TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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THE PORTRAITS OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ EMOTIONAL GEOGRAPHIES AND COPING STRATEGIES
Full text linkThis research reported on English pre-service teachers’ (henceforth PSTs) emotional dynamics during their teaching practicum in Indonesian schools. Research data were collected from retrospective reflections and stimulated recall with ten PSTs. Deploying Hargreaves’ (2001a) emotional geography, the research sought to portray PSTs’ emotional understandings and misunderstandings resulting from the engagement with school community. This study also examined PSTs’ emotion regulation strategies, as the orchestra to construct and re-construct their belief, skills, and professional identity. The findings document contoured emotional experiences characterized by three major themes, inter alia (dis)engagement, (dis)orientation, and distress; personal support and social acceptance; and compliance, cooperation, and completion. PSTs resort to antecedent-focused strategies to cope with the emotional dilemma due to their contextual relevance, effectiveness, and their peripherality in the school community. The research implication substantiates the need for restructuring the policy and practice of teaching practicum to accrue an exemplary foundation for teacher education
EXAMINING THE CONTENT ALIGNMENT BETWEEN LANGUAGE CURRICULUM AND A LANGUAGE TEST IN CHINA
Full text linkThis study examined the content alignment between an English as a foreign language skills curriculum and a provincial language test in China. When there is misalignment in the content between the standards of a curriculum and a test, conclusions about student abilities and teaching effectiveness can be questioned. To examine this, three categories of alignment were investigated using document analysis and expert judgment: categorical concurrence, range of knowledge correspondence, and balance of representation. Eight reviewers coded the curriculum and test items. Results showed that the curriculum aligned across the three criteria for the listening and reading skills. For the writing skills, the range of knowledge correspondence and balance of representation criteria were met, but categorical concurrence was not. The test did not include speaking items, so there was complete misalignment with that curriculum. The findings showed that the test partially aligned with the curriculum, suggesting that performance may not fully represent students’ ability to meet the curricular standards. We recommend that future tests should comprehensively cover all of the content in the curriculum and when doing so to ensure there is a sufficient number of items measuring each objective. This would improve how accurately interpretations of student performance can be made
EMBRACING SUSTAINABLE DEVELOPMENT GOALS CRITICALLY TO EXPLORE LIFE PURPOSES IN ENGLISH LANGUAGE TEACHER EDUCATION
Full text linkEnglish language teacher education is not only about making students who learn to teach English focus on language teaching, learning, and use but also about how teacher educators can delve into the life purposes of themselves, their students, and their students’ learners. The role of a language teacher educator is hence pivotal in orchestrating learning materials and activities that allow students to explore life purposes at individual, community, and international levels. As a scholar interested in critical language teacher education, one of my life purposes is to nurture my students’ criticality. To illustrate how my student performed criticality over time, in a case study, I explored my dialogue on Sustainable Development Goals (SDGs) as a learning material with one focal student in my Critical Pedagogy & Literacy class from January to April 2019 and beyond, even after she graduated. Criticality was demonstrated when she problematized oppressive words and actions and envisioned social transformation as she learned (to teach) English. A narrative analysis of the data also suggests that the student’s life purpose (e.g., to empower her fellow Papuan people) aligns with that of her instructor and her Papuan English language learners. Implications for critical language teacher education are discussed
L2 CONFIDENCE DEVELOPMENT OF ELF INTERNATIONAL STUDENTS IN TAIWAN
Full text linkSecond Language (L2) confidence is considered an affective variable for L2 users to claim ownership of English. However, the findings of previous studies could not be generalized to international students in a non-English-speaking context like Taiwan since English mainly functions as a lingua franca among individuals with diverse first languages. This study investigated three international students' development of L2 confidence while they were studying in Taiwanese universities. Qualitative semi-structured interviews were conducted on personal background, experiences, critical events, and personal evaluation of their L2 confidence. The interviews were transcribed, coded, and then analyzed in thematic narratives. Specific situations that affected this dynamic L2 confidence development were identified and probed deeper. The findings showed that the three participants seemed more confident in an English as Lingua Franca (ELF) community where local students were absent. Native Speaker (NS)-norms still dominated their English journey, and their confidence level greatly hinged on their NS-based proficiency. The ideology of following the NS English model threatened L2 confidence in ELF interactions. Furthermore, the participants’ perception of their nonnative speaker (NNS) identity might make them less confident. The findings contribute to the pedagogical implications for L2 learners, users and teachers
SYSTEMATIC REVIEW ON ISSUES AND CHALLENGES OF PRE-SERVICE ENGLISH TEACHERS IN MALAYSIA
