FOSTER: Journal of English Language Teaching
Not a member yet
134 research outputs found
Sort by
Personality and Proficiency: Investigating How Extrovert-Introvert Traits Relate to English Speaking Performance
Get PDFThis study examines the correlation between extrovert-introvert personality types and speaking performance among tenth-grade students at a private high school in Manado, North Sulawesi during the 2024/2025 academic year. Using a quantitative approach, this research employed both correlational and comparative designs to explore whether personality traits impact speaking performance. A sample of 104 students completed the Eysenck Personality Questionnaire (EPQ), categorizing them into extrovert, introvert, and ambivert groups. Speaking performance was measured through mid-test scores in English-speaking class. The results indicate no significant correlation between personality type (extrovert and introvert) and speaking performance, with Pearson correlation coefficients of 0.232 (extrovert) and 0.231 (introvert) showing weak, non-significant relationships. However, comparative analysis via t-tests revealed a significant difference in performance between personality types, with introverted students achieving higher mean scores (M = 86.93, SD = 10.13) than extroverted students (M = 81.73, SD = 14.32), suggesting greater performance consistency among introverts
Peer Group Activities: A Comprehensive Approach to Reduce Speaking Anxiety in EFL Classrooms
No full textThis study examined how practical peer group activities helped Indonesian first-grade high school students improve their English speaking skills and reduce their speaking anxiety. Through an explanatory mixed-method research design, the study methodically investigated the linguistic and psychological effects of collaborative learning strategies in EFL situations at SMAN 13 Pangkep throughout the 2024–2025 academic year. After being randomly selected, forty-four students were split equally into two groups: the experimental group received set-up peer group interventions. In contrast, the control group proceeded to use conventional solo learning strategies. The multi-instrument methodology used validated anxiety questionnaires derived from the Psychological and Sociocultural Anxiety Scale (PSCAS), semi-structured interviews, structured classroom observations, and standardized speaking assessments to collect thorough quantitative and qualitative data. According to statistical analysis, the experimental group's mean anxiety levels decreased from 64.95 to 56.09, significantly improving compared to the control group's more modest fall from 64.86 to 60.54 (p=0.029). At the same time, the experimental group's mean performance scores increased from 49.36 to 65.90, which was a substantial improvement above the control group's from 46.33 to 56.18 (p=0.009). Qualitative data supported these statistical findings, as participants described peer group activities as helpful, engaging, and life-changing for their language learning process. The collaborative task division, mutual feedback, and knowledge sharing created a supportive environment that students especially enjoyed. These factors combined to lower anxiety and boost confidence in oral communication. Significant empirical evidence is presented in the study to support the incorporation of organized collaborative learning practices as a successful educational intervention for addressing the complex relations between social, emotional, and psychological aspects that affect language acquisition. These results provide essential information for developing curricula and instructional strategies that build communicative competence and reduce language anxiety in teenage EFL learners in Indonesian classrooms
Enhancing EFL Students’ Reading Comprehension and Motivation through the SQ3R Method: A Classroom Action Research Study
Get PDFThis study investigates the implementation of the SQ3R (Survey, Question, Read, Recite, Review) method in a ninth-grade classroom at SMP Negeri 4 Rambang Niru, aiming to enhance both reading comprehension and student motivation. A total of 28 students participated in this classroom action research project, which spanned an academic semester. To evaluate the effectiveness of the SQ3R methodology, the research employed test cycle implementation for reading comprehension assessments, alongside a motivation questionnaire adapted from the Attitude Motivation Test Battery (AMTB). This comprehensive approach allowed for a detailed examination of the interconnected variables of motivation and comprehension. The results indicated a significant improvement in students' reading comprehension abilities and a noticeable increase in motivation levels, with 85% of participants reporting enhanced interest in reading tasks. Furthermore, the findings illustrated that utilizing a structured approach like SQ3R not only deepened student engagement but also empowered learners to take ownership of their educational experiences. This aligns with existing literature underscoring the correlation between motivation and reading outcomes and suggests that motivated students generally display improved comprehension skills. The implications of this research emphasize the necessity for educators to integrate motivational techniques into reading instruction and suggest opportunities for further research across diverse educational contexts. Future studies may explore the long-term impacts of the SQ3R method on various age groups or demographic profiles, contributing to a broader understanding of its effectiveness in different learning environments
