643 research outputs found
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Addressing the role of structured extensive listening among low-proficiency Thai learners of English
Full text linkDespite growing research on extensive listening (EL), structured approaches tailored for low-proficiency EFL learners struggling with self-directed learning are limited. The study examined 1) the effects of EL on students listening comprehension, 2) the correlation between EL hours and listening comprehension scores, and 3) student perceptions of the EL program. An embedded experimental design was employed in this research. A total of 66 students in the subsidized university in Thailand were selected using a purposive sampling technique. They were assigned to two groups33 students in the EL treatment group and the other 33 in the comparison group, which received classroom listening activities in the form of textbook-based listening exercises. The research instruments include a placement test, pre- and post-listening comprehension test, a listening log, and a focus-group interview. To analyze the data, t-tests were used to compare the groups and assess pre- and post-test improvements within the experimental group. Cohens d was calculated to determine the effect size of the improvement. Pearson correlation was used to evaluate the relationship between extensive listening hours and post-test scores, while the focus-group interview transcripts were analyzed using thematic analysis to examine students perceptions. The findings revealed a significant improvement in listening comprehension for the experimental group, with a moderate effect size. A positive correlation (r = .79) was found between listening hours and test scores. Qualitative findings revealed that students experienced greater enjoyment, confidence, motivation, and reduced anxiety compared to traditional classrooms, although some expressed concerns about the complexity of the listening logs. Overall, structured EL proves efficacy in enhancing listening comprehension and engagement for low-proficiency EFL learners
English acculturation in food and coffee shop naming: Examining its impact on local languages
Full text linkThe proliferation of the English language has resulted in the blending of the English language and culture into the national and indigenous languages of emerging countries, including Indonesia. Although most people in North Aceh, Indonesia, are Acehnese, some restaurants and coffee shops are named in English. This study explores how English acculturation in the naming of food and coffee shops affects the visibility and preservation of local languages in this area. Using Berrys acculturation framework, the research categorizes naming practices into assimilation, integration, and isolation, analyzing how English, Indonesian, and Acehnese elements are blended or separated in commercial branding. Data were gathered through interviews with business owners and customers, as well as observations of shop names and menus. The findings reveal that assimilation is the most dominant strategy, reflecting a preference for English-language branding as a symbol of modernity and prestige, particularly among younger entrepreneurs. However, some businesses still adopt integrated or local naming conventions to retain cultural identity. These practices have sociolinguistic implications, as the increased dominance of English may marginalize the Acehnese language in public spaces. The study calls for culturally responsive language planning to ensure a balance between global appeal and local heritage in commercial language use
Shifting Paradigms in Translanguaging: A Scientometric Analysis of Research Trends and Trajectories
Full text linkOver the past decade, numerous papers have documented translanguaging studies, significantly contributing to the shifting paradigm in this research area. Nevertheless, no comprehensive bibliometric analysis has been conducted on the landscape of translanguaging research to uncover the prominent areas and potential future directions. This study focuses on articles from the Scopus database published from 2014 to 2023 with the search keyword "translanguaging." The identified retrieval data (2213 entries) was used to analyze the publication authors, affiliations, source journals, countries, times cited, citation networks, and keyword co-occurrences to uncover the intellectual structure and dynamic progress of translanguaging studies. The data was analyzed and visualized using the Bibliometrix R package and VOSviewer. The results revealed that there has been a steady and continuous growth in the number of publications on translanguaging over the past decade. The USA and the UK are leading countries in translanguaging publications and citations. The shifting themes of translanguaging from 2014 to 2020 focus on language-integrated learning and teacher education. However, from 2021 to 2023, research has risen on various educational and sociolinguistic subjects, including multilingual education, ESL, literacy, equity, classroom interaction, language teaching, home language pedagogy, decoloniality, mobility, and social justice. Further research is needed to explore the influence of technology on translanguaging practices and the capacity of artificial intelligence to improve multilingual communication
AI-powered language learning: A blessing or a curse for English language education?