Full text linkThis systematic review focuses on issues and challenges related to pre-service English teachers (PSETs) in Malaysia for the past decade. Even though improving English language teachers’ quality is a primary agenda in the Malaysian Education Blueprint 2013-2025, review studies documenting the recent issues and developments of pre-service teachers who are just joining the teaching profession are still lacking. Combining Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) with published review guidelines, the review utilised seven databases to look for current research. Subsequently, the final search yielded twenty articles for the qualitative synthesis using ATLAS.ti. It has been determined that the PSETs in Malaysia experience issues and challenges in terms of (1) teaching competency; (2) professional development; (3) support; (4) the disparity between theories and classroom practices; (5) classroom management and (6) transition stage in becoming a teacher. This study concludes that future teacher education needs to prepare trainee teachers to be more resilient and adaptable to new environments, challenges and unforeseen circumstances. Finally, several recommendations were highlighted for further studies
IMPLEMENTING GAMIFIED VOCABULARY LEARNING IN ASYNCHRONOUS MODE
Full text linkGamified online quizzes have gained popularity for their potential in enhancing student learning motivations, creating engaging lessons, and improving learning outcomes. Yet, its application and effectiveness in support of student vocabulary learning have only been explored in synchronous learning setting. This study, hence, extended the exploration by examining the implementation of gamified vocabulary learning in an asynchronous mode and analyzing the impacts on students’ learning outcomes in class. The study was carried out for 10 weeks, involving 300 2nd year students at a Thai university. The instrument and measure comprised 500 English academic words made into 10 vocabulary sets on Quizizz.com, and 10 in-class vocabulary tests. The findings of the study revealed that students’ vocabulary learning practice in asynchronous mode had positive correlations with and could significantly predict their in-class vocabulary results. Female students outperformed male students; nonetheless, there was no significant difference across academic majors
INDIVIDUALIZED GUIDANCE TO EMPOWER AN L2 LEARNER WITH AUTISM SPECTRUM DISORDER IN ACADEMIC ESSAY WRITING
Full text linkThe present study was conducted to see the extent to which intensive online individualized guidance sessions could help a second/foreign language (L2) learner of English with autism spectrum disorder (ASD) at an undergraduate level to write an academic essay in the education field with citations and references. The sessions, 30 minutes each, were conducted 14 times in total during the second semester of the 2020/2021 academic year. Teaching journal detailing the participant’s learning dynamic in each session, the participant’s ongoing writing progress, and the recorded videos of the sessions were used to assess this learner participant’s learning progress. The study found that through the individualized guidance sessions, the learner participant could write a 326-word academic essay with citations using three journal articles in the Indonesian language as the references. It also found that as the participant became more familiar with the pattern of the sessions and the expectation of what to do in each session, he could do his task faster and more confidently. Based on the findings, several pedagogical implications and possible research contributions are stated along with suggested directions for future studies in the field of autism in the L2 learning context
SPECIALISED LEARNER CORPUS RESEARCH: A REVIEW FOR FUTURE DIRECTIONS OF THE GLOBAL AND MALAYSIAN CONTEXTS
Full text linkLiterature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this paper presents a review of specialised LCR based on journal articles from the Web of Science database and the Google scholar, reference books and relevant websites to address the gap both globally and within the Malaysian context for future needs. The review suggests the need for more specialised/genre-specific or discipline-based learner corpus studies employing the non-native novice versus native novice and expert comparative method in both global and Malaysian contexts, with more studies executed in relation to specialised learner corpora in the latter. In relation to linguistic aspect, the understanding of lexical bundles’ communicative function can be attempted through the analysis from the core word to the surrounding pattern or discourse. The use of learner corpus as a pedagogical instrument needs also to be well-accepted and executed to enhance the teaching and learning of academic writing in ESAP classrooms via Data-Driven Learning approach or corpus-related activities
CORPUS USED AS A DATA-DRIVEN LEARNING TOOL IN L2 ACADEMIC WRITING: EVIDENCE FROM TURKISH CONTEXTS
Full text linkThis study investigated the effectiveness of using corpus as a data-driven learning (DDL) tool to enhance the academic writing skills of Turkish EFL learners. The study also explored learners’ views of the potential use of corpus in L2 academic writing. To achieve these objectives, a mixed-method sequential explanatory design was employed, involving freshman student teachers enrolled in the Department of English Language Teaching at a state university in Turkey. The participants completed four argumentative essay writing tasks. Two tasks employed conventional techniques for error correction, while the other two utilized corpus as a reference tool for error correction. The latter two tasks were complemented by corpus training for the participants. The results indicated that using corpus as a DDL tool had a significant impact on the academic writing skills of Turkish EFL learners, with notable improvements observed in both grammar and vocabulary use. Participants also expressed positive feedback on the use of corpus as a DDL tool in enhancing their L2 academic writing
USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS
Full text linkDrawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance, and increasing understanding on the part of the students in various aspects of language learning – including content, vocabulary, grammar, stories, poems, and cultural concepts. Drawing on the teachers’ convictions, we have advanced that the L1 (here, Nepali) does play the role of cognitive bridging in English language learning, particularly when the students have a ‘poor English base’ (as perceived by the participants in this study), and when both the teacher and the students share a common L1. Hence, the general implication could be that the L1 can function as a support in teaching and learning a second/foreign language (L2)