TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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PLS-SEM MULTI GROUP ANALYSIS: UNCOVERING THE INTERPLAY OF FACTORS AFFECTING ACADEMIC WRITING SELF-EFFICACY OF EFL POSTGRADUATE STUDENTS
Full text linkThis cross-sectional study investigates the factors influencing writing self-efficacy among EFL postgraduate students in Indonesia. It employs a quantitative analysis facilitated through partial least squares-structural equation modeling (PLS-SEM). The study engaged 150 master’s and doctoral EFL students as participants, examining the variables of writing enjoyment, research literacy, and teacher clarity and teacher immediacy in feedback, in relation to writing self-efficacy. The findings revealed that research literacy significantly improves writing self-efficacy, particularly among doctoral students. This demonstrates the crucial role of research literacy in building students’ confidence in their writing abilities. Furthermore, writing enjoyment was found to be a key factor in enhancing writing self-efficacy, especially for master’s students. This pinpoints the necessity to nurture joy in the writing process.
Teacher clarity was found to be essential for enhancing research literacy, whereas teacher immediacy had a lesser impact. This suggests a reduced reliance on teacher guidance during postgraduate studies. The study highlights the critical roles of research literacy and enjoyment in developing writing self-efficacy and illuminates the nuanced role of pedagogical strategies. These insights are valuable for educational institutions and policy-makers in strengthening the EFL postgraduate learning environment. The differences observed between master’s and doctoral students call for further research to develop educational practices tailored to the different needs of these academic stages
TRANSLANGUAGING IN ENGLISH-NEPALI BILINGUAL SPACE IN UNIVERSITY-LEVEL ENGLISH READING INSTRUCTION
Full text linkFramed within pedagogical translanguaging, this qualitative case study explored university teachers’ translanguaging practices in the bilingual space in English reading instruction. Data were gathered through class observations and semi-structured interviews with four teachers instructing English reading courses in the Bachelor of Education (B.Ed.) program at a university in Nepal. Analysis reveals teachers’ heteroglossic awareness that inspired them to embed the translanguaging strategy in reading instruction despite the university's monolingual orientation. Perceived as the irreducible fabric of bi/multilingual classrooms, English-Nepali translanguaging was integrated into reading lessons for different purposes, such as, to orient students to texts, enhance students’ access to text content and language, and optimize reader-text interaction and collaborative meaning construction. The study highlights how teachers can leverage students’ bi/multilingual resources to compensate for and complement their emergent meaning-making and meaning-sharing processes in English reading. These findings imply that idealized monolingual instructional practices commonly promoted through conventional approaches and methods are to be revisited and the role of learners’ prior and emergent linguistic repertoires is to be repositioned in EFL contexts. The study sees the need for further exploration of the translanguaging praxis in EFL contexts to institutionally validate the deployment of bi/multilingual resources for learning enhancement
UNLEASHING THE POWER OF SUPERVISORY FEEDBACK IN ACADEMIC WRITING: STRATEGIES FOR TIMELY UNDERGRADUATE THESIS COMPLETION
Full text linkDespite its critical importance in academic writing, effective feedback strategies in undergraduate thesis supervision remains under-researched. This case study aims to address this gap by examining the experiences of five English department students who completed their theses and the strategies their supervisors employed to facilitate timely completion. Utilizing semi-structured interviews and text analysis, the study addresses three key research questions: 1) how feedback is formulated; 2) what strategies are employed by supervisors; and 3) what are the students’ perception of the strategies. The findings indicate that most feedback was formulated as directive, and the supervisors’ strategies include timely, personalized feedback and additional supervision time. The strategies help improve student engagement, motivation, and thesis outcomes. The students also positively perceived the supervisors’ strategies. This study contributes mainly by highlighting the role of emotional support in thesis supervision, the dominance of directive feedback in fostering timely completion, and the importance of personalized, timely feedback for student engagement. Additionally, it emphasizes that supervisors need to employ strategic, multifaceted approaches that combine academic guidance with emotional encouragement
THE SOUNDS OF INDONESIAN ENGLISH: ACOUSTIC PHONETIC ANALYSIS OF THE MONOPHTHONG VOWELS ACROSS GENDERS