Full text linkIntegrating Artificial Intelligence (AI) into English language learning has garnered substantial attention and raised pertinent questions about its implications for the future of language education. This qualitative study with a systematic review design probes into the complex relationship between AI and English learning, whether AI in English language learning constitutes a potential detriment to the educational process, and whether AI is a disaster or a boon for English learning. A total of 15 peer-reviewed articles published between 2019 to 2023 (indexed in Scopus, WoS, and Sinta) were analyzed through four steps (data extraction, quality assessment, data synthesis, and result interpretation) to ensure comprehensive coverage. The findings from this study revealed not only multifaceted insights into the relationship between AI and English language learning, such as personalized learning, increased interactivity, and accessibility, but also its challenges, including privacy-related concerns, loss of human interactions, and reliability issues. This present study contributes to a comprehensive understanding of the role of AI in English language learning, offering educators, researchers, and policy-makers valuable insights into the benefits and potential pitfalls of integrating AI technologies in language education. Moreover, this present study provides a details exploration of the AI-English learning paradigm, emphasizing the need for a holistic perspective that leverages AIs strengths while safeguarding the integrity and vitality of the English language learning experience. Furthermore, this study offers recommendations for future research endeavors, emphasizing the need for ongoing evaluation and refinement of AI-based English learning strategies
Challenges in English-medium instruction classes among engineering major students at Bangladeshi private universities
Full text linkTertiary students in Bangladesh predominantly come from Bengali Medium Instruction (BMI) backgrounds and transition to English Medium Instruction (EMI) when pursuing higher education at private universities. This shift represents a critical transition phase from Bengali to English instruction. This study aimed to explore the challenges faced by Engineering major students during this transition at private universities in Bangladesh. Adopting a mixed-methods approach with a convergent parallel design, the study placed equal emphasis on quantitative and qualitative data. Quantitative data were collected through a survey of 301 respondents, while qualitative data were gathered via focus group interviews with 10 respondents using a random sampling technique. Descriptive analysis of the survey data was conducted using SPSS, and the interview data were analysed thematically. The survey results revealed that students faced significant challenges in EMI classrooms, including difficulties in understanding lectures, preparing assignments, conveying knowledge in exam scripts, and delivering presentations. The interviews provided deeper insights into these challenges. This study serves as an eye-opener, emphasizing the need for solutions to address the difficulties encountered by first-year engineering students during this transitional phase. It also recommends further research to examine the effectiveness of structured bridging programs in mitigating the linguistic gaps and challenges identified in this study
Designing English writing worksheets incorporating Islamic moderation values at an Islamic senior high school in Palopo
Full text linkThis study aimed to design an English writing worksheet integrating Islamic moderation values for tenth-grade students at an Islamic senior high school in Palopo, Indonesia. The research employed a Research and Development (RD) design, using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The worksheet was developed based on a needs analysis conducted with 22 students, following a Task-Based Language Teaching (TBLT) approach. Data collection methods included interviews and a questionnaire for the need analysis, experts validation questionnaires for worksheet evaluation, and a students perception questionnaire. The findings indicated that the designed English writing worksheet, which incorporates Islamic moderation values, consists of: 1) three units of writing materials, 2) five sub-units: Lets Get Ready, Lets Practice, Grammar Focus, Lets Do More, and Lets Review, 3) various task-based language teaching activities, 4) integration of Islamic moderation values, 5) an engaging layout and media, and 6) supplementary skills, including reading, listening, and speaking. The worksheet was tried out with the participants, and the results showed a mean score of 3.8 in the excellent category based on student perceptions. The students interviews supported these findings. In conclusion, the English writing worksheet enhances writing skills and facilitates the practical application of Islamic moderation values in students daily lives
Assessing the efficacy of nationwide virtual professional development in Indonesia
Full text linkThis study presents a comprehensive evaluation of a national virtual professional development (VPD) programme in Indonesia, lasting over four months and involving a diverse cohort of teachers. Utilising a sequential explanatory mixed method design within an interpretivist paradigm, it aimed to assess the programmes effectiveness in enhancing in-service EFL teachers pedagogical skills. The participants of this study were 76 in-service EFL teachers attending the Teacher Profession Education Programme (TPEP) over four months at a reputable private university in Jakarta, Indonesia. The study combined quantitative analyses of surveys and test scoresusing descriptive statistics to examine perceptions of the programmes usefulness, content, design, and learning outcomes, and bivariate correlation to assess the relationships with test scoreswith qualitative insights from the written interviews, which were analysed through deductive thematic analysis. Quantitative findings showed a high perceived efficacy of the TPEP (M = 3.96, SD = .55), with high ratings for perceived usefulness (M = 4.00, SD = .69), course content and design (M = 3.98, SD = .72), and learning outcomes (M = 3.91, SD = .55). However, no significant correlations were found between perceived efficacy and test scores (r = .06, p = .60) despite the strong correlations found among the perception variables themselves (e.g., usefulness and design: r = .88, p .001). Qualitative findings echoed these results, highlighting the programmes flexibility, improved pedagogical knowledge, and confidence, alongside issues like inconsistent guidance and technological challenges
Integrating technology into English language teaching at Indonesian high schools: Teachers reflections
Full text linkEnglish Language Teaching (ELT) is something that has changed dramatically in recent times due to technology. Even though it could potentially reshape ELT, appropriate implementation remains a challengefor most teachers who are often uncertain as to how to use technology to improve learning. This article looks into the experiences and reflections of Indonesian high school English teachersintegrating technology into their ELT pedagogical practices, from making lesson plans, having classroom activities, to setting up the assessment. Quantitative and qualitativedata were collected and analyzed through a mixed-methods approach. It involved an online survey distributed to 20 diverse Indonesian high school English teachers as well as semi-structured interviews conducted with 10 teachers. The results indicated that there is an increasing use of technology for ELT purposes, particularly to facilitate language reception,language production, and interaction. Theresults also found some challenges and limitations, including technical issues, training and support, and access equity. These insights can help guidethe future development of Indonesian high school ELT practices, inform investment in technology infrastructure, and support targeted professional development initiatives focused on technology integration. The findings are discussed in the context of existing research on ELT and technology integration, with particular emphasis on their significance for high school English teachers in Indonesia. The results provide implications for ELT policymakers, practitioners, and researchers in Indonesia and evidence the importance of context-sensitive solutions to provide meaningful integration of technology in the variability of Indonesian high school settings
Linguistic creativity in music: Analyzing code-switching in the Acehnese regional pop songs
Full text linkThis study explored the types of code-switching in Acehnese songs sung by Bergek, an Acehnese pop musician, and identified additional phenomena of code-switching beyond existing theoretical frameworks. The data consisted of ten purposively selected Bergeks songs collected from YouTube and Smule.com. The data were analyzed using a qualitative data analysis model that involves data condensation, data display, and conclusion drawing/verification. The data were categorized based on types of code-switching, including tag-switching (insertion of brief phrases or tags from one language into another), intra-sentential switching (the switch at the clausal, sentential, or word levels), and inter-sentential switching (alternation between clauses or sentences). The findings show that these three types of code-switching exist in Bergeks songs, with intra-sentential switching being the most prevalent (80 occurrences), reflecting the complex integration of multiple languages within a single sentence. Inter-sentential switching is the second most dominant type, observed 36 times. Tag-switching is the least common type identified, with only four occurrences. Interestingly, other notable patterns were also discovered, including affixation (the combination of Acehnese affixes with Indonesian base words) and phonemic fusion, where phonetic elements from different languages were blended. These patterns occurred 14 times in total. These findings provide a detailed view of the frequency and variety of code-switching in Bergeks songs, contributing to enhancing comprehension of language use in bilingual and multilingual musical contexts
