ELT WORLDWIDE
Not a member yet
170 research outputs found
Sort by
Translanguaging in the ESP Context: Saudi Students' Perceptions of the Bilingual Practices
Full text linkApplied linguists address translanguaging from a variety of angles to comprehend its effectiveness, applicability, and how it supports or undermines social and educational goals in various bilingual and multilingual environments around the world. A small number of studies have been carried out to demonstrate the reality of pedagogical translanguaging in the context of higher education and, more specifically, in countries where the official language is distinct from the language of instruction in language education. Therefore, this study broadens the understanding of translanguaging practices in English for Specific Purposes (ESP) programs in Saudi universities through the perceptions and perspectives of ESP undergraduate students. The participants of this study were ESP 150 students at the University of Bisha. The data was obtained quantitatively and qualitatively using three research tools: the learners’ questionnaire, observation of teaching sessions, and semi-structured interviews with the learners. The findings indicated that students have a positive attitude towards translanguaging. They found it a useful pedagogical strategy to improve their understanding of ESP terminologies and their field-related complex terms. On the pedagogical level, the study contributed to the field of translanguaging by providing a clear picture of how students perceive translanguaging and how the use of the mother tongue along with English in the classrooms was significant in engaging the students in the learning process
The Impact of Using DeepL Artificial Intelligence on Students’ Writing Skills in an Indonesian Senior Highschool Context
Full text linkThis study looks at how eleventh-grade students at SMA Negeri 2 Singaraja's writing abilities are affected by the use of DeepL artificial intelligence. The study uses mixed methods with an explanatory sequential design; for quantitative analysis, a quasi-experimental non-equivalent control group design is used, and for qualitative insights, in-depth interviews utilizing the RASE model are conducted. Purposive random sampling was used to choose the samples, and two classes participated in the investigation. While the control group received traditional instruction, the experimental group received training via DeepL-based AI. Descriptive and inferential data analysis showed that the experimental group's mean score (81.36) was higher than the control group's (76.26). Furthermore, the inferential analysis demonstrated a significant difference in writing competency between students taught with DeepL AI and those without (Sig. (2-tailed) = 0.000, p < 0.05), supporting the alternative hypothesis that DeepL AI-enhanced instruction leads to superior outcomes. Interview findings further underscored DeepL's efficacy in enhancing writing skills by facilitating vocabulary expansion, offering grammar corrections, and suggesting alternative word choices for language learners. Additionally, inferential analysis showed a significant difference in writing competency between students who received DeepL-based AI instruction and those who did not (Sig.(2-tailed) = 0.000, p < 0.05), confirming the alternative hypothesis that better results are obtained from DeepL AI-enhanced instruction. The results of the interviews provided more evidence of DeepL's effectiveness in improving writing abilities by helping language learners expand their vocabulary, suggest other words, and provide grammatical corrections
Strategies Unveiled: A Comprehensive Analysis of Teaching Speaking Skills in the Context of Madrasah Aliyah
Full text linkThis study investigates the teaching strategies employed at MA Al-Hidayah Muara Telang, focusing on enhancing students' English speaking skills. Through qualitative analysis of classroom observations and interviews with two English teachers, the research identifies a range of strategies including Dialogue, Questions and Answers, Conversation, Role-plays, Writing Tasks, and Drilling and Chant. These methods aim to foster student engagement, improve language proficiency, and encourage active participation in the learning process. The findings reveal a consistent use of interactive and communicative strategies by the teachers to create an engaging learning environment. However, challenges such as limited student participation, anxiety about speaking English, reliance on native language, and passive behavior in class were observed. These issues highlight the complexities of teaching and learning English as a second language and the need for approaches that boost confidence and participation. The study suggests incorporating supportive teaching practices, promoting a positive classroom atmosphere, and diversifying communicative activities to address these challenges. It underscores the importance of adaptability in teaching strategies to meet diverse student needs and enhance the effectiveness of English language education. This research contributes to the discourse on English language teaching, emphasizing the critical role of interactive strategies and the psychological aspects of language learning. It calls for further exploration into innovative methods to enrich English language teaching and learning experiences at MA Al-Hidayah Muara Telang and similar educational contexts
An Anaysis of Students Achievement Motivation in Writing Skill at UPTD SMP Negeri1 Gunungsitoli Utara
Full text linkThe study focuses on the importance of achievement motivation in the development of students' writing skills, particularly in the context of learning English as a foreign language. Writing is often seen as challenging in language learning, and achievement motivation can help students overcome difficulties, persevere, and achieve better results. The objective of the study is to describe students' achievement motivation in English writing skills at UPTD SMP Negeri 1 Gunungsitoli Utara. The researchers used a qualitative approach, utilizing a questionnaire to measure various aspects of achievement motivation, such as the desire to succeed, perseverance, and attitude towards feedback. Additionally, students' writing scores were analyzed to provide a comprehensive understanding. The results showed that students have a moderate level of motivation in writing, but they achieved good grades in their writing skills. This implies that there is potential to further enhance students' motivation, which could positively impact their writing performance. The study provides valuable insights for educators to design effective learning strategies, create a supportive environment, and develop interventions to improve students' motivation and writing skills
Citation Practices in Colombian Undergraduate English Teachers’ Academic Writing
Full text linkCitation is a crucial rhetorical aspect that plays a fundamental role within academic writing and it is a problematic area for novice writers, especially nonnative undergraduate English teachers. However, little is known about how these teachers cite in the theoretical framework chapters of their monograph. This articles aims at describing the citation practices in a corpus conformed by 22 theoretical framework chapters of monographs written by undergraduate English teachers (UETs) in Colombia. The analysis was constituted by the citation typology of Swales (1986,1990) and Petriḉ’s (2007) functional taxonomy of citations. The results indicate that integral citation is the most used citation type in the corpus of UETs which depicts a simple for of citation. Related to functions, the attribution is highly dominant in this corpus which entails an undergraduate English teachers’ limitation in the variety of function citation. This study can be used to raise awareness on nonnative undergraduate English teachers towards better citation practices in their disciplinary academic papers
Students’ Perceptions of a Blended Course and its Effectiveness at a Mongolian University
Full text linkBlended learning has been considered one of the modern delivery modes of teaching and learning since the COVID-19 pandemic outreach. Although e-learning has been developing in most countries, its importance and needs were highly acknowledged by all educational organizations worldwide during COVID-19. All educational institutions worldwide run online or blended courses at some stage of their training. Regarding temporary demands such as the pandemic, learners had to study through online learning, and now it has become one of their regular learning modes. Meanwhile, educational institutions and their stakeholders were experiencing both online and blended programs and were provided opportunities to compare different delivery methods. Therefore, blended learning and teaching have become a more profitable way of teaching, especially in higher education. This article investigates the student’s perceptions of blended learning and its effectiveness based on the case of a Mongolian university. To achieve this goal, we conducted qualitative and quantitative research. The survey included 182 students from first-year to senior year to identify the challenges they faced, the experiences they gained, and their evaluation of the blended courses they enrolled in. The research questions were created on Google form, data was electronic via emails, and focused group interviews were conducted simultaneously. As a result of the survey, it has been revealed that there are several benefits and advantages to blended courses in the tertiary education sector of Mongolia. However, key factors such as the learning styles of Mongolian students, appropriate learning environment and course design, access to technology, and effective organization should be improved in the future in order to run the blended courses successfully
Lecturer’s Perception on the Integration of 21st Century Learning Skills in the Teaching of English Prose
Full text linkThis study aims at investigating lecturer’s perception on the integration of 21st century learning skills or 4Cs in the teaching of English prose. This research employed a descriptive qualitative research design with a single case study approach. A semi-structured in-depth interview was used to obtain data from the subject of the research and the data was analyzed by using Braun and Clarke’s six steps thematic analysis. The result of the research shows that (a) the lecturer has a positive perception on the integration of the 4Cs in the teaching of English prose; (b) the lecturer has a good perception and understanding on the content of the 4Cs; and (c) the lecturer also has good perception on the implementation of the 4Cs in the teaching of English prose by identifying four key elements related to the integration of the 4Cs in the teaching of English prose. The expressed perception aligns with the implementation of 4Cs in the teaching of English prose, where the lecturer strives to design English prose learning activities that are tailored to the elements of 4Cs to ensure that the target of improving students' 4Cs skills can be achieved. The present study implies the positive evaluation and comprehension of the lecturer, combined with the recognition of essential components for application, underline the prospect of expanding the quality of English composition education
Technology-Mediated Task-Based Language Teaching at Private Universities in Bangladesh: Students' and Teachers' Perceptions
Full text linkTask-based language teaching (TBLT) facilitates the process of language learning by focusing on communicative skills in real life. The English language teaching (ELT) system at the private universities of Bangladesh is trying to integrate TBLT with technology nowadays. This study aims to explore the proportion of successful implications of technology and tasks, the perceptions of teachers and learners regarding technology-mediated tasks, the challenges faced by both sides and recommendations to overcome limitations at three private universities in Bangladesh. Besides, this study identifies the task patterns used by teachers as well as the types of tasks preferred by students. Both qualitative and quantitative methods were applied to conduct this study. Data were collected from the teachers and learners of Pundra University of Science & Technology, Bogura; Varendra University, Rajshahi; and Rabindra Maitree University, Kushtia by providing them with Google Docs semi-structured questionnaires. The teachers of the department of English, and the students of the department of English, Computer Science Engineering (CSE) and Business Administration participated in the data collection procedure. The study found that technology-mediated TBLT is implemented alongside traditional teaching methods in language teaching. Students appreciate technology-based tasks in learning a target language. They recommend more skilled and experienced teachers. Teachers suggest that financial funding and skilled IT officers are needed to implement TBLT. Poor internet connection, inadequate technological support, faulty projectors and sound systems are the difficulties faced by teachers and students
Students' Responses To Using Pictionary Games of Vocabulary Instructional Media
Full text linkThis paper presents a study that was undertaken to investigate the students' reactions towards the utilization of Pictionary games as a form of vocabulary educational media. The research was conducted among tenth-grade students at MAN 1 Lebak. The present study employed a descriptive quantitative approach as its chosen research methodology. The participants in this study consisted of students enrolled in class X at MAN 1 Lebak. A sample of 37 students was selected from the population of students in 10 MIA 2. The research data utilized in this study consisted of questionnaire responses obtained from students. These responses were collected to gather insights on the implementation of Pictionary games as a means of vocabulary instructional media. The results of the study indicate that the utilization of Pictionary games elicited a favorable response from the students in terms of enhancing their vocabulary proficiency. The use of Pictionary games was found to be effective in strengthening students' vocabulary skills and fostering an enjoyable learning experience
The Pivotal Role of Cooperative Learning Activities in Indonesian EFL Learning Contexts
Full text linkTo fulfill our nation’s mission in breeding more proficient, autonomous, and compassionate future professionals, educationalists are commissioned to divert their old teacher-centered teaching belief into a more student-centered approach. One of the integrative 21st-century teaching approaches worthwhile to be cultivated in our ELT enterprises is cooperative learning. Previous researchers overtly theorized that cooperative learning activities promoted a higher degree of second language enjoyable learning experiences transfiguring learners to be more highly responsible, competent, socialized, and compassionate academicians. This current qualitative library study aimed to delve more profoundly into the pivotal role of cooperative learning activities in Indonesian EFL learning contexts to encourage all ELT parties to apply this relevant student-centered learning approach in their variegated classrooms. To fulfill this research objectivity, some relevant major findings yielded by 30 cooperative learning studies were critically integrated to produce more robust research results. Based on the data analysis, it was found out that Indonesian EFL learners have gradually transformed into more professional future academicians upholding life-long learning behavior. Hence, it can be phrased that cooperative learning activities are one of the supportive learning methods rewarding to be internalized in daily-based Indonesian EFL classroom vicinities.Keywords: cooperative learning activities, EFL learning contexts, qualitative library study