FOSTER: Journal of English Language Teaching
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Managing Learning: Mistakes Feedback Oral and Written Work
Get PDFThis study explores the critical role of mistakes and feedback in the learning process, focusing on the management of student performance in oral and written assessments. Mistakes are considered an inherent part of learning, so this study discusses strategies to effectively assess student performance, provide timely feedback, and create an environment that encourages continuous improvement. The first part of this study highlights that mistakes can be valuable learning opportunities. The study delves into the details of providing feedback in oral tasks, including how to deliver constructive feedback, encourage student reflection, identify areas for improvement, and motivate active participation in the learning process. The next section of the study addresses another crucial aspect of feedback, focusing on written assessments. It emphasizes effective methods to provide feedback to help students refine their writing skills. Additionally, it discusses how feedback can foster a growth mindset, increase resilience, and create a positive learning environment. The conclusion of this study advocates a holistic approach to learning, recognizing the role of mistakes while emphasizing the transformative impact of constructive feedback. By addressing both oral and written components, this study offers insights into effectively managing learning and creating an educational environment that supports continuous growth and improvement
Metaphorical Hybridity in Knowledge Management
Get PDFThis study investigates metaphorical hybridity's role in shaping knowledge management practices within professional contexts. Metaphorical hybridity refers to blending diverse metaphorical representations that influence knowledge creation, organization, and dissemination within organizations. This research aims to understand how metaphorical hybridity impacts the development of novel knowledge management strategies. Q methodology was employed to analyze the metaphorical representations that shape knowledge management practices. Participants` rank-order statements related to metaphorical hybridity and knowledge management enabled the identification of common viewpoints and distinct perspectives. Key metaphorical constructs include knowledge as a fluid entity, an organic system, and a complex network. The context is the rapidly evolving knowledge landscape in professional environments, presenting challenges to effective knowledge management practices. The rise of digital technologies and globalization has further complicated knowledge management, necessitating innovative strategies. Findings demonstrate metaphorical hybridity's dynamic nature and its potential to foster adaptability, innovation, and resilience in knowledge management practices. The research highlights the importance of understanding the interplay between diverse perspectives, representations, and knowledge management approaches. Implications include recognizing metaphorical hybridity's influence for harnessing diverse metaphors' power more effectively and the practical adaptability to the changing knowledge landscape and address complex challenges associated with managing knowledge in contemporary professional environments
English Lecturers’ Perceptions on the Transition to Outcome-Based Education in Indonesia: Challenges and Adaptation
Get PDFThis study explores English lecturers’ perceptions of Outcome-Based Education (OBE), the challenges they face in its implementation, and the strategies they adopt to adapt their teaching practices. To investigate this issue, the study employed a mixed-methods approach, combining quantitative survey data from 78 English lecturers with qualitative insights from 15 semi-structured interviews. Thematic analysis of interviews provided in-depth perspectives on faculty struggles, adaptation mechanisms, and the role of institutional support. Findings indicate that while some lecturers appreciate the clarity and structure OBE brings to curriculum design, many report increased workloads, reduced teaching flexibility, and difficulties in applying rigid assessment rubrics to evaluate complex skills like critical thinking and literary analysis. However, lecturers who received targeted training and institutional backing expressed greater ease in aligning their teaching with OBE requirements. This research adds to existing studies on OBE by focusing on the perspectives of English lecturers, who are often overlooked in OBE discussions. It highlights the mismatch between standardized education reforms and the interpretive nature of English teaching. The findings suggest that policymakers and curriculum designers should avoid a one-size-fits-all approach and instead create OBE models that suit the needs of different disciplines
EFL Students’ Perceptions on Using Kahoot as a Formative Assessment Tool in Vocabulary Acquisition
Get PDFTechnology advancement has equipped vocabulary acquisition processes within an English learning environment with digital formative assessment tools, such as Kahoot. This research aims to reveal EFL students’ perception in using Kahoot as a formative assessment tool for vocabulary learning. This research employs a qualitative method and the research instruments involve questionnaires and interviews distributed and conducted to the selected participants. A purposive sampling method is applied in this research to select the research participants. The research participants consist of EFL students who are enrolled in an English course and have played Kahoot more than five times. Thematic content analysis is utilized to analyze the collected data. The findings show that most students perceive Kahoot positively. Its game like features timers, scores, and leaderboards can help increase interest, motivation, and focus. Students reported better understanding and improved quiz results. However, a few students found it less effective due to personal learning preferences. Overall, Kahoot is seen as a fun and useful tool to support vocabulary learning and can be applied more widely in English language instruction
Collaborative Discussion in Vocabulary Learning through Short Stories: Students’ Perceptions in an Indonesian EFL Context
Get PDFVocabulary acquisition is a major challenge in learning English as a Foreign Language (EFL), but research exploring students' perceptions of vocabulary learning through collaborative discussion is still limited. This study explores the perceptions of students at SMP Harapan Cibiutng regarding vocabulary learning through short stories using a collaborative discussion approach. Using a descriptive qualitative method, three participants from grade IX (high, medium, and low levels) were interviewed and observed. The results of the study show four main findings: 1) Students applied gradual scaffolding at three levels of ZPD (individual-peer-teacher); 2) Collaborative discussion resulted in psychological transformations including cognitive changes (from not understanding to understanding), affective changes (from doubt to confidence), and social changes (from individual to group); 3) Functional vocabulary was used to understand the story content and communicate; 4) Learning took place through the construction of shared knowledge, which included horizontal scaffolding, dialogic learning, and affective solidarity. These findings indicate that vocabulary learning through short stories with collaborative discussion is a comprehensive process involving gradual stages, social cooperation, and the use of functional vocabulary. This study provides practical implications for teachers in applying a gradual scaffolding model and creating a learning environment that supports students' psychological transformation