Full text linkThis study explored the production of 11 English vowels by Acehnese Indonesian EFL students. Ten undergraduates (five males and five females) from the Pidie District, Aceh, participated, with Acehnese and Bahasa Indonesia as their first languages, and English learned formally at school since the 7th grade. Using PRAAT, recordings of vowel elicitations were measured and analyzed, revealing distinctions in vowel pairs. Statistical tests were employed to compare vowel productions between the males and females. The results showed that the females produced many of the vowel pairs similarly: /i:/-/ɪ/, /ɛ/-/æ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/. The pairs they differentiated were /ɜ:/-/ʌ/ and /ɔ:/-/ɒ/. However, the female students could not discriminate between the long and short vowel pairs. Meanwhile, the male students could distinguish the following pairs: /i:/-/ɪ/, /ɜ:/-/ʌ/, /ʌ/-/ɑː/, and /ɔ:/-/ɒ/. The others, /ɛ/-/æ/, /u:/-/ʊ,/ and /ɑː/-/ɒ/, were produced similarly. Additionally, they could distinguish the long and short vowels in the /ɜ:/-/ʌ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/ pairs, but not /i:/-/ɪ/, /ɛ/-/æ/ and /ɔ:/-/ɒ/. This study has shown complex distinctions in the production of English vowels by Acehnese Indonesian EFL students. These findings underscore the importance of considering gender-specific phonetic patterns in English language acquisition, providing valuable insights for language educators and researchers
LEARNING HOW TO WRITE SOCIALLY APPROPRIATE EMAILS THROUGH TEXTBOOKS: AN EVALUATION OF INTERNATIONAL ENGLISH TEXTBOOKS
Full text linkhis study investigates email pragmatic instruction in four sets of international English textbooks. The prevalence of email communication in today’s technology-mediated world necessitates its inclusion in second language classroom instruction. However, our analysis of the books reveals inadequate attention to the sociocultural aspects of email writing. The analysis also indicates limited opportunities for learners to notice form-function-context connections, engage in output practice, and reflect on their pragmatic performance. These findings underscore the gap between research recommendations and current teaching practices, highlighting the urgent need for textbook writers to integrate research findings for enhanced pragmatic instruction. The findings also provide recommendations for teaching email communication in the second language classroom
AGENCY AT WORK: A METAPHOR ANALYSIS OF LESSON PLANNING AMONG ENGLISH LANGUAGE TEACHERS IN THE PHILIPPINES
Full text linkLesson planning is a core skill teachers need to develop in implementing lessons effectively in the classroom. While metaphor research has been used in a range of contexts including in teacher education, metaphors associated with lesson planning among teachers in developing regions in the world remain underrepresented. Due to the importance of lesson planning in the implementation of the curriculum, investigating metaphors of lesson planning provides helpful insights on the beliefs of teachers in classroom practice resulting in effective instruction. This investigation sought to identify the metaphors Filipino teachers associate with lesson planning and their connections to teacher agency. This study, which is part of a larger investigation, examined metaphors from 73 English Language teacher-respondents in professional development workshops. The metaphorical conceptualization process employed in analyzing the data consists of three phases (1) validating and coding data, (2) summarizing and representing codes, and (3) identifying and describing categories. Results reveal eleven distinct conceptual categories, including perceptions of lesson planning as a project-like endeavor, an act of molding, and a form of creative expression, all of which highlight teacher agency in the teaching-learning process. These suggest that teachers take different roles in lesson planning depending on the nature of the subject matter, conditions they face in their work contexts, and their beliefs about teaching and learning. However, some teachers perceive lesson planning as routine and question its purpose, which poses challenges in designing effective professional development programs tailored to their needs
FOSTERING INTERCULTURAL AND ELF AWARENESS IN BUSINESS ENGLISH STUDENTS THROUGH VIRTUAL EXCHANGE
Full text linkThis study examined the impact of a Collaborative Online International Learning (COIL) project on Thai Business English students’ awareness of intercultural communication and English as a Lingua Franca (ELF), along with their communication challenges and strategies. Data were collected through pre-post rating-scale questionnaires, open-ended questions, semi-structured interviews, and reflective journals. The study found that while the virtual exchange did not significantly affect the students’ overall intercultural and ELF awareness, it changed their attitudes toward ELF from negative to positive. The students reported increased confidence when communicating and presenting in English with a Thai accent and demonstrated a growing understanding of cultural differences in business communication. Despite this, the students identified several challenges, including language barriers, technical barriers, time zone differences, delayed responses, and non-compliance with established deadlines. To overcome these challenges, the students employed five effective communication strategies: developing cross-cultural communication skills, optimizing virtual meeting experiences, enhancing communication efficiency and collaboration, cultivating effective communication and relationship building, and practicing effective communication and conflict resolution. This study emphasizes the significance of virtual exchange for Business English students, as it enhances their intercultural communication skills and fosters acceptance of ELF, which is crucial for achieving success in today’s globalized business landscape