The Use of Hume AI in Speaking Assessments: Teachers’ Perceptions in Senior High School Contexts
Get PDFThis research aims to investigate the perception of teachers about the use of Hume AI for assessing students’ speaking skills in senior high school. English teachers (n=4) from public senior high schools in North Sumatra participated in this study. This research employed a descriptive qualitative method with semi-structured interviews and field note observations. The data was examined by using thematic analysis. The result indicated that Hume AI has a positive impact on students’ enthusiasm and interest. However, several challenges hinder the optimal use of Hume AI in speaking assessments, particularly in spontaneous speaking, including their low motivation to learn English due to socio-economic factors, and insufficient access to technological infrastructure within schools. Despite these obstacles, teachers acknowledged the potential of Hume AI to enhance speaking assessment and recommended its integration as both a learning and assessment tool. These findings offer insightful information for teachers, policymakers, and AI developers looking to implement AI-based tools in language learning and assessment practices
The Effectiveness of Survey, Question, Read, Recite and Review (SQ3R) Technique to Increase Students' Reading Comprehension
Get PDFThis study aims to analyze the effectiveness of Survey, Question, Read, Recite, and Review (SQ3R) technique in improving students' reading comprehension at SMPN 7 Palopo. The study employed a quantitative approach with an experimental design, involving students as research participants. The researcher used a total sampling which consists of 30 students. The researcher used reading tests as instruments in this study. The results showed that the average score of students in the post-test was higher than the average score obtained by students in pre-test (33.83<68.27). Apart from that, the t0 (ttest) value is 22.261 with a df (degrees of freedom) value of 29, while the tt (ttable) value is 2.042 for a standard significance level of 0.05 at df = 30. It shows that the value of the t-test is higher that the value of the t-table. The researcher also found a value (p) of 0.00 and alpha (α) of 0.05, resulting in p<α (0.00<0.05). The results revealed that the SQ3R technique significantly improved students' reading comprehension compared to conventional methods. Students taught using this technique demonstrated better abilities in identifying main ideas, specific information, and drawing conclusions from texts
Comparing Grammar Translation Method and Communicative Language Teaching in EFL Context: A Qualitative Literature Review
No full textTeaching English as a foreign language (EFL) differs greatly from teaching English as a first language (L1). To ensure that teaching and learning are successful and efficient, teachers must possess a broad range of pedagogical expertise. Each method needs to be adjusted to the particular educational and environmental setting. The primary objective of this article is to provide comprehensive insights into two prominent language teaching methods, namely the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). While GTM has been historically prevalent, CLT has recently gained widespread popularity. This paper focuses on the understanding of educational practitioners, particularly in the domain of English Language Teaching (ELT) setting, by conducting a comprehensive comparison of GTM and CLT thoroughly, focusing on teaching techniques, characteristics of both teaching methods, and the way the instructor addresses students’ mistakes. Although CLT is recognized as the more realistic and advantageous method in contemporary contexts, it is still acknowledged that GTM possesses certain positive attributes. Additionally, since every country has its own unique set of circumstances, social norms, and background, the teacher must be aware of the most suitable teaching-learning method
Navigating Leadership and Identity: A Qualitative Exploration of Class Monitor Roles among Vietnamese English-Major Students