Exploring the Role of TikTok in Enhancing English Learning Motivation among Indonesian Students
Get PDFThis research investigates the impact of TikTok on junior high school students' English learning motivation and identifies effective content types. Using a descriptive qualitative approach with supporting quantitative data, this study involved 7 students from SMPN 2 Pandan Nauli who regularly engaged with English learning content on TikTok. Data was collected through questionnaires, semi-structured interviews, and content observation. The findings show that students feel more motivated to learn English through TikTok content, especially vocabulary tips, idiomatic expressions, and pronunciation, which are presented in an interesting, easy-to-understand, and contextually appropriate way. While TikTok cannot replace formal education, its effectiveness as a complementary learning tool depends on the quality of the content and students' ability to integrate it into their learning routines. This study recommends that educators utilize digital platforms like TikTok to foster a more engaging, flexible and meaningful English learning experience for today's generation
Exploring English Education Post Graduated Students’ Perfections of ChatGPT as Subtitute for Traditional Reading: A Case of Universitas Negeri Makassar
No full textThe rapid integration of artificial intelligence into higher education has reshaped how postgraduate students approach academic reading and learning. This study explores postgraduate English Education students’ perceptions of ChatGPT as a substitute for traditional reading, focusing on how the tool influences their cognitive engagement and reading behaviour. Anchored in the Technology Acceptance Model (TAM), Cognitive Offloading Theory, and Reading Literacy Theory, the research employs a quantitative survey design involving 108 master’s students from the Graduate Program of Universitas Negeri Makassar. A structured questionnaire measured four constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Cognitive Offloading (COG), and Reading Habits Impact (RHI). Data were analysed using descriptive statistics, correlation, and reliability testing. The findings reveal that students perceive ChatGPT as highly useful (M = 4.23) and easy to use (M = 4.35). These positive perceptions correlate strongly with cognitive offloading (r = 0.61), indicating frequent reliance on ChatGPT to simplify learning tasks. However, a significant negative correlation between cognitive offloading and reading habits (r = –0.54) suggests that increased dependence on ChatGPT reduces students’ motivation for traditional reading. Overall, the study highlights a dual outcome, while ChatGPT enhances learning efficiency and accessibility, it simultaneously contributes to the decline of deep reading practices. The results underscore the need for balanced AI integration that promotes critical reading, reflective thinking, and responsible technology use in postgraduate education
Prospects and Challenges of the Peer Teaching Approach in the Intermediate EFL Classrooms of Bangladesh
Get PDFThe current study aimed to investigate the opportunities and challenges of utilizing the peer teaching approach at the intermediate level classrooms in the English as a foreign language (EFL) context of Bangladesh. The researchers employed a mixed-method approach to conduct this study. The study participants were 128 students and 15 teachers from five intermediate colleges in Bangladesh. The participants were selected through a convenience sampling technique. The researchers used two questionnaire surveys: the teacher questionnaire and the student questionnaire, to collect the study's quantitative data. A focus group discussion (FGD) was conducted with five experienced teachers to obtain in-depth information about the prospects and challenges of implementing the peer teaching approach and its policy implications. The study’s findings revealed positive perceptions of the approach at the intermediate EFL classrooms in Bangladesh to develop communication and presentation skills in the English language, learning attitude, lesson engagement, learners’ autonomy, peer feedback, etc. However, the most significant challenge to the effective implementation of peer teaching is the large class size of the institutions
The Accuracy of ChatGPT in Translating Colloquial Terms in Dawan Language
Get PDFChatGPT, a multilingual translation application has made intercultural conversation simpler including local language. However, ChatGPT's translation accuracy should be reviewed due to limits in recognizing domain-specific terms and cultural context. The aim of this study is to find out the translation accuracy of ChatGPT in translating colloquial terms in Dawan language. This study used qualitative method. The participants of this study were from the sixth semester English department students of University of Timor. The data source of this study was the translation result in Dawan into Indonesian language. While, the data of this study are ChatGPT’s translation result obtained from students’ word list from Dawan into Indonesian language. The result of the analysis showed showed that ChatGPT performs relatively well in translating basic vocabulary and common expressions, with 60% of the translations deemed accurate. However, the tool demonstrated significant limitations in handling culturally embedded and context-dependent terms
Digital Literacy and Learning Interaction: An Ethnographic Study of Indonesian EFL Classrooms
No full textThis ethnographic study examines the relationships between digital literacy and learning interactions in Indonesian EFL classes. The study seeks to elucidate the role of digital tools in mediating educational practices and interactional dynamics between educators and learners. Data were collected over six months at SMA Negeri Ternate, Indonesia, using participant observation, semi-structured interviews, document analysis, and field notes, involving five teachers and ten students. The findings suggest a triadic interactional framework, comprising learner-content, learner-instructor, and learner-learner interactions, all of which are shaped by digital integration. Students utilized multimedia resources such as YouTube and ChatGPT, promoting independence and multimodal understanding. Nonetheless, conventional assumptions of teacher authority persisted, and digital disparities frequently limited peer participation. Three cultural elements emerged: technology-enhanced instruction, enduring teacher authority, and flexible peer solidarity. The study concludes that digital literacy alters classroom dynamics, but it must be grounded in local educational and cultural norms. It necessitates culturally responsive instructional design and fair access to improve engagement and maximize the educational potential of digital literacy