Indonesian JELT
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Incidental Corrective Feedback by Classroom Teachers and Uptake by Bilingual Elementary Students in Teacher-Learner Interactions
Get PDFThe study investigated (1) the relationship between corrective feedback types and errors by bilingual elementary students in speaking; (2) corrective feedback type that leads to high uptake; (3) uptake commonly made by bilingual elementary students in response to incidental corrective feedback; and (4) perspectives of elementary classroom teachers and bilingual young learners on the provision, frequency, and timing of corrective feedback. The qualitative and quantitative research involved classroom teachers from grades 1 to 5 and bilingual elementary students. A total of 20 classroom teachers and 362 elementary students able to speak English, Bahasa Indonesia, and Chinese from a school implementing an international curriculum participated in the research. The study revealed that (1) different corrective feedback types, namely recast, explicit correction, clarification request, metalinguistic feedback, repetition, and elicitation were not specifically linked with phonological, grammatical, and lexical errors in speaking; (2) recast led to high uptake in the form of incorporation but not student-generated repair; (3) repetition was the most common type of uptake by bilingual elementary students; and (4) classroom teachers and elementary students wanted teachers to correct errors and give delayed error correction but have different perspectives on the frequency of doing it. For classroom teachers, learners’ errors have to be corrected all the time but for students, errors have to be corrected sometimes. Peer application of corrective feedback and repeated error by another student are new kinds of uptake based on the results of the classroom-based research
Code-mixing on Facebook postings by EFL students: A small scale study at an SMP in Tangerang
Get PDFThis study aims to analyze the use of English, in terms of code mixing forms, and its motivations by EFL teenager learners. The participants of this study are three students in the age range of 12-14 year’s old (grade 8th and 9th) in a junior high school in Tangerang, Indonesia. The data was a one week Facebook postings from the students Facebook page. Content analysis was used as a method for data analysis. In addition, interview was also conducted to find out the participants’ motivation in using English on their Facebook posts. The research findings showed that English is frequently used by students in social media to perform code-mixing which are present in caption, status, hashtag, and comments. Using Hoffman’s categorization (1991), reasons for code-mixing are identified as follows: 1) talking about a particular topic, 2) quoting somebody else’s statements, 3) being emphatic about something, 4) interjection (inserting sentence fillers or sentence connectors), 5) indicating pride and 6) limited words
The teacher’s sense of plausibility revisited
Get PDFMy aim is to give substance to Prabhu’s (1987) concept of ‘the teacher’s sense of plausibility’. That is to say, explore the way teachers develop professionally and personally by building a personal theory of teaching action based upon their own accumulated experiences - and reflection on them. Objective history is useful but perhaps more interesting are our personal histories. In this paper I shall attempt to link my own personal history in ELT to the places I have worked in, to the personalities I have encountered, to the evolving currents of ideas and publications, and to key critical moments in my own development. I shall weave together the five strands of places, personalities, ideas, publications and critical moments to demonstrate how they have influenced the direction of my own continuing development of a personal ‘theory’ of teaching. I shall suggest that this kind of reflective process can be a valuable element within the framework of teacher development as a whole
Language use in shifting contexts: Two multilingual Filipinos’ narratives of language and mobility
Get PDFThis study explores languages repertoire of two Filipinos who were brought up in a multilingual family and subsequently left their home country to live abroad. Both participants were exposed to more than 4 languages at their home country before they went to live abroad. The study was guided by three research questions: 1) how do these multilinguals use their languages? 2) what kind of linguistic dynamics the participants encountered during their mobility experiences? 3) how do the participants perceive themselves in relation to their linguistic and cultural identity? Narrative-based study was adopted to conduct this research. Data were elicited using open-ended interviews. The major findings show that although participants are still attached with their local languages, shifting of dominant language occurs in line with their mobility experiences. In addition, there is also an indication of language shift that takes place on the fourth generation. The 1st generation languages (participants’ grandparents, i.e. Ibanag and Karay-A) are no longer spoken and Tagalog is not inherited to the 4th generation of one of the participants
Using dictogloss to teach the English hypothetical conditional construction: An experimental approach
Get PDFThe current study reports on an investigation into the effects of using dictogloss to teach the English hypothetical conditional construction. Twenty four Indonesian EFL learners (initially fifty) studying English as a compulsory subject at a local secondary school in Jakarta participated in an instructional treatment that is called dictogloss. An interpretation task and a production task were used in the pretest and posttest in this study to measure the learners’ performance after the treatment. The findings revealed positive effects on both learners’ interpretation and production abilities. The participants improved significantly in their abilities to comprehend and use the target construction. One reasonable pedagogical implication is that dictogloss is an effective language teaching method, and should be used if teachers want to vary their teaching techniques
Narrative data and analysis in Second Language teaching and learning
Get PDFThe present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward
Experimenting with language through creative writing tasks
No full textThis article reports a small-scale study that explores ways of using creative writing tasks to address learners’ motivational and anxiety challenges in English writing. The study adopts an action research design (Burns, 2010) with cycles of reflection, planning, implementation, evaluative reflection, and analysis. The study was conducted for one semester with 41 students of low intermediate level of English proficiency participating in the research. The data was gathered through the researcher’s classroom observation, learners’ writing products, and lesson plan reflections and evaluations. The result of the study shows that 1) learners are able to produce personal and meaningful short creative texts; 2) creative writing tasks encourage learners to be a self-directed and autonomous English learner; 3) creative writing tasks allow learners to experiment with their current vocabulary knowledge and produce linguistic creativity; and 4) creative writing tasks expand their lexeme and senses knowledge
Remarks on language acquisition and literacy: Language acquisition and teaching, free reading, "Test-prep" and its consequences, the use of the first language, writing, and the great native speaker teacher debate
No full textThis paper reviews the arguments for comprehensible input (the "comprehension hypothesis" and discusses some of its applications to beginning and intermediate language teaching, including free voluntary reading as a bridge from conversational to academic language. The comprehension hypothesis provides some guidance on the proper use of the first language in second language teaching and helps explain what writing can and cannot do. Finally, the comprehension hypothesis contributes to the Great Native Speaker Teacher debate: We want teachers (1) to understand language acquisition, (2) to understand language pedagogy, and (3) to speak the language well. My point is that number (3) alone is not enough, even if the teacher is a native speaker
Use of English at the workplace: How far is this true in Malaysia?
Get PDFAccording to Ong etal. (2011), the importance of English in the Malaysian work environment is the main concern of many employers. Some employers reported that having employees with better English would improve productivity. How far is English being used at the workplace in Malaysia? This quantitative study targets at possible direction of a language programme such as English for Specific Purpose especially for Occupational and Vocational purposes. It looks into how much English is used at selected industries in Malaysia. Specifically, it reports on how communication in English is used at different departments in selected industries as well as how the use differs across age groups, genders and industries. Results of this study will have interesting implication for future English for business purposes courses
A study of Chinese university EFL learners' Foreign Language listening anxiety, listening strategy use and listening performance
No full textThe present study examined foreign language (FL) listening anxiety and listening strategy use in relation to FL listening comprehension performance of 1702 undergraduate EFL learners from 5 universities in China. Analyses of the survey data revealed the following findings: (1) more than half of the students generally did not feel anxious when listening to English, were low in English listening proficiency, were not confident in or satisfied with their English listening proficiency, and usually moderately used different types of strategies when listening to English; (2) compared with their female counterparts, the male students felt significantly more anxious when facing listening activities and less satisfied with their English listening proficiency, used significantly more often the memory/attention/understanding-related strategies and were less proficient in English, employed significantly more often ‘less active listener strategies’ (FLLSUS6), but significantly less frequently the strategies of negotiation for meaning (FLLSUS1), maintaining fluency (FLLSUS2), getting the gist (FLLSUS4), and nonverbal strategies (FLLSUS5), (3) all FLLAS (Foreign Language Listening Anxiety Scale) and FLLSUS (Foreign Language Listening Strategy Use Scale) scales were highly significantly correlated with each other and the students’ listening comprehension performance, and (4) FLLSUS6, FLLAS2, FLLAS3, FLLAS1, FLLSUS2, and FLLSUS1 were good predictors of English listening comprehension performance