Get PDFThis qualitative study delves into the impacts of taking on the role of a class monitor among Vietnamese English-major students, focusing on the nuanced experiences and growth trajectories stemming from this leadership position. Conducted within two higher education institutions in the Mekong Delta, the research employed semi-structured interviews to capture the voices and narratives of 15 participants. Grounded in the Constructivist Grounded Theory and the Phenomenological Approach, the study unearthed several pivotal themes. These included feelings of empowerment through leadership responsibilities, the intricate balancing act of cultural mediation and dual identities, enhancement of English communication skills, the evolution of prioritization skills, profound introspective journeys towards self-realization, and a deep-seated desire to inspire and create a lasting legacy. The findings not only shed light on the multifaceted impacts of the class monitor role but also underscore the transformative potential of such positions in fostering personal and academic growth. The study contributes uniquely to the discourse on student leadership, offering educators, policymakers, and institutions a deeper understanding of the experiences and challenges faced by student leaders in a Vietnamese context. It emphasizes the importance of recognizing and harnessing the profound personal and collective journeys these roles can initiate
Multilingualism in Bugis Language Context: A Case Study on English Language Teaching Interactions
Get PDFThis study explores the intricate dynamics of multilingualism within the Bugis language context and its impact on English Language Teaching (ELT) at UPT SP SDN 251 Pae-Pae. With a focus on the Bugis community in Indonesia, the research delves into the complexities of language interaction in daily life and the teaching process. The Bugis language, embedded in rich cultural heritage, coexists with Indonesian and English, presenting a unique multilingual tapestry. The study employs a qualitative case study approach, including in-depth interviews with an English teacher. Findings reveal variations in language use within the family, community, and classroom contexts. Challenges arise in understanding nuanced meanings between languages, particularly in higher grades. The English teacher supports a multilingualism approach in teaching, emphasizing its role in enhancing students' adaptability and cultural sensitivity. The study contributes valuable insights to the broader discourse on language education and multilingualism in a globalized world, affirming the significance of a multilingual pedagogical approach in preparing students for diverse communication scenarios
An Exploration into the Interrelation between EFL Learners’ Self-Regulated Learning, Self-Determined Motivation, and Academic Persistence
No full textSelf-determined motivation, self-regulated learning, and academic persistence are recognized as pivotal non-cognitive factors shaping students’ academic advancement (Watts-Martinez, 2015). The increasing public interest in higher education outcomes propels researchers to explore the factors contributing to persistence and successful college completion. Motivation may function as a mediating factor between self-regulated learning and academic persistence. Despite their significance, the interrelation between these factors, particularly in the context of learning English as a foreign language, has not yet been thoroughly examined. This review delves into the theoretical foundations of this interrelation, shedding light on its importance and potential impacts, especially in non-English-speaking contexts such as Iran. The literature suggests that understanding how orientations of self-determined motivation, whether intrinsic or extrinsic, influence EFL students’ academic persistence is crucial. This gains particular significance in the context of English language education, especially at the tertiary level, warranting further analysis
The Roles of the Fanbase Online Game to the EFL Reading Comprehension Skills
Get PDFThe proliferation of online games and fanbase communities has created new opportunities for language learning outside traditional classroom settings. Games designed for specific fan communities, such as those centred around K-pop groups, incorporate substantial English language content that may influence English as a Foreign Language (EFL) learners’ reading skills. This study aims to investigate the role of the fanbase online game “BTS Island in the Seom” in developing EFL students’ reading comprehension skills among Indonesian university students. A qualitative case study approach was employed with purposive sampling of five Indonesian university students who had reached level 3000 in the game. Data were collected through semi-structured interviews and document analysis, including academic transcripts and gameplay recordings. Thematic analysis was used to identify patterns and relationships in the data. Four significant roles of the fanbase online game were identified: (1) functioning as an English learning medium that contextualizes language acquisition, (2) facilitating vocabulary enrichment and mastery through repeated exposure, (3) enhancing motivation to engage with English content due to fan interest, and (4) directly improving reading comprehension skills as evidenced by academic performance improvements. Fanbase online games can serve as effective informal learning environments for developing EFL reading comprehension when they successfully integrate engaging content with authentic language use. The strong motivational component derived from fan identity appears particularly significant in sustaining engagement with potentially challenging language content