FOSTER: Journal of English Language Teaching
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Students' Regard on the Use of ChatGPT in their Writing Competence
Get PDFThis qualitative case study explored the impact of ChatGPT on the writing competence of 3rd year BAEL students. It aimed to determine the use of ChatGPT on students' writing competency. A stratified purposive sampling method was used in selecting experienced participants. The scrutinized gathered data was subject to thematic analysis anchored by Braun and Clarke (2006), revealing both beneficial and counterproductive outcomes from using ChatGPT on students' writing competence. This concludes that the impact of ChatGPT on students’ writing was multifaceted highlighting the significance of adopting a well-rounded approach to maximize benefits and minimize potential drawbacks
English as an International Language for English for Information Literacy: A Pathway to Knowledge Development
Get PDFIn today's digital era, information literacy has become crucial for navigating the vast landscape of knowledge and engaging with diverse sources of information. This research explores the role of English as an International Language (EIL) in the context of English for Information Literacy (EIL) and its contribution to knowledge development. The study seeks to answer three key questions: How does EIL proficiency impact the development of information literacy skills in multicultural and multilingual contexts? What are the most effective teaching methodologies for integrating EIL into information literacy education? How do EIL and information literacy intersect to empower individuals in their personal, academic, and professional pursuits? By employing correlation analysis and case studies, the research examines the relationship between EIL proficiency and information literacy skills development and evaluates the efficacy of teaching practices that integrate EIL into information literacy education. Data is collected through EIL proficiency assessments, information literacy skills assessments, and in-depth case studies involving interviews, observations, and document analysis. The study's findings offer valuable insights into the interplay between EIL and information literacy, emphasizing the importance of equipping learners with both linguistic and information literacy skills. Ultimately, the research aims to contribute to the development of innovative pedagogical approaches and enhance the quality of information literacy education in multicultural and multilingual contexts
The Teachers’ Perceptions of Using Google Translate in the Teaching of English Pronunciation
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This study aims to investigate and describe teachers’ perceptions toward the use of Google Translate as a medium for teaching English pronunciation. This study applies a qualitative method, with data collected through observation and interviews. In getting data, the writer examined three English teachers from different schools in Yogyakarta who have used Google Translate in their classrooms. The result of this study showed that teachers have both positive and negative perspectives on using Google Translate as a medium for teaching pronunciation. The positive points of using Google Translate as a learning medium are that it is suitable and effective for helping students improve their pronunciation and ease of access and use. They believe that using Google Translate as a learning media has a good effect on students, increasing their interest in and motivation to learn pronunciation. In addition, the negative points of using Google Translate are that it depends on an internet connection, and using smartphones to access Google Translate in the classroom can be a distraction for students. Although there are some negative perceptions, it can be concluded that teachers have more positive perceptions towards using Google Translate as a learning medium to teach English pronunciation
Teachers' Reasons for Adopting the Bilingual Approach to English Language Teaching
Get PDFThe use of L1 in foreign language classes still has pros and cons in some circles of education. Although there are still pros and cons, the use of L1 in education, especially in teaching foreign languages, is now increasingly recognized and considered by many people, so it continues to be used. This study aims to find out the reasons for English teachers using L1. A qualitative approach with a case study research design was adopted to explore teachers' reasons and opinions. The findings of this study are based on interview data (semi-structured interview) and observations collected in two junior high schools located in the Special Region of Yogyakarta. This study examined three junior high school English teachers. The results revealed that the teachers had clear reasons for using L1 (Bilingual Approach). The reasons used by the teachers are as follows; (a) to explain the material, (b) for class management, and, (c) because the students' level of English is still limited
Challenges in Implementing Learner-Centered Method for English Language Teaching in Tanzanian Secondary Schools
Get PDFLearner-centred methods (LCM) are vital in improving students’ cognitive, however, they are lowly practised by teachers in Tanzania. This study explores LCM used by teachers in teaching English Language, challenges related to the use of LCM and how teachers respond to the challenges in the selected schools. Fifty (50) teachers from secondary school deemed to use LCM were selected. A descriptive study design was used. Data were collected through interviews and then analysed through content analysis. The findings reveal that teachers in visited schools preferred using debate, group discussions and probing questions and answers. Nonetheless, shortage of study materials, time factor, large number of students in classes and students being uncomfortable with the methods were reported as key challenges. Teachers responded to the challenges by setting separate learning sessions, borrowing learning materials from other schools and setting extra hours. The findings of this study informs the need for interventions to promote the effective implementation of learner-centered methods. This study adds to the empirical evidence regarding the use of LCMs in English Language teaching especially in poor resource countries
Enhancing Engineering students’ Self-directed learning of Communication Skills: Is it Teacher Support and/or Peer support?
