TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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THE PROFILE OF INDONESIAN EFL TEACHERS’ READING ENGAGEMENT VIEWED FROM BEHAVIORAL, AFFECTIVE, COGNITIVE, AND SOCIAL DIMENSIONS
Full text linkThis study describes Indonesian secondary school EFL teachers’ and students’ profiles of reading engagement, which comprises behavioral, affective, cognitive, and social dimensions. The researchers employed a survey design involving 70 teachers and 828 students of secondary schools in 50 regions in Java, Sumatra, and the Borneo Islands. The instrument used was a teacher questionnaire and a student questionnaire which contained 16 close-ended questions and 7 open-ended questions. The data from close-ended responses were tabulated and presented in percentages, while the data from open-ended responses were analyzed based on themes, then shown in excerpts. The key findings reveal that four dimensions of reading engagement have been implemented by EFL teachers. Both students and teachers show positive reading behavior and attitude toward reading materials and activities. These findings map the reading engagement practiced in EFL classes in secondary schools in Indonesia, which add knowledge about RE strategies improving EFL teachers’ strategies to engage students in reading English texts, which is expected to enhance students’ English reading comprehension and literacy.
LANGUAGE TEACHING CHALLENGES THROUGH THE LENS OF CORPUS LINGUISTICS
Full text linkThe present study explored the dominant discourses of language teaching challenges by utilizing methods associated with corpus linguistics and probed for the validity of the applied methodological design. The gleanings were obtained based on a specialized corpus (638,312 tokens) of journal articles pertinent to the designated topic sourced from leading journals in the field. By deploying keywords, collocation and n-grams analyses, substantiated by qualitative interpretation of quantitative data, the study evinced the prevalent themes related to language teaching challenges. The corpus foregrounded the challenges in the areas of teacher education and development, with a special emphasis on the professional initiation phase. Research domains addressing challenges of language learning and proficiency, language teaching methodology, professional and emotional aspects of language teaching were found to be lexically rich. Additionally, heightened research attention was documented for challenges associated with language learners, language policy and sociocultural factors, and the integration of technology in language education. In all, the applied research procedure has proven a sound methodology capable of signposting the salient themes and concepts tackled in academic publications, given the numerous parallels drawn between the results of the present and previous studies
PINOYLISH: THE AWARENESS AND NOTIONS OF UNIVERSITY STUDENTS IN NORTHERN LUZON
Full text linkPinoylish (Philippine English) has made a mark in the literature, although research on the perspectives of university students on Pinoylish is still scarce. As a result, a sequential explanatory mixed-methods design was undertaken to investigate the awareness and notions of 761 university students in Northern Luzon, Philippines. The results revealed that university students were not oblivious; however, they were marginally aware of the meanings, features, and uses of Pinoylish, implying that they do not possess a complete understanding of this variety of English. This study also unveiled that university students disagreed on negative notions while agreeing on positive notions of Pinoylish; this consensus can be interpreted as a positive attitude toward Pinoylish. Drawing on the findings, this study has implications for the pluricentric model of English Language Teaching (ELT) and suggests possible research trajectories
INVESTIGATING LANGUAGE LEARNERS’ EMOTION REGULATION STRATEGIES VIA ACHIEVEMENT EMOTIONS IN LANGUAGE LEARNING CONTEXTS
Full text linkThis study investigates the role of emotion regulation strategies on achievement emotions among tertiary-level English as a Foreign Language (EFL) students. It also explores the strategies employed by students to regulate these emotions. Employing a mixed-method sequential explanatory design, data was collected from forty-nine language learners attending prep-classes at the Department of Foreign Languages in a state university in Türkiye. The participants were categorized based on their utilization of cognitive reappraisal (CR), expressive suppression (ES), or a combination of both emotion regulation strategies (ERSs). They completed the Emotion Regulation Questionnaire and the Academic Emotions Questionnaire-Foreign Language Classroom to assess differences in achievement emotions among groups. Subsequently, the participants provided narratives regarding their perceptions and regulation of emotions. Thematic analysis using MAXQDA (Version 2020) was conducted. Results revealed significant variations in emotions among groups, with the ES group reporting lower levels of positive emotions and higher levels of negative emotions compared to others. The study underscores the importance of evaluating emotion regulation strategies to foster sustainable and enjoyable language learning environments
DEVELOPING LANGUAGE ASSESSMENT LITERACY OF FILIPINO PRE-SERVICE TEACHERS: REFLECTIONS FROM A LANGUAGE ASSESSMENT COURSE
Full text linkMany educational and language scholars in the field have remarked the need to strengthen assessment and testing academic courses in the undergraduate teacher education programs, more specifically in highlighting the importance of language assessment literacy (LAL). With several findings indicating insufficient or impractical assessment components in many of these programs, academics and teachers alike agreed with the significance of developing pre-service teachers’ LAL to reinforce their theoretical knowledge and practical skills of assessment which would enable them to effectively construct and administer language assessments. In order to contribute to the discussions on LAL, this qualitative case study reports on the reflections made by the pre-service teachers (PSTs) of English language education (n=13) on their learning process during a university-based academic course on language test development in the Philippine setting. Guided by an assessment literacy framework, this study aims to explore PSTs’ LAL development and the contribution of the assessment course to this development. Findings revealed that the course produced extensive modifications in understanding the definition and principles of assessment, the various strategies and tools of assessment, and purposes and construction of language assessments. Additionally, the current research offers discussions into the influence of language assessment training on PSTs’ LAL development
ENGLISH AS A MEDIUM OF INSTRUCTION IN AN INDONESIAN ISLAMIC UNIVERSITY: LECTURER’S, STUDENT’S, AND ALUMNUS’ VOICES
Full text linkThis study investigates voices of a teacher, student, and alumnus of an International Class (ICP) which employs English as a medium of instruction (EMI). Data were collected through semi-structured interviews with three participants focusing on their positioning towards English and EMI, followed by document studies including teaching materials and course outlines. The inclusion of alumni is important to understand the extent that they might support, negotiate, or resist EMI in ICP and to uncover key issues such as beliefs and promise of EMI and its workplace realities. Besides, the graduate has a prominent role in this study to see the possible role of EMI in the university as to whether EMI does warrant promised linguistic capital. Our study suggests that EMI in ICP is often valorised and commoditised as a marketing strategy to attract more students. However, inadequate preparation and planning results in insufficient development of either English proficiency or content subject comprehension. We recommend that the adoption of EMI along with desirable internationalisation of Higher Education (HE) be critically (re)envisioned and appropriated to advantage multilingual speakers with English. Pedagogical and professional supports need to be explicitly provisioned to help teachers and students navigate and respond to linguistic and pedagogical challenges in EMI
UNDERSTANDING OVERREGULARIZATION PHENOMENON AMONG INDONESIAN CHILD L2 LEARNERS OF ENGLISH
Full text linkYoung learners are known to extend verb regularity further than it actually is. When it happens, this children’s overregularization phenomenon can be a result of several reasons: a failed linguistic development due to confusion between rules and memory, a lack of feedback from adults, and problems with cognitive development. The present study attempts to present some quantitative data that may relate to the overregularization issue and bring new findings to the existing debate in the area. The 12-month spontaneous spoken data were collected longitudinally from two Indonesian young learners of L2 English living in England. Utterances containing the use of regular verbs and plural -s were carefully compiled into a database and further classified according to the different types of regularities. From this data, a few overregularization instances were recorded from the research subjects who were between two and 10 years of age. Additionally, it was also apparent that the process of learning English consecutively or successively affected the way learners apply regular rules in obligatory spoken contexts. This study is expected to become a systematic analysis of the typologies of overregularization in Indonesian–English acquisition contexts, a particular nature of the Second Language Acquisition (SLA) issue that has rarely been investigated
