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A Systematic Review of English Language Teacher Agency
Full text linkThis systematic review of literature aims to systematically investigate language teacher agency as the capacity of teachers to act purposefully to direct their professional growth, find solutions to educational challenges they face, and improve their classroom practices for the sake of effectiveness in the classroom. Four inclusion criteria were established before conducting the research. Only empirical studies published between 2000 and 2022, which were done in a context in which the instructional language is English, the articles investigating ESL/EFL student teachers’, pre-service or in-service teachers’ agency, and the ones investigating agency of teachers from non-English speaking countries were included. Piri database search engine was used for identifying published empirical articles for this systematic review. 410 studies to be eligible were identified, 67 articles were read, and 12 empirical studies met the inclusion criteria. The results showed that most of the studies have been done in a qualitative approach, and four out of 12 articles have adopted a CDST perspective, which is overwhelmed by non-CDST ones. This result demonstrates that the paradigm shift adopting a CDST perspective in applied linguistics research methods is in its infancy.
Contextual Study: Improving Student Learning Outcomes to Comprehend Educational Successes and Strategies
Full text linkThis study examines the many challenges students face in Nashik district schools in Maharashtra, India and it emphasizes quality education process to shape individual trajectories and contribute to national progress. The paper carefully examines financial constraints, behavioral issues, digital distractions, mental health issues, and emotional challenges that affect students' academic journeys. Critical analysis is also done in considering the origins of these challenges, including the British colonial era and the post-independence education system. This historical contextualization shows that historical and systemic factors have woven modern educational challenges. The study explores Nashik district's education, highlighting socioeconomic, gender, and geographical disparities and these disparities perpetuate cycles of inequity and hinder educational potential. The paper goes beyond problem identification as it promotes systemic changes and comprehensive solutions. These solutions include policy reforms, infrastructure improvements, teacher capacity-building, and community collaboration. This multi-faceted approach aims to address these issues at their core, creating a paradigm shift that could change Nashik district students' educational trajectory. Moreover, the research paper advocates for an inclusive, empowering, and challenging educational environment that empower students from all backgrounds. This paper envisions a brighter future for Nashik district, where each student's educational journey is marked by resilience, growth, and a transformative impact on personal lives and society. The paper's rigorous exploration, contextualization, and advocacy aim to spark a substantive dialogue that resonates deeply in Nashik's educational ecosystem
Politeness Strategies in EFL Classroom Interactions: A Study from a Junior High School in the Southeast Asian Context
Full text linkPoliteness strategies are crucial in social interactions, including educational environments. Their application in classrooms is recommended to nurture positive relationships between teachers and students. This thesis seeks to identify the politeness strategies utilized by both teachers and students in an EFL classroom. Employing a qualitative descriptive research method, the study involved an English teacher and 38 students from a secondary school in Kediri, Indonesia. Data were gathered through observations over five teaching sessions, then reduced, displayed, and analyzed to form conclusions. The results indicated that the teacher employed four types of politeness strategies in the EFL classroom, with a total of 108 utterances categorized as follows: 47 instances of positive politeness, 18 of negative politeness, 32 on-record strategies, and 11 off-record strategies. Similarly, students used four types of politeness strategies, totaling 46 utterances, including 24 instances of positive politeness, 30 of negative politeness, 22 on-record strategies, and 12 off-record strategies. Understanding and utilizing these strategies can enhance communication effectiveness, particularly in formal and professional settings
The Lecturer’s Perspective on Task-Based Language Teaching in an Indonesian Higher Education Setting
Full text linkThis study explores lecturers' perspectives on Task-Based Language Teaching (TBLT) in an Islamic university in South Sulawesi, focusing on its effectiveness in enhancing student competencies, skill development, and knowledge retention. Using a survey method, data were collected from 20 lecturers representing various disciplines, including English Literature, Indonesian Literature, Arabic Literature, Communication Studies, and Language Education programs. The results show a strong consensus (90%) in favor of TBLT, particularly regarding its role in fostering linguistic competence, cognitive skills, and student engagement. Lecturers overwhelmingly agree that task repetition and assignments before, during, and after class are effective in promoting long-term memory retention and real-world application of language skills. However, some nuanced perspectives on task timing and classification indicate areas for further research and refinement in TBLT implementation. Overall, this study contributes to the growing body of literature on task-based approaches in higher education, offering practical insights into its pedagogical benefits and challenges
Undercover Game to Improve English Vocabulary Mastery: Indonesian Private English Course Learners’ Perspectives
Full text linkThis study was the continuation of a classroom action research (CAR) study on the use of Undercover Game to improve the vocabulary mastery of eight Indonesian private English course learners. This previous study revealed that despite the use of the game could visibly make learners learn vocabulary in a fun way, the comparison of pre-tests and post-test results suggested that the game could not sufficiently improve the learners’ vocabulary mastery. Because this finding warranted further investigations and considering the scarcity of research studies investigating the game for vocabulary learning, the present study was conducted to investigate learners’ perspectives on the use of the game for vocabulary learning. Four learners of the eight learners involved in the previous CAR study were randomly selected for semi-structured interviews. The interview results were analysed by using thematic analysis and two themes were found. First, four learners stated that Undercover Game was a fun learning media for learning vocabulary. Second, Undercover Game influenced learners’ ability to learn pronunciation and parts of speech of new words. The result of this study suggested that teachers consider the use of the Undercover Game in large-scale classes. These findings suggested the positive effects of using the game for vocabulary learning
Integrating Creativity and Technology in English Language Teaching: A Systematic Review of Pedagogical Innovations and Assessment Strategies in EFL Contexts
