643 research outputs found
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Preserving the Jawi script in Aceh: Assessing literacy, cultural heritage, and modern paradigm challenges
Full text linkThe use of Jawi, or the Arabic script that uses the Malay language, in the archipelago is gradually declining due to a paradigm shift. Increased Latin script use has diminished the Jawi script literacy, resulting in its perception as inferior. Research on this script as a cultural heritage in the province of Aceh, Indonesia, well-known as the Veranda of Mecca, is necessary, in line with the mandate of the National Education System Law, Qanun No. 11 of 2014 concerning the Implementation of Education, and the UUPA of 2016. This study aimed to explore the understanding of the Jawi script. It employed a descriptive-qualitative approach and the instruments used were a set of test questions and questionnaires. The samples were 100 randomly selected respondents from Langsa City, Aceh. The findings showed that 63 respondents successfully understood the conversion from the Jawi to Latin script, while only 22 could understand the conversion from Latin to the Jawi script. The results further indicated that the majority supported teaching the Jawi script in educational institutions as a means of preserving the cultural heritage of the Acehnese people. Furthermore, the participants ability to read the Jawi script was significantly better than their ability to write it. Hence, this study provides information on the Acehnese linguistic capabilities related to the Jawi script preservation, focusing on its maintenance, use, and literacy role in multilingual contexts. It contributes to the understanding of traditional writing system transmission and perception, enhancing our understanding of language practices in post-colonial societies
Motivation and attitudes towards English language learning in post-revolution Tunisia: A study across educational levels
Full text linkThe present study explores two primary social psychological factorsmotivation and attitudestowards learning the English language across various educational levels following the 2011 revolution in Tunisia. Utilizing a mixed-method research approach, this study combined quantitative and qualitative data collection methods to gain comprehensive insights. An arbitrary sample of 170 students, from primary to secondary education and university levels, was surveyed using the Attitude/Motivation Test Battery. Additionally, semi-structured interviews were conducted with 9 students and 3 directors from three educational institutions. The study encompassed six key domains: (1) attitudes regarding English language learning, (2) motivation, (3) integrative motivation, (4) instrumental motivation, (5) parental involvement, and (6) attitudes towards language policies. The results indicate that students exhibited positive attitudes and high motivation toward learning English. Furthermore, the data revealed a positive orientation toward learning the English language in terms of integrative and instrumental motivation. Notably, instrumental motives were identified as the primary basis for students motivation to learn English, slightly surpassing their integrative motivation. Moreover, a significant and positive correlation between attitude and motivation was observed. Conversely, the findings unveiled that all interviewees perceived educational policies as detrimental to English language learning. Their collective feedback underscored persistent challenges associated with English language education in school environments and society. Ultimately, all participants, either directly or indirectly, advocated for a heightened emphasis on the importance of English and called for a revision of language policies
Modal verbs in Indonesian and Malaysian English textbooks for secondary schools: A corpus-driven study
Full text linkModality is a salient notion in language, manifested through modal verbs. However, modal verbs are complex grammatical units since they have multiple functions and meanings. Previous studies have shown mismatches between actual language use and its presentation in textbooks, including modal verb representation in both EFL and ESL contexts. This study explored the distributional frequencies of modal verbs in Indonesian EFL textbooks compared to those in Malaysian ESL textbooks. It compiled the textbook conversation corpora from secondary education levels in Indonesia and Malaysia: two Indonesian EFL textbooks (IET) and two Malaysian ESL textbooks (MET), which are nationally endorsed. The corpora comprised 4,548 tokens collected from the conversations in the textbooks. Data collection involved corpus queries focusing on nine core/central modal verbs: can, could, may, might, shall, should, will, would, and must. The results show that Indonesian and Malaysian textbooks shared the same most frequent modal verb distribution; however, other distributions differed. Besides, English modal verbs in Indonesian textbooks are more static with one-to-one correspondence, while Malaysian textbooks present more dynamic modal verb meanings. Notably, Indonesian EFL textbooks have complete modal meaning representation, which is absent in Malaysian textbooks. Interestingly, the modal verb distributions in both textbooks differ from those in a native corpus, representing actual English use. These results highlight the need for more careful consideration when designing and developing teaching materials, especially in ESL and EFL contexts
Reader-Response Theory: Using Literary Works to Promote EFL Students Critical Reading Skills
Full text linkThis study investigated the combination of literary works and reader-response theory as a form of literary criticism to promote EFL students critical reading skills. To this end, 21 EFL students taking a reading course at a private university participated in the research. They were given five short stories in five sessions, read them, and responded to them based on reader-response theory. Oral and written responses were collected and analyzed to identify the elements of critical reading skills present. The study also distributed an open-response questionnaire to determine the processes students followed during reading activities. Thus, both the products (e.g., presentations, written responses, discussions) and processes of reading were investigated. The findings showed that five noticeable elements of critical reading emerged: reflecting, analyzing, interpreting, commenting, and reasoning. In addition, the activities had other benefits: students became involved in vocabulary acquisition and engaged with authentic materials. The study suggests that, apart from enhancing comprehension, reader-response theory and literary works can promote EFL students critical reading skills
Exploring Strategies for Promoting Engagement in EFL Primary Classrooms: Insights from Vietnamese Teachers
Full text linkThis study explores the strategies used by English as a Foreign Language (EFL) primary school teachers to promote engagement among young learners in the classroom and examines how these strategies manifest across different dimensions of learner engagement. Six EFL teachers from various primary schools in the South of Vietnam participated. Their strategies for promoting engagement were analyzed through multiple data sources including classroom observations (two 3540-minute videos of complete class lessons for each teacher), stimulated recalls, semi-structured interviews, and field notes. The analysis, which combines interview and observational data, reveals a wide range of strategies employed by teachers to enhance different aspects of engagement among young EFL learners, with a predominant focus on the behavioral and emotional dimensions and comparatively less attention to other components. These results provide insights into the practices of teachers in engaging young learners in primary school classrooms and highlight the need for a balanced use of strategies across all dimensions of engagement. The findings suggest that teacher training programs should emphasize the importance of addressing all dimensions of learner engagement, encouraging a more comprehensive approach to fostering young learner engagement in the classroom
Exploring differences in oral presentation modes: Does video recording really improve students performances?
Full text linkVideo recording has been proven beneficial for learning, and it might help improve students presentation skills and confidence. To examine the assumption related to students presentation skills and confidence, this study explored the differences in English as a foreign language (EFL) students performances, preparations, and preferences between video recording and in-class presentation. Forty college students from various majors enrolling in an English course were randomly sampled to participate in this study. Twenty of them performed presentations through video recording, and the rest in class. The students were given an online questionnaire about their preparations and preferences between the two modes. Their performances and preparation time were compared, and their preferences were analyzed. The results show no significant difference in the overall performances between those two groups of students (M = .1565), t(38) = 1.114, p .272. However, there was a significant difference in the aspect of eye contact and gestures (M = .5250), t(38) = 2.161, p = .037, indicating that the students presented through video recordings were more confident and used more gestures. Moreover, it was found that practice time did not correlate with the students performances r(38) = .025, p = .914. In addition, the students were not consistent with their preferences; while the majority (68.9%) agreed that they were more confident presenting through video recordings, 61.2% expressed a preference for in-class presentations. Therefore, it is recommended that EFL teachers assign a presentation mode that best suits students context since each mode has its strengths and shortcomings
Project-based or problem-based learning? Unveiling Islamic university students preferences and experiences in writing classes
Full text linkProject-Based Learning (PjBL) and Problem-Based Learning (PBL) have emerged as the leading teaching methods of this century. Thus, this study investigates the students preferences and experiences with PjBL and PBL in the development of writing skills at an Islamic university in Indonesia. Utilizing the qualitative analysis framework proposed by Miles and Huberman (1994), this research provides an in-depth examination of the students experiences, preferences, and the pedagogical efficacy of these two approaches. The data were collected through semi-structured interviews with the students who participated in writing courses that incorporated both PjBL and PBL strategies, allowing for a comprehensive comparison of their impacts on writing skills. The findings reveal that PjBL was particularly effective in enhancing the students writing abilities by nurturing sustained engagement, enabling thorough content exploration, and supporting iterative refinement through extended project work that integrates research, critical thinking, and feedback. In contrast, PBL proved valuable in promoting critical thinking and concise writing by utilizing structured problem-solving tasks. Overall, the study contributes to the discourse on effective writing instruction in higher education by suggesting that, while PjBL offered a more comprehensive framework for writing development, PBL served as a practical complementary method. The combined use of these strategies could, therefore, provide a balanced framework for enhancing the students academic writing proficiency
Smoke Signals: Decoding the Multimodal Strategies of Cigarette Health Warnings in Australia
Full text linkThis study examines the cigarette pack warnings of Australia focusing on how textual and pictorial elements interact to communicate health risks. It identifies the cigarettes companies adopted warning strategies, examines their functions, and investigates how language influences smoker perceptions and behaviours within Australias diverse demographic landscape to optimise health messages for effective tobacco control. This study employed a qualitative design to examine warning strategies and semiotic elements (textual and pictorial) used on Australian cigarette packs. Data embraced health warnings given on seven cigarette packs purposively selected from various brands in Australia, then analyzed according to Kress and van Leeuwens model (2001). The findings revealed a multimodal strategy of warnings on cigarette packs were exploited effectively by incorporating powerful plain texts and pictures to engage the public and smokers in the severe health hazards description. It is through these warnings that the manufacturers aim at, for instance, threatening or advising the Australian smokers to grasp health risks. Worth considering that utilizing vivid symbols, as colours, in health warnings on cigarette packs effectively highlights the severe health risks of smoking, making the dangers more tangible and emotionally compelling for smokers. Recommendations for improving these warnings include enhancing visual impact, using audience-specific messaging, and incorporating easily accessible quit support information. Ongoing updates, legislative support, and complementary public health campaigns are also advised to maintain effectiveness and support broader public health goals against smoking
Boosting pedagogical innovation in grammar class among EFL learners through microclass teaching strategies
No full textMicroclass is a teaching strategy which involves dividing large classes into smaller, more manageable groups. These smaller classes are managed by learner facilitators who have received microteaching training and take on teacher-like responsibilities such as facilitating learner activities, assessing work, leading discussions, and providing feedback. This research was conducted at one of the Islamic universities in Ponorogo, Indonesia, employing an exploratory sequential research design with a triangulation method. Data was gathered through semi-structured interviews with eight learner facilitators, questionnaires from 32 learners, and classroom observations. Descriptive analysis was applied to evaluate the role of lecturers and learner facilitators, the level of involvement, and the impact of microclass on the English language teaching process. The finding shows that lecturers and learner facilitators worked together responsibly and effectively to implement microclass. Lecturers conducted microteaching sessions, observed the classes, consulted with learners, and provided feedback. Meanwhile, learner facilitators took on roles as motivators, collaborators, discussants, and initiators, employing techniques such as pairing and scaffolding throughout microclass stages. This collaborative approach resulted in a well-organized classroom. Additionally, the innovative microclass format significantly enhanced learner participation in the learning process, leading to the development of soft skills such as problem-solving, teamwork, and self-confidence. It enables language lecturers to engage learners while developing language and 21st-century soft skills, and it therefore merits further exploration
English is not useful for my afterlife: Teachers and students perspectives of English language teaching in pesantren
Full text linkThis study investigates the core beliefs of English teachers facilitating English language learning in Islamic boarding schools. Using a phenomenological research method, the research explores the lived experiences of six participants, four students (S1, S2, S3, S4) and two teachers (T1, T2), regarding English learning in Islamic educational settings. The study conducted detailed, semi-structured interviews and observations at a privately-run Islamic boarding school in Pasuruan regency, East Java, Indonesia. The results reveal that the teachers face significant challenges including inadequate technological resources, poor student motivation, and beliefs that religious knowledge supersedes English proficiency. Likewise, the students initially demonstrated low motivation due to limited extracurricular activities and perceptions that English conflicts with religious studies. However, institutional interventions through interactive techniques, modern teaching practices, and cultural exchange programs gradually improved student attitudes. Adaptive strategies emerged, incorporating Islamic values into language education while emphasizing Englishs practical applications. The findings suggest that culturally sensitive and innovative teaching strategies are crucial for effective English language acquisition in religious educational settings. By integrating Islamic principles into language instruction, educators can enhance student engagement while preserving cultural identity. This study provides important perspectives on English language learning in Islamic boarding schools and presents recommendations for educators and policymakers to enhance language education in similar contexts, while maintaining respect for religious and cultural values