STATE BOREDOM IN ONLINE CLASSROOMS: A STUDY OF NOVICE AND EXPERIENCED IRANIAN EFL TEACHERS
Full text linkTeachers and students frequently experience positive and negative emotions in EFL classrooms. Boredom is a negative feeling whose detrimental influence on various aspects of the learning process and achievement has been well established. However, in the EFL context, particularly among EFL teachers, this aspect remains under-examined. Using a mixed-methods research design, the current study examined 263 Iranian novice and experienced EFL teachers with online teaching experience to compare their state boredom and perceptions of its signs. For qualitative analysis, 15 novice and 15 experienced teachers were selected from the respondents to review their open-ended questionnaire answers. Additionally, 16 teachers participated in a semi-structured interview. The results of Mann-Whitney U-test revealed a significant difference in state boredom between teacher groups, with novice teachers experiencing higher level of boredom in online classrooms. Qualitative analysis using MAXQDA showed differing perceptions of boredom between novice and experienced teachers in online settings. Novice teachers primarily viewed boredom as attention failure, while experienced teachers had a deeper understanding, including loss of motivation and enthusiasm. The results suggest that targeted support and training for novice teachers in online environments are critical approaches to enhance engagement and reduce boredom, fostering a more comprehensive understanding of motivational factors
TEACHERS’ BELIEFS ABOUT CLASSROOM LANGUAGE ASSESSMENT: COLLABORATIVE DISCUSSION AS A MEDIATIONAL SPACE
Full text linkIn recent years, numerous studies have been conducted on language teachers’ beliefs about language assessment; however, teachers’ collaborative discussion as a mediational tool has received scant attention. The present study aimed to investigate non-native language teachers’ beliefs about classroom language assessment regarding features of effective assessment, assessment of learners by teachers, peers, and themselves, benefits of assessment, informal assessment vs. formal assessment, and continuous assessment. Participants of the study were positioned in two collaborative discussion groups of novice and experienced teachers. Analysis of the data indicated that the teachers in each focus group held similar beliefs about most of the issues on classroom language assessment. The findings also demonstrated that the participants believed in the important role of classroom language assessment for different purposes, the utilization of both informal and formal assessment, and the utilization of continuous assessment as a fair mode of assessment. Furthermore, they believed that classroom language assessment should accurately assess what is taught in the course while focusing on all four language skills and sub-skills. Although they had positive attitudes toward teacher assessment and self-assessment, they were not in favor of peer assessment. The results of this study have implications for teacher education as adequate attention should be paid to teachers’ assessment beliefs due to their vital role in classroom assessment. Collaborative discussions can be enacted in teacher education to shape and reshape teachers' assessment beliefs
GENDER, INTERESTS, AND WRITING STRATEGIES FOR ENGLISH STUDENTS AT PRIVATE HIGH SCHOOLS IN MALANG
Full text linkDespite its relevance with English language studies, not many
studies have been carried out on the effect of self-regulation on writing strategies in Indonesia. This research attempted to test the effect of individual differences, particularly gender and academic interest, on writing strategies based on self-regulation while taking into account the academic interest as a mediator. This research was conducted quantitatively using a correlational design. Data were obtained through online questionnaires distributed to 324 high school students who were studying English as a foreign language in Malang, Indonesia, and were processed using descriptive and inferential multivariate statistical analyses. The results showed that students’ usage of self-regulation-based writing strategies was classified as good, and gender differences were found in the use of the ‘planning’ strategy. However, after inputting variables of academic interest as covariates, gender differences were found in several writing strategies, such as self-initiating, planning, revising, text-generating, and acting on feedback. Theoretically, this research contributes to explaining gender differences in writing strategies in teaching and learning practices. Teachers are advised to consider gender differences when introducing writing strategies, either explicitly or implicitly