TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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A GENRE AND COLLOCATIONAL ANALYSIS OF THE NEAR-SYNONYMS TEACH, EDUCATE AND INSTRUCT: A CORPUS-BASED APPROACH
Full text linkThis study investigated three synonymous verbs, teach, educate, and instruct, in terms of their collocational patterns and distribution across genres. Data were drawn from the Longman Dictionary of Contemporary English (2021) and the Corpus of Contemporary American English (COCA). The findings from this investigation revealed that from distribution patterns among text types, teach is far more widely and commonly used than educate and instruct, with the highest frequency among eight genres. The frequency data also revealed that all three synonyms are preferred in formal genres than in spoken conversation, as represented by academic literature. The results also revealed that grouping of noun collocates into categories offers more insightful information about each target synonym’s co-occurring authentic use. This can be more helpful to EFL students than simply looking up a term in a dictionary or relying on native speakers’ intuition, which may not be dependable or trustworthy
ENGLISH LANGUAGE PRE-SERVICE TEACHERS’ SENSE OF PREPAREDNESS FOR TEACHING: AN INDONESIAN CASE
Full text linkA sense of preparedness for teaching is an essential factor in the field of teacher preparation as it is a crucial construct in pre-service teachers’ professional growth towards becoming accomplished teachers. Accordingly, this paper aims to explore pre-service English language teachers’ sense of preparedness for teaching within Indonesian contexts. A cohort of final-year students of a university-based English language teacher program in Yogyakarta was included as the participants. In this mixed-methods study, an online questionnaire and interview were the research instruments employed to collect the data. There were 106 students responding to the questionnaire and 31 students participating in the interviews. Findings showed that the pre-service teachers’ levels of preparedness varied according to the teaching tasks. Based on the survey, the task of technology integration obtained the highest score. This implies that the participants appeared to feel comfortable with using technology in their teaching practices. However, their overall sense of preparedness indicated lower confidence. The interview results provide further explanation of the survey findings. The descriptive analysis revealed some key issues, including academic and personal factors, which potentially influenced pre-service teachers’ sense of preparedness for teaching
INVESTIGATING LEARNER PREFERENCES FOR WRITTEN CORRECTIVE FEEDBACK IN A THAI HIGHER EDUCATION CONTEXT
Full text linkThe current study investigated EFL learners’ preferences for written corrective feedback (WCF) and the rationale for their preferences. A mixed-methods approach, combining quantitative and qualitative data collection, was used to explore this phenomenon. The data were collected using an internet-based questionnaire and a semi-structured interview. The questionnaire was utilized to gather quantitative information from 93 Thai EFL students at a Bangkok-based Rajabhat University, while the interview collected qualitative data from ten respondents who were willing to be interviewed. The findings indicated that Thai EFL undergraduate students, on the whole, appreciated receiving WCF in several forms. The most desired type of WCF was direct feedback, while feedback given to learners regarding global errors was not favourable. Additionally, the rationale for the students’ WCF preferences included: 1) clarity of feedback in pointing out the grammatical errors and the proper forms; 2) feedback resulting in improvement of the written text in the amended version; and 3) feedback resulting in better writing scores. The outcomes of this study may encourage Thai EFL teachers, as well as teachers in similar EFL situations, to deliver more precise types of WCF on learners’ faults in writing and utilise a chosen WCF method to involve students in learning to writ
FACEBOOK AS A PROMOTIONAL TOOL FOR LEARNER AUTONOMY: THAI PRE-SERVICE EFL TEACHERS’ VOICES
Full text linkFacebook has not only opened up new opportunities for social networking, but has also been recognized as an educational tool for language learning beyond the classroom. However, little is known as to what extent Facebook can promote learner autonomy among English as a foreign language (EFL) pre-service teachers (PSTs). This study explores the voices of EFL PSTs with regard to their use of Facebook as a tool for promoting their autonomy in learning English, especially during the COVID-19 pandemic. Drawing upon Betts and Kercher’s (1996) Autonomous Learner Model (ALM), this study gained deeper insights into the EFL PSTs’ attitudes, perceptions, and ideas concerning the opportunities and challenges Facebook offers them. This qualitative study was based on a purposive sampling of twenty EFL PSTs from a university in northern Thailand. The findings reveal that Thai EFL PSTs experienced all five dimensions of ALM, namely, orientation, individual development, enrichment, seminars, and in-depth study. They also viewed learning English on Facebook positively during the lockdowns since they simultaneously acquired English and enjoyed edutainment resources despite some limitations concerning this platform. Pedagogical implications of this study suggest that Facebook is a suitable platform for ELT professional development and life-long learning, particularly amid the global disruption caused by COVID-19
FACTORS INFLUENCING EFL STUDENTS’ UTILISATION OF TEACHER WRITTEN FEEDBACK
Full text linkThis qualitative case study investigated factors affecting EFL university students’ use of teacher written feedback. Ten Yemeni EFL university students participated in this study. Data included students’ written essays, teacher written feedback, and semi-structured interviews. Students’ use of teacher written feedback was analysed using an adapted rating scheme. Thematic analysis was used for analysing the interviews. The results revealed that the major factors affecting students’ use of teacher written feedback are feedback-related factors (teachers’ use of correction symbols, legibility of written feedback, explicitness of written feedback, and wording of written feedback) and student-related factors (students’ emotional responses towards teacher written feedback and students’ previous literacy experience). Understanding the impact of these factors on students’ utilisation of teacher written feedback may help teachers to provide constructive and effective written feedback to their students. Training EFL students on how to utilise teacher written feedback successfully is important for improving the practice of teacher written feedback
EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS
Full text linkExtensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the effects of Science and Research Association Reading Laboratory (SRA) and Reading Reflective Journals (RRJ) as additive extensive reading activities on struggling EFL tertiary students’ English reading ability and performance. This study was a comparative mixed-methods approach conducted at a Thai university over 15 weeks. The students were two intact groups enrolled in a reading course taught by the researcher. One group was assigned to SRA, and the other to RRJ. Data were collected by means of English reading pre- and post-tests, students’ reflective journals, and an open-ended questionnaire. Both quantitative and qualitative results indicate that SRA and RRJ positively impact students’ reading ability, their attitudes towards English reading, and their knowledge. Since SRA and RRJ are based on different theories, each has its limitations. The combined activity of SRA and RRJ features is suggested. The factors affecting the use of additive ER should also be considered when implementing any type of ER
UNDERSTANDING ENGLISH LANGUAGE TEACHERS’ VIEWS OF TEACHER RESEARCH: A REPORT FROM INDONESIA
Full text linkThis article reports on a study investigating the perceptions of EFL teachers in schools and language courses (henceforth, teachers) and EFL lecturers in tertiary educational institutions (academic staff) from Indonesia regarding their definitions of and their engagements in teacher research. An online questionnaire was used to gather quantitative data from almost 400 EFL teachers and academic staff from Indonesia. The questionnaire was followed by in-depth interviews with some respondents who met the criteria set and agreed to be interviewed. Results from the study show that both teachers and academic staff align research with evidence-based practice, survey, literature-driven practice and professional communication, and observation-based popular article. In terms of engagements, most of the teachers and academic staff read research papers occasionally, and more academic staff did research compared to teachers. Research done by both teachers and academic staff is largely associated with internal and external factors, such as, professional awareness and professional obligation, with academic staff seem to receive more support to engage in research. The findings of the study provide insights for future continuous professional development (CPD) activities for English teachers and academic staff. The activities might involve exploring ways to integrate teacher research into teachers’ and academic staff’s teaching responsibilities and integrating teacher research into the short-term and long-term goals of CPD
EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
Full text linkThis study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions
A CASE STUDY ON WILLINGNESS TO COMMUNICATE IN ENGLISH IN THE IRANIAN TERTIARY EDUCATIONAL CONTEXT
Full text linkWillingness to communicate (WTC) in English is specifically important because L2 (foreign/second language) communication is considered to be a key factor in L2 learning. When the opportunity to speak English arises, there are generally two options: speaking or avoiding it. Several factors might exert influence on the choice of either option by different individuals. In this vein, the current study investigated the underlying factors that lead to (un)willingness on the part of Iranian EFL (English as a Foreign Language) tertiary students. Through a purposive sampling procedure, this classroom-based case study recruited and examined 10 EFL learners in Iran over a period of three weeks. Data were collected employing semi-structured interviews, classroom observations and stimulated-recall interviews. Thematic analysis was performed to identify common themes from the participating students' ideas. Results reveal that participants' L2 WTC emerges as a result of the complex, dynamic and non-linear interaction between individual, contextual, and linguistic factors. These three factors interdependently exerted either facilitative or inhibitive impacts on an individual student's WTC in class at any point in time. The current study, therefore, reinforces the need for teachers to be aware of the multiple factors which lead learners to be more or less willing to communicate in L2 classrooms
INCORPORATING LINGUISTIC LANDSCAPE INTO ENGLISH WORD-FORMATION TASK IN AN ENGLISH MORPHOLOGY COURSE
Full text linkThis exploratory case study focuses on the development and implementation of a task called the Inventive English Word Formation in Public Spaces for an undergraduate English Morphology course within the English Language Education program of a university in Indonesia. This task was created based on students' feedback that they disliked the typical memory-based test, which was reported to have a significant strain on them. In that regard, this task was developed to replace the teacher's lectures and achievement test to increase students' learning engagement and understanding of the Word Formation theory. Students were asked to morphologically analyze how Indonesian people invented new English words in commercial signs in linguistic landscapes. Sixty students were involved in the task and they were put into groups of four. Each group was assigned to write a paper reporting how they identified and explained the types and subtypes of word-formation of the invented names. The findings suggested that although students found that the task was more meaningful and engaging than the usual learning procedure, the papers they produced showed that they were still not ready for the demand of academic reading and research skills associated with the task. This task, however, promises positive avenues that can be improved and explored in future studies