scholarly journals An Analysis on Communication strategies Employed by Indonesian English as Foreign Language Adult Students

2018 ◽  
Vol 42 ◽  
pp. 00025
Author(s):  
Mohamed Nizar ◽  
Putu Kerti Nitiasih ◽  
Wayan Suarnajaya
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
English Language ◽  
Communication Strategies ◽  
Private University ◽  
English Language Teaching ◽  
Communication Strategy ◽  
Future Research ◽  
English Teacher ◽  
English As Foreign Language

As an EFL country, English Language Teaching (ELT) in Indonesia should be more focused on developing students’ strategy, particularly communication strategy (CS). The reason is because these students are triggered by instrumental motivation in learning English. However, awareness toward CS should also be possessed by teachers so they can develop students’ CS through certain way. Unfortunately, it is rarely found English teacher who is aware about this notion. Thus, this study was conducted to provide data about initial CS of adult students in private university in Bali. According to experts, this age level has already got fully developed cognitive and linguistic capabilities. Thus, they are considered to be able to employ and use CS well. Through this study it is found that they possess 20 initial CSs out of 38 CSs from the referred taxonomy. The findings of this study could be beneficial for the development and novelty of future research concerning with CS and to enhance teachers’ awareness toward CS, particularly the ones who establish private course offering intensive speaking program as well as for the lecturers in the concerned university.

scholarly journals Blogs as Powerful Learning Tools: The Perception from EFL Students in Indonesia

2018 ◽  
Author(s):  
Budianto Hamuddin ◽  
Indah Muzdalifah ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Media ◽  
English Language Teaching ◽  
Learning Tools ◽  
Online Questionnaire ◽  
English As Foreign Language ◽  
Publishing Article ◽  
Efl Students ◽  
Learning English

This post print paper presented in ICHaS 2017. Promoting the potential value of blogs in English Language Teaching (ELT) for English as a Foreign Language (EFL) Students is the focus of this present study. It's aimed to explain in a quantitative way the perceptions from English as a Foreign Language (EFL) students in using blogs. The students from PBIG FKIP Universitas Lancang Kuning in the province of Riau, Indonesia was selected based on the increasing trends of the blog used as alternative media to learn English during these two years. The analysis of this present study based its data from online questionnaire as the main instrument to collect the data. The online questionnaire was open from August 2016-February 2017 (6 months) and filled up by 161 students from English Department of FKIP Unilak who enroll in 6 different blog-based classes at PBIG FKIP Unilak. The analysis showing that the majority of the students had a positive perception that blog can be used as powerful tools to promote English language skills especially reading and writing. The data also reveals that using the blog as a learning journal can raise students’ motivation in learning English and publishing article. These positive results somehow showing that blog can be promoted as an alternative media of learning English for English as Foreign Language Students at PBIG FKIP Unilak or in other institutions around the globe that teach English as a Foreign language

scholarly journals Teachers' Perception on Postmethod Pedagogy in EFL Classes of Nepal

2018 ◽  
Vol 1 (1) ◽  
pp. 46-57
Author(s):  
Pitambar Paudel
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
Phenomenological Research ◽  
English Language Teaching ◽  
Quality Changes ◽  
Teaching English ◽  
English As Foreign Language ◽  
Phenomenological Research Design

Discussion on the use of method and postmethod in teaching English has become a debatable issue in Nepal. Many methods emerged as reaction to others claiming each of them as the best one but questions of their practicality and utility led to the development of postmethod pedagogy. This pedagogy empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices on the basis of their experience, knowledge and the context. However, the inclination to method is also on the rise. Supports claim that no practice will be method free. In this context, this study attempts to explore the teachers' perception on postmethod pedagogy in English as Foreign Language (EFL) classes of Nepal. In order to achieve the designated objective, the descriptive phenomenological research design was used and 12 teachers who are teaching English at different schools in Pokhara were purposively selected. The data revealed that teachers have a positive and hopeful experience towards postmethod pedagogy and want to open quality changes in English language teaching, developing context and culture sensitive pedagogy.

scholarly journals Authoritative discourse in a locally-published ELT textbook in Thailand

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Naratip Jindapitak ◽  
Yusop Boonsuk
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Language Teachers ◽  
English Language Teaching ◽  
Future Research ◽  
English Teacher ◽  
Persuasive Discourse ◽  
Dominant Ideologies ◽  
Internally Persuasive Discourse ◽  
Authoritative Discourse

This study examines cultural contents in a locally-published English language teaching (ELT) textbook for primary 6 students in Thailand. It aims to investigate whether the locally-published textbook depicts sources and themes of cultures in a way that perpetuate and reproduce dominant ideologies and how cultural contents in the locally-published textbook were dealt with by an English teacher in the classroom. Grounded on Bakhtin’s notions of authoritative discourse and internally persuasive discourse, the findings revealed that there were mismatches between the cultural representation in the textbook and students’ lived experiences. Concerning how cultural contents were represented in the classroom, there was no evidence that the teacher assisted learners to forge effective linkages between authoritative discourse and their everyday life. The findings are discussed regarding how cultural contents are ideologically depicted in the textbook and how the cultural contents adversely affect students’ learning experience. Implications and recommendations for textbook authors, language teachers, and future research are presented.

