Book Reviews: Online Education: Global Questions, Local Answers, Virtual Peer Review: Teaching and Learning about Writing in Online Environments, Shaping Information: The Rhetoric of Visual Conventions, Four 21st Century English Education Textbooks: A Review of the English Teacher's Companion: Complete Guide to Classroom, Curriculum, and the Profession

Since more people have become competent in English, the number of non-native English speakers continues to increase. The larger the number, the more diverse English-speaking individuals are. Consequently, there has been an emerged demand for new English pedagogies to adequately address the diversity of English-communicative encounters. The aims of English language learning in the 21st century have shifted from English interactions with native speakers to any English encounters that may involve native or non-native speakers. In response to the call of ELT transformation for the 21st century global challenges on diverse English environments, this study seeks to analyze and synthesize the ELT pedagogic countermeasures employed by the nine English teachers in Malaysia, Indonesia, and Singapore. The participants were purposively selected. The data predominantly collected from different participant groups by utilizing a semi-structured interview and focus group discussion. The derived qualