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The invasion of globalization to higher education: The critical discourse study of emancipated learning policy
Full text linkThis study employs Critical Discourse Analysis (CDA) to explore the argumentation strategies or Topoi analyses used to justify the importance of the Emancipated Learning Policy (Merdeka Belajar Kampus Merdeka/MBKM) in response to the globalization of education. The discourse of globalization of education around the world, including in Indonesia, has been a topic of growing concern that attracts researchers and academics. In the context of Indonesia, this country deserves a close look since globalization has shaped and reshaped the education policy and practices, as well as enforced the shift of higher education curriculum. Besides unfolding the argumentation strategies utilized by the government to legitimize the policy, the study sheds new light on an alternative analysis to comprehend the marketization of higher education in Indonesia. The topoi analysis was used to identify how globalization shapes the policy and how the national authority discursively justifies the claim of its importance. By analyzing topos of urgency utilized in policy texts and the ministers speech, the findings reveal that the presence of globalization invasion in the policy is evident, as identified in the following arguments, namely link and match, quick change, competitiveness, and collaboration. These findings convincingly show that the education policy and its implementation should be advanced to match the global values of globalization, which is expected to bring a positive impact to national education, especially in the higher education context
Transboundary Haze in Indonesian and Malaysian News Media: Corpus-Assisted Ecolinguistics
Full text linkTransboundary haze has gained critical attention from global scholars since its impacts on society, economics, and health are prevalent in mass media. This study aims to examine transboundary haze from an ecolinguistic viewpoint of Indonesian and Malaysian mainstream media. From the data collected, this study; 1) analyses the themes of transboundary haze news in Indonesian and Malaysian media and 2) interprets the themes represented in the discourse ecologically. Using corpus analytical tools provided by Sketch Engine, this study examined the corpuss keywords, collocations, and concordances. Findings show that, despite some identical themes, Indonesian mass media foreground the fires location, mitigation action, and non-human species impacted by the haze. In contrast, Malaysian mass media focuses on the affected areas and health issues. Both media involved similar strategies to frame the government as the responsible agent for mitigating the fires and haze. Ecologically, the discourse of transboundary haze in Indonesian and Malaysian mass media is ambivalent. In Indonesian media, transboundary haze is regarded as a disaster rather than a conflict due to human activities related to land clearings, whereas Malaysian media captures transboundary haze as a health and pollution issue. The ambivalent discourse is proven by the lack of human activities that cause transboundary haze, even though the media advocates for environmental and health issues as prevalent themes in news broadcasts. Ecologically, this study recommends mass media to emphasise the anthropocentric causes of transboundary haze to raise public awareness about human activities and their environmental consequences
Experiences of ESL students and instructors using Grammarly in academic writing
Full text linkIncorporating artificial intelligence writing assistants (AIWAs) into academic writing provides opportunities to improve higher educational formative assessment. The current study seeks to examine the effectiveness of Grammarly, an AI writing assistant (AIWA), in providing instantaneous and personalised feedback to English as a second language (ESL) graduate students. The data were collected through semi-structured interviews and focus group discussions with 30 graduate students and five writing instructors with more than three years of teaching experience in graduate writing at a Malaysian public university. The results demonstrated that Grammarly enhanced student motivation, engagement, and writing proficiency through constant and detailed feedback compared to conventional approaches with time constraints and high subjectivity. However, the findings also highlighted limitations in the variety of feedback provided by Grammarly particularly in addressing nuanced academic writing needs and tailoring suggestions for complex content. Furthermore, Grammarly can support self-regulated learning while decreasing writing anxiety. This finding contributes to the ongoing discourse on AI incorporation in education and employing a balanced method in incorporating AI feedback with human oversights. This limitation underscores the importance of using Grammarly as a complementary tool rather than a standalone solution. Summarily, incorporating AIWAs responsibly can assist in providing a more conducive learning context for students future academic and professional endeavours
Comparing the Effectiveness of Multimodal vs Monomodal Digital Flashcards for L2 Vocabulary Learning
Full text linkThis applied psycholinguistics study explores whether multimodal flashcards (containing text, audio, and a picture) are more effective than monomodal flashcards (containing text only) as a tool for learning the meanings of novel second-language (L2) concrete nouns. A flashcard application that utilizes active recall testing and spaced repetition Anki was used as a research instrument. A within-subject design was used: Each participant (n = 25) studied a total of 30 L2-L1 (EsperantoIndonesian) word pairs over the course of 7 study sessions using an assortment of 15 multimodal and 15 monomodal flashcards, with each word pair being presented multimodally to approximately half of participants and monomodally to the other half. When (re)viewing the answer side of a card, participants were instructed to tap Good if they recalled the answer correctly or Again if not. Recall accuracy data for the two card types was collected and then analysed using a paired t-test, the results of which indicated that the number of user-initiated reviews (Again count, which is indicative of the number of memory lapses) was significantly higher for monomodal flashcards (M = 83.2 ,SD = 61.3) than for multimodal flashcards (M = 58.8 ,SD = 32.1), t(24) = 3.4, p = .001. These results support the hypothesis that multimodal flashcards are more effective than monomodal flashcards as a tool for learning the meanings of L2 concrete nouns. By implication, language learners can enhance their recall accuracy of L2 concrete nouns by creating and using flashcards that include multiple semantically congruent modes
How do senior English teachers experience Global Englishes in language teaching? Narratives from within
Full text linkExtensive research on Global Englishes (GE) experiences has been investigated in response to the calls for using English as a global language and multicultural communication tool. However, previous studies were entirely concerned with higher education and language course teachers. Thus, to fill this lacuna, this current research dispensed the experiences of five senior English teachers dealing with GE in Islamic boarding school settings in Indonesia using a narrative inquiry. The five participants in this study were selected purposefully based on their teaching experience of more than 20 years. The data were gathered using individual in-depth interviews and analysed following Braun and Clarkes thematic analysis procedure. Results revealed that most participating teachers were unaware of the GE variations. Their inadequate knowledge of GE was seen in how they perceived issues of native-speaker ideology, the use of L1, the inclusion of Western culture, and the use of English textbooks in their classes. The studys findings suggest that raising GE awareness of English teachers is essential since the paradigm shift of English as a global language has received considerable and critical attention in academia. In addition, the findings demand GE awareness to be included in the secondary school English curriculum. Finally, the use of narrative inquiry in this study is also promising in revealing teachers lived experiences personally and professionally
Investigating students needs for TPACK elements in listening materials for an English for economics and business e-book
Full text linkDeveloping an English e-book for Economics and Business with sufficient and proper content, pedagogical approaches, and integrated technology is required. This research analyzed Economics and Business faculty students need for TPACK elements of listening materials in an e-book for learning English for Economics and Business. Listening material is highlighted because it is the most challenging skill to acquire among many non-English major students. This needs analysis can provide more focused and practical listening materials in English for Economics and Business, facilitating students acquisition of the necessary abilities to improve their listening skills and for their future careers. Accordingly, descriptive research was conducted, and the questionnaire was used to collect data related to the students needs, which were analyzed from five aspects: target situations, discourse, deficiency, present situations, and TPACK elements (technology, pedagogy, content, technological pedagogy, technological content, pedagogical content, and technological pedagogical content). From an ESP perspective, the data were analyzed descriptively. The study reveals that students require technology such as audio, short clips, and songs with engaging and meaningful listening materials, namely, business ethics, job interviews, business meetings, negotiations, and discussions. This study provides insights for English for Economics and Business e-book authors to design and develop e-books based on students need for TPACK elements for listening materials
Investigating Indonesian university students attitudes toward ELF-informed materials in business English contexts
Full text linkDespite the growing research demonstrating the changing role of English as a lingua franca (ELF) in todays globalized world, few studies in Indonesia have examined how learners perceive English language teaching (ELT) materials in relation to ELF. Using both quantitative and qualitative approaches, this study investigates learners attitudes toward the current ELT business materials in light of ELF at a private university in Jakarta. A total of 382 respondents filled out online questionnaires, and 10 of them participated in semi-structured group interviews. The descriptive statistics analysis of the quantitative data demonstrated that the participants perceived that the materials incorporated Indonesian English and other non-native varieties of English, 88.4% and 55.2%, respectively. Regarding cultural representations, over 90% of the participants believed that the learning materials raised their awareness of cultural differences between native and non-native English speakers. Additionally, over 70% of the participants believed that the business scenarios in the materials included diverse linguacultural groups. Nevertheless, the thematic analysis of the qualitative results showed learners negative attitudes toward such materials due to their favoritism toward standard English norms and their regard for these as authentic instances of English in business contexts. Despite the limited scope of this study, the findings indicate that the exposure to ELF-informed materials needs to be accompanied by the provision of awareness-raising tasks which utilize the noticing strategy to allow learners to pay attention to different language functions, features, and varieties in authentic spoken and written texts produced within ELF business settings
Comparative analysis of writing strategies between Malaysian and Indonesian students
Full text linkThis study investigates the differences in writing strategies between upper secondary school students from rural schools in Penang, Malaysia, and Pontianak, Indonesia, to understand the influence of cultural and educational backgrounds on their approach to writing tasks in English. Utilizing a structured questionnaire with a Likert Scale, data from 109 Malaysian and 100 Indonesian students were analysed through descriptive statistics and t-tests for Equality of Means. The findings reveal significant differences in general, pre-writing, during-writing, and post-writing strategies between the two groups. Malaysian students exhibit a stronger inclination towards writing in their native language and utilizing bilingual dictionaries, while Indonesian students demonstrate a higher preference for writing in English during leisure, using English-to-English dictionaries, and relying on English grammar books. The study highlights the diverse approaches to language use and learning, suggesting potential cultural or educational influences shaping these practices. The data accentuates the importance of considering these contextual factors in enhancing writing instruction and suggests tailored educational interventions to address specific needs and practices. The findings also suggest educational interventions can improve planning and outlining skills, promote creative language use, and increase language resource usage. Educators should consider students cultural and educational contexts, tailoring strategies to diverse learning styles by integrating bilingual resources, promoting language experimentation, and emphasizing feedback and revision
Exploring postgraduates attitudes towards Grammarly as an automated writing evaluation tool in academic writing
Full text linkAutomated writing evaluation (AWE) tools are viral among English as a foreign language (EFL) students in academic writing. Thus, the current study explored EFL postgraduates attitudes toward using Grammarly as an AWE tool in academic writing. Furthermore, the study investigated whether there were significant differences in postgraduates attitudes toward using Grammarly in academic writing based on gender. The study participants were 23 postgraduate students at the English Department of a public university in Saudi Arabia. The study employed a mixed-methods approach to collect data on research design, utilizing both a questionnaire and interview questions. The quantitative data was analyzed using SPSS software, while the qualitative data was analyzed thematically. The findings of the quantitative analysis revealed that the postgraduates had a positive attitude toward using Grammarly in academic writing. The independent t-test resulted in no significant differences among the postgraduates attitudes based on gender. Moreover, based on quantitative and qualitative data analysis, Grammarly provides constructive feedback on students writing as it positively impacts academic writing regarding clarity, accuracy, style, and mechanics. Nonetheless, the results reveal some limitations of using Grammarly, such as incorrect suggestions and an overdependence on AWE tools, which can diminish the writers expression
An analysis of students voices towards a regional LMS for ELT in Indonesian Islamic schools
Full text linkThe current study examined students perspectives on the use of one of the regional learning management systems (LMS), E-Belajar (hereafter EB), at two Islamic boarding schools in Aceh, Indonesia. Fifty EFL Islamic boarding school students agreed to participate in this study. This study used a mixed method design, combining surveys and interviews. The data from the questionnaire was analysed quantitatively. Meanwhile, thematic analysis was performed on the interview data. The results revealed both good and negative attitudes of EB in ELT. Positive replies indicate that EB improved English comprehension and promoted autonomous learning, assisted students in completing English tasks on time by using the alert feature as a reminder, developed enjoyable and engaging learning activities using videos and online games, and encouraged students confidence in expressing ideas. However, negative voices highlighted the teachers failure to advise students on how to use EB properly, resulting in incorrect task submission. Students also preferred in person learning, and students had trouble communicating effectively. Students further pointed out that EB did not enhance listening skill, reading skill, speaking skill, writing skill, or grammar understanding significantly; only few students believed that EB helped promote English language skills, indicating that further efforts through EB was required. Students were also unable to access certain EB services, such as e-counselling and e-monitoring. Furthermore, dormitories have limited access to the internet. These circumstances became another drawback for students