scholarly journals Facebook: An Effective WEB 2.0 Technology for Blended EFL Classrooms in Indonesia

EDULANGUE ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 67-86
Author(s):  
Husnawadi Husnawadi ◽  
Nanang Sugianto
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Teaching ◽  
State University ◽  
Face To Face ◽  
Islamic Studies ◽  
English Classrooms ◽  
E Learning ◽  
English Speaking ◽  
Efl Classrooms

The 21st century learning has been a landmark in the use of digital technologies that serve pedagogical purposes, which includes the proliferating use of blended learning (Henceforth BL). A mixture of face-to-face (FTF) and online learning (Internet Synchronous and Asynchronous media), BL strategy has gained its popularity in the sphere of English language teaching (Hereafter ELT) due to its effectiveness in promoting learners’ language proficiency. However, the discussion on the extent to which e-learning mode plays role in English as a foreign language (Henceforth EFL) classrooms, particularly Indonesia, remains scantily documented; and a query on what can be an effective and efficient medium of e-learning in the strategy remains persistent in the foreignlanguage context. With its popularity and preferred medium of communication among teenagers across the globe, especially Indonesia, Facebook (hereafter FB) can be an answer to such a question. Hence, drawing on the Indonesian ELT context, this paper discusses the nature of BL; argues why FB can be aneffective and efficient add-on to e-learning mode in the Blended ELT context; and presents an example of its application as applied in one of the authors’ English-speaking classroom at a State University for Islamic Studies (UIN Mataram) and a reflection as the lecturer. This paper is expected to inform the English teaching practitioners or teachers on how to use social media, particularly FB, to enhance the students’ learning and learning outcomes particularly in Indonesian adult English classrooms.

scholarly journals EFL Learners' Perspectives Towards Online Reading Module of IELTS: A Study at Tertiary Level

2021 ◽  
Vol 12 (6) ◽  
pp. 942-947
Author(s):  
Tanzina Halim ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Testing System ◽  
Online Classes ◽  
Online Reading ◽  
Face To Face ◽  
Saudi Students ◽  
English Speaking ◽  
General Training

This paper seeks to investigate the attitude of students towards attending IELTS (Reading) classes online. The International English Language Testing System (IELTS) is a world-wide recognized test that students/ candidates have to take to assess their English language proficiency to study or work in an English- speaking context. They have to either take the IELTS Academic or the IELTS General Training modules. In recent times with the shift from face-to-face to online classes, the students face many challenges while attending online classes of IELTS, especially the reading module. This study aims to find out the problems which are faced by Saudi students while attending online classes. For this, 40 undergraduate students, both males and females of a public university in Saudi Arabia, were chosen as participants to carry out the study. A survey questionnaire was administered to the students who experienced challenges in online classes of IELTS. Based on the findings, the study concludes with some recommendations about how students can overcome the challenges they face while having online classes of the Reading module of IELTS.

scholarly journals THE STUDENTS’ EYESIGHT: THE EFFECTIVENESS OF LEARNING-BASED APPLICATIONS ON ELT IN PANDEMIC ERA

2020 ◽  
Vol 6 (2) ◽  
pp. 394
Author(s):  
Andi Bulkis Maghfirah Mannong
Keyword(s):  
Online Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
English Language Teaching ◽  
Policy Changes ◽  
Natural Interaction ◽  
Face To Face ◽  
Analysis Technique ◽  
Learning English

The emergence of the Covid-19 has given a significant effect that inflicted policy changes in various sectors, including in the education field. The most basic policy is changing the students’ way to learn from what is usually done in the classroom (face to face) to online learning. As this condition, the implementation of learning-based applications has a necessary role in supporting online learning, includes English Language Teaching (ELT). This study aimed to analyze the students’ experience in utilizing learning-based applications in learning English and the barriers faced by them. As for some of the applications most commonly used are Zoom, Google Meet, Google Classroom, and WhatsApp. Besides, this study was also conducted to determine which application is the most effective used in ELT during online learning. This research used descriptive quantitative, where the sample was the seventh-semester students in the English department at one of the private universities in Makassar. The data was collected used questionnaire and the data analysis technique used descriptive statistics. The result of this study showed that the use of those four applications helped the students to adapt to the pandemic condition. Besides helping students to learn English virtually, it also improves the students’ digital literacy. Although, there were some obstacles in utilizing some applications faced by them, such as limited quota, unstable network, complicated in use, and not focus during the learning process. Among the four applications above, the most effective application based on the students’ response was Whatsapp. This application helps the students to develop their language proficiency through natural interaction. Moreover, it makes the students easier in learning English as the delivery of material is systematic and structured. Students also have more time to understand the material by rereading the material that has been delivered.

scholarly journals Constraints on innovation in English language teaching in hinterland regions of China

2020 ◽  
pp. 136216882097985
Author(s):  
Neil Murray ◽  
Antony J. Liddicoat ◽  
Gavin Zhen ◽  
Penny Mosavian
Keyword(s):  
Language Proficiency ◽  
Urban Areas ◽  
English Language ◽  
Time Pressure ◽  
Language Teaching ◽  
Eastern China ◽  
Language Education ◽  
Political Influence ◽  
English Language Teaching ◽  
Chinese Government

Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.

scholarly journals Teaching Mathematics at Distance: A Challenge for Universities

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rosalinda Cassibba ◽  
Daniela Ferrarello ◽  
Maria Flavia Mammana ◽  
Pasquale Musso ◽  
Mario Pennisi ◽  
...  
Keyword(s):  
Teaching Mathematics ◽  
State University ◽  
Distance Teaching ◽  
Face To Face ◽  
University Mathematics ◽  
Learning Platform ◽  
E Learning ◽  
University Level ◽  
Teaching Modality ◽  
The Way

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

scholarly journals Lecturers' Attitudes towards English Varieties Exposure in Indonesia

2019 ◽  
Vol 10 (2) ◽  
pp. 163-173
Author(s):  
Alfan Hariri ◽  
Ahmad Munir ◽  
Syafiul Anam
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
State University ◽  
Qualitative Research Design

This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

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