Get PDFResearch shows that perceived teacher and peer support are essential to self-directed learning. Previous research has also examined the function of self-directed learning of Communication skills among Engineering undergraduates. Yet, there is a paucity of research into the influence of perceived teacher support and peer support in facilitating self-directed learning for the effective development of Communication skills. Thus, this study evaluated the effects of perceived teacher support and peer support on self-directed learning of Communication skills among Engineering students at technical universities in Ghana. This is a quantitative study with a cross-sectional survey design. A simple random sampling technique was employed to choose six technical universities, while a stratified random sampling technique was used to draw the sample sizes from each institution. Data were gathered from 1,189 first-year Engineering students. Multiple regression was used in analysing the data. The results revealed positive effects of teacher support and peer support on self-directed learning. Notwithstanding, the effect of teacher support was much stronger, indicating that teacher support best determines self-directed learning. Thus, it is imperative for teachers to discern the specific teacher activities that elicit favourable perceptions from students, in order to actively improve and refine these activities
Developing Basic English Module for Secondary Level: Task Based Language Teaching
Get PDFThe purpose of this study is to provide a suitable English-language curriculum for SMP Negeri 1 Bone-Bone. The five steps of the ADDIE model—analysis, design, development, implementation, and evaluation—are used in research and development as part of the research design. It used Ellis's (2017) Task Based Approach as a model to create the module. This research uses instruments such as observation, a questionnaire and interview for need analysis, expert validation, and a questionnaire for student and teacher perception. That designed module was tested on ten students of SMP Negeri 1 Bone-Bone. Therefore, the students' perception results obtained an average score of 3.64 which shows that the English module design is suitable for SMP Negeri 1 Bone-Bone. These results are supported by the results of the student questionnaire at SMP Negeri 1 Bone-Bone which are summarized as follows: the module consists of three themes, covering student needs, attractive design and layout, various integrated activities and skills, and providing guidelines for use. With modules, students can learn independently because they are adaptive and the instructions are easy
Practice Beyond the Classroom: Vietnamese University Students' Perception of Using Songs to Learn English
Get PDFEnglish songs are believed to be a helpful tool in teaching and learning English. Literature shows that the use of this vigorous tool not only facilitates students’ language development, but also enlarges their knowledge and motivation to learn. While applying songs in teaching has been widely studied, little is known about what learners think of this practice. The present study was therefore conducted to address this question. The study had a participation of 49 students majoring in English at Can Tho University, Vietnam. Using a questionnaire to survey learners’ opinion, the study found that Vietnamese university students have a positive attitude and high motivation towards listening to English songs in their study outside the classroom. Students’ preference regarding trendy songs and favorite singers and listening challenges were also identified and discussed. The study suggests a number of implications that add to the current literature on songs and their application in education
Empowering Language Learners: Strategies for Enhancing Learner Autonomy in Vietnamese Tertiary EFL Education
Get PDFThis qualitative study investigates the strategies employed by Vietnamese tertiary English as a Foreign Language (EFL) teachers to enhance learner autonomy in communication skills. Set against the backdrop of Vietnam’s evolving educational landscape, the study is informed by the theoretical frameworks of learner autonomy and sociocultural theory. The research utilizes semi-structured interviews with nine EFL teachers from two institutions, encompassing novice, mid-career, and near-end career stages. The thematic analysis of the interview data revealed four key strategies: collaborative learning, integration of technology, reflective practices, and personalized learning approaches. These strategies were found to be prevalent across different teaching experience levels, each contributing uniquely to fostering learner autonomy. Collaborative learning emerged as a tool for enhancing peer interaction and self-directed learning, while technology integration was highlighted for extending learning beyond the classroom. Reflective practices were shown to deepen students’ self-awareness and critical thinking, and personalized learning approaches were noted for catering to individual learner needs and preferences. The study highlights the importance of adaptable, context-sensitive teaching strategies in promoting learner autonomy in EFL contexts. It suggests the need for educational environments that support collaborative, technology-enhanced, reflective, and student-centered learning
Comparing Perceptions of Oral Corrective Feedback Between Beginner and Intermediate Level EFL Undergraduate Students
Get PDFThis study investigated the preferences of adult English as a Foreign Language (EFL) learners regarding Oral Corrective Feedback (OCF), an essential component of language teaching and learning. The research addressed a gap in the existing literature by conducting a cross-sectional, mixed-methods study with a sample of 21 intermediate-level university students in Costa Rica. The study aimed to determine the participants' overall perception of OCF, the types of errors they considered worthy of correction, and their preferences for different modes of oral correction. The findings were then compared to the results of a previous study conducted by the researcher in 2023 with beginner-level EFL learners. Statistical analysis revealed that, like their beginner counterparts, the intermediate-level students have a significantly positive perception of OCF in language development. Both cohorts appreciated correcting all types of errors, with intermediate students placing slightly more emphasis on pronunciation-related errors. In both groups, the preferred feedback type was an explicit correction, while the least preferred was no correction, metalinguistic indication, and non-verbal cues. These findings contribute to the limited research on adult EFL learners' preferences for OCF in Latin American contexts, providing valuable insights for language instructors and researchers