Hyper active students, (4) Passive students in learning activities, (5) Crowded classes and (6) Bored students. The efforts given by the KM students in dealing with the problems are building good teacher-student relationships, making the lesson more attractive, giving a small gift to catch students' attention, giving word motivation, changing students' seat positions, and making some games related to the topic discussion. The results highlight the need for further support and development opportunities for student teachers to enhance their classroom management skills and teaching practice.

ÁP DỤNG PHƯƠNG PHÁP GHI CHÚ ĐỂ NÂNG CAO KỸ NĂNG NGHE HIỂU CHO SINH VIÊN NĂM THỨ HAI KHOA SƯ PHẠM NGOẠI NGỮ TẠI TRƯỜNG ĐẠI HỌC VINH

This study evaluates the effectiveness of the note-taking method on the listening performance of second-year English language teacher education students and their feedbacks. The experimental study was conducted with a class of forty-four second-year students majoring in English language teacher education at Vinh University. The participants were divided into a pilot group and a control group. A mixed-method intervention design was applied, in which data were collected from pre-test, post-test, and semi-structured interviews. The results of statistical analysis, topic analysis, and comparison of data sets from tools showed that second-year English language teacher education students using the note-taking method performed better than those in the control group. More specifically, students in the experimental group made significant progress after applying the note-taking method. Most of the feedback was positive on the use of the note-taking method. Although research results are limited due to speaking speed and many other factors, the note-taking method should be used in teaching listening skills to English language teacher education students with some suggested notes.