THE EFFECT OF STUDENTS’ PERCEPTIONS OF TEACHERS’ BELIEFS AND TEACHING STRATEGIES ON STUDENTS’ MOTIVATION AND ACHIEVEMENT IN ENGLISH
Full text linkThis study investigated the effect of university students’ perceptions of their teachers’ beliefs and teaching strategies in teaching a compulsory English course on students’ motivation and achievement. It employed an ex post facto design to identify a cause that facilitates changes in behavior after an event occurs. The respondents of this study were 12 lecturers and 150 students, who were randomly selected from a total of 20 lecturers and 1,615 students engaged in the teaching and learning of English at Universitas Negeri Padang, Indonesia. The instruments used in this study were documentation to elicit information about students’ achievement, and questionnaires to elicit information about teachers’ beliefs and their teaching strategies, students’ perceptions of the teachers’ beliefs and the teaching strategies, and students’ motivation. The data were analyzed through linear regression using SPSS 18.0. The results of the study revealed that (i) teachers highly believed in the choices they made for teaching the English course to all university students and in their strategies in teaching it, (ii) students held very positive perception of their teachers’ beliefs and teaching strategies, and (iii) teachers’ beliefs and teaching strategies have significant effects on the students’ motivation and achievement in learning English. These research results imply the importance of English teachers informing and discussing their beliefs and strategies for teaching the English course with students before commencing the teaching and learning process
THE USE OF CHATGPT IN ACADEMIC WRITING: A BLESSING OR A CURSE IN DISGUISE?
Full text linkThe emergence of generative artificial intelligence such as ChatGPT has left people feeling ambivalent and disagreement among scholars, academicians, educators and the community at large prevails. While the artificial intelligence could potentially revolutionize how research is conducted and how research papers are written, a number of ethical concerns arise. In particular, the world of academia has reservations pertaining to whether this language model will actually do more good than harm, especially as far as academic writing is concerned. This paper argues that the cutting-edge technology is here to stay and the question is not whether to accept it, but rather, how to best utilize it judiciously, cautiously and responsibly to improve research performance by strictly adhering to academic integrity and transparency. Potential benefits and drawbacks of ChatGPT will be critically examined in light of current literature and, when relevant, potential solutions to the drawbacks will also be provided or commented on. Needless to say, the use of artificial intelligence in academic writing is still in its infancy and more discussion and debates pertaining to its use and merit are highly urged. This paper contributes to these on-going debates
EQUIVALENCY EVIDENCE OF THE ENGLISH COMPETENCY TEST ACROSS DIFFERENT MODES: A RASCH ANALYSIS
Full text linkThe outbreak of the COVID-19 pandemic has transformed the educational landscape in a way unseen before. Educational institutions are navigating between offline and online learning worldwide. Computer-based testing is rapidly taking over paper-and-pencil testing as the dominant mode of assessment. In some settings, computer-based and paper-and-pencil assessments can also be offered side-by-side, in which case test developers should ensure the evidence of equivalence between both versions. This study aims to establish the equivalency evidence of different delivery modes of the English Competency Test, an English language assessment for civil service officers developed and used by the Human Resources Development Education and Training Center, a civil service training institution under the Ministry of Finance of the Republic of Indonesia. Psychometric analyses were carried out with the Rasch model to measure the unidimensionality, reliability, separation, and standard error of measurement estimates. The findings demonstrate that the paper-and-pencil and computer-based versions of the language assessment exhibit comparatively equivalent psychometric properties. The computer-based version of the English Competency Test is proven to offer a reliable and comparable alternative to the paper-and-pencil version