Full text linkThe teaching and learning of English as a foreign language (EFL) have undergone significant changes in recent years. Educators are increasingly adopting creative and innovative approaches to enhance student engagement, critical thinking, and language proficiency. The objective of this systematic investigation is to probe further the level of creativity and innovative thinking observed in teaching the English language nowadays. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A comprehensive search of electronic databases, including Scopus, Web of Science, and ERIC, was performed to identify relevant studies published between 2010 and 2024. The search terms included "creativity," "innovation," "English language teaching," and "learning." The inclusion criteria were studies that focused on the application of creative and innovative methods in EFL teaching and learning. The exclusion criteria were studies that did not meet the inclusion criteria and those that were not written in English. The systematic review identified 128 studies that met the inclusion criteria. The studies were categorized into three main themes: (1) creative teaching methods, (2) innovative assessment strategies, and (3) technology-enhanced learning. The findings revealed that creative teaching methods, such as project-based learning and role-playing, significantly improved student motivation and language skills. Innovative assessment strategies, such as peer assessment and self-assessment, enhanced student autonomy and critical thinking. Technology-enhanced learning, including the use of educational apps and virtual reality, improved student engagement and language proficiency. The systematic review highlights the importance of creativity and innovativeness in English language teaching and learning. The findings suggest that educators should adopt a variety of creative and innovative methods to enhance student engagement, critical thinking, and language proficiency. The review additionally provides insight into the effectiveness of different teaching methods and measurement approaches
Empowering English Language Learners: Mitigating Speaking Anxiety through Team Assisted Individualization (TAI) Model in the EFL Junior Highschool Context
Full text linkThis study investigated the efficacy of the Team-Assisted Individualization (TAI) model in reducing speaking anxiety among ninth-grade students at SMPN 30 Makassar. The research utilized a pre-experimental design, collecting data through observations and Likert Scale questionnaires analysed descriptively. Initially, none of the 20 students experienced low levels of anxiety; however, post-treatment results showed a significant reduction in anxiety levels with no students reporting high or very high anxiety, and 80% reporting low anxiety. Significantly, the mean questionnaire score increased from 49.25 before the intervention to 82.10 afterwards, indicating a substantial decrease in anxiety. This outcome aligns with existing literature suggesting that lower anxiety levels facilitate better language performance. Observational data also reflected a decrease in student engagement from 89% in the first session to 57% in the fourth, suggesting varying levels of participation throughout the study. The TAI model's effectiveness in significantly lowering anxiety was confirmed through a t-test showing a significance level of 0.000, which is well below the conventional threshold of 0.05, thereby supporting the acceptance of the hypothesis that TAI reduces speaking anxiety. These findings underscore the potential of interactive and individualized teaching strategies in reducing language learning anxiety. The sustained engagement and active participation fostered by the TAI model suggest that such approaches can significantly enhance language learning environments by reducing anxiety and encouraging more active involvement from students
Lecturers' Interpersonal Communication Skills and Their Influence on Student Engagement in EFL Speaking Classes
Full text linkThis study examines the role of lecturers' interpersonal communication skills in enhancing English as a Foreign Language (EFL) speaking classes, focusing on both verbal and nonverbal communication strategies. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations involving two EFL lecturers in Indonesia. The findings reveal that lecturers’ deliberate application of interpersonal communication, including verbal techniques such as modeling English use and engaging discussions, as well as nonverbal cues like gestures and body language, positively impacts students’ motivation, confidence, and active participation in speaking activities. Lecturers highlighted the importance of building rapport and creating a supportive classroom environment to foster student engagement, aligned with Vygotsky's Social Constructivist Theory on interactive learning. However, challenges related to cultural variations in nonverbal communication were noted, indicating a need for intercultural awareness in diverse classrooms. This study contributes to EFL pedagogy by emphasizing the significance of interpersonal communication in promoting effective language learning and suggests incorporating communication skills training into EFL teacher development programs
Improving Students' Descriptive Writing Skills Through Collaborative Writing Using Canva Application
Full text linkDeveloping descriptive writing skills equips students with the ability to communicate effectively, enhances their observation and critical thinking abilities, encourages creative expression, and fosters empathy and perspective-taking. These skills are valuable not only in academic settings but also in various personal and professional contexts, allowing students to effectively engage their audience and express themselves with clarity and impact. Thus, students need collaborative learning and appropriate instructional media to develop their descriptive writing perfectly. This study aims to determine whether the collaborative writing method using the Canva application can improve EFL students' abilities in descriptive writing. This study used one group pretest and posttest design involving 32 students at one of the junior high schools in Gresik. The data was collected through pretest and posttest in the form of essays. The results of the paired sample t-test showed a significant value of .000 less than .05, which can be interpreted that there is a significant difference in the students' pretest and posttest. The conclusion obtained that the collaborative writing method using the Canva application can improve students' descriptive writing skills. Teachers can utilize this type of research to effectively instruct pertinent subjects to their students. Additionally, it serves as a source of inspiration for other scholars, encouraging them to delve into more profound investigations
Mainstream (Interchange Series) Vs. Non-Mainstream (Alternative View Series) English Textbooks: Students’ Perception
Full text linkThis study looked into the ways in which English as a foreign language (EFL) learners view a mainstream textbook (New Interchange Series) versus a non-mainstream (Alternative View Series). Of special focus was the students’ perception of the content of the textbooks used in the class, class activities, linguistic improvement, and overall satisfaction with the two textbooks. The participants of the study comprised 100 students who were divided into two equal groups: 50 students in the mainstream cohort and 50 in the non-mainstream cohort. The data was collected using an 11-item questionnaire designed to measure the main constructs of the study. This questionnaire was administered at the end of the course. Data analysis was done through the use of SPSS. The main findings indicate that students were more satisfied with the non-mainstream textbook (Alternative View) than the mainstream textbook (Interchange)