scholarly journals Foreign Language Teaching and Development of Language skills :A Pakistani Perspective

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Syeda Naureen Mumtaz ◽  
◽  
Dr.Uzma Quraishi ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
National Curriculum ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English As Foreign Language

The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.

scholarly journals Vocabulary Learning Strategies (VLSs) Employed by Learners of English as a Foreign Language (EFL)

2019 ◽  
Vol 12 (5) ◽  
pp. 177
Author(s):  
Prashneel Ravisan Goundar
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
Future Research ◽  
Discussion Section ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies

Learning a new language entails various challenges, one of these is grasping the vocabulary of the language. A significant way to tackle the problem is to motivate students to become independent learners during the progression of second language (L2) vocabulary learning. Thus, this study intended to explore the use of different vocabulary learning strategies among adult English as foreign language learners and investigated the various vocabulary learning strategies and found the benefits and drawbacks associated with each strategy. It was able to select the most frequently and least frequently used VLSs by learners who have completed the language program and those who are continuing the course. Further, it found effective strategies that could be used in teaching vocabulary to students. The research used a quantitative method approach with 53 participants who were EFL learners took part in the questionnaire survey. The results of the present study reveal the common strategies that foreign language learners use in vocabulary learning. The VLSs from this study will not only benefit students of the English language but can easily to be used by learners of other second languages globally. Finally, the paper discusses different strategies at length, gives valuable recommendations in the discussion section and concludes with implications for future research.

scholarly journals Factors that motivate ecuadorian public school english teachers to code-switch in the english as foreign language classroom

2021 ◽  
Vol 2 (1) ◽  
pp. 24-32
Author(s):  
Wellintong Segundo Intriago Alcivar ◽  
Delia Hidalgo
Keyword(s):  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
Ethnographic Research ◽  
Switching Effect ◽  
English As Foreign Language ◽  
Know How ◽  
Language Classroom

Code-switching is a sociolinguistic phenomenon that usually occurs in bilingual or multilingual communities. Regarding English Language teaching contexts, it seems that code-switching also occurs in EFL classrooms. Therefore, this paper attempts to find out and describe the factors that motivate Ecuadorian English teachers to code-switch as well as establish the foundation for further researches about the code-switching effect and the role that L1 should play in the EFL classroom. This descriptive, combined, and ethnographic research gathered data through a surveys compound by 6 questions framing the Likert scale, which were answered by 17 Ecuadorian English teachers. The results show that the factors that motivate them to code-switch are related to pedagogical and affective purposes; nevertheless, it seems that its usage is neither planned nor applied to get pedagogical purposes that let them know how and when code-switching might enhance the SLA process. 

scholarly journals A STUDY ON INDONESIAN TEACHERS’ USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Isry Laila Syathroh ◽  
Bachrudin - Musthafa ◽  
Pupung - Purnawarman
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Tools ◽  
English As Foreign Language ◽  
Use Of Technology ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teaching Learning

Since 1960, technology has been used as one of educational tools to help teachers in teaching learning process. In the context of foreign language teaching, technology is utilized for various reasons and purposes. A questionnaire was distributed to 150 English as foreign Language (EFL) teachers in West Java to investigate the use of technology in their EFL classroom. Specifically, this paper reports the type of technology which teachers usually use in teaching English and also elaborate the reasons why teachers apply technology in their classrooms. Finally, this paper explores teachers’ attitudes on the use of technology in language teaching.

scholarly journals A Review of Intercultural Language Teaching from the Perspectives of ELT Teaching Material Evaluation and Application

2021 ◽  
Vol 17 (2) ◽  
pp. 100
Author(s):  
Chenyu Yang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Culture Learning ◽  
Home Culture ◽  
English As Foreign Language ◽  
Material Evaluation ◽  
Culture Teaching ◽  
Target Culture

Review on the evaluation of English Language Teaching (ELT) materials has been carried out by many researchers. Focusing on the cultural aspect, the review covers the three important participants in a classroom setting - coursebook, instructors and students. The review aims to reveal the evaluation of the culture content on ELT materials, to explore and students’ attitude towards source culture and international culture teaching in English as Foreign Language (EFL) class as well summarize some strategies adopted by teachers in their teaching process to give inspirations to current EFL teaching. After analyzing the objects, methods and findings of Several empirical researches in a bottom-up method, this review found: 1) there is an imbalance of cultural representation in ELT textbooks between target culture, home culture and international culture; 2) students show a positive attitude towards home culture and international culture learning in the learning process; 3) teachers notice the importance to cultivate students’ awareness of their own culture and culture relativism consciously and take measures accordingly in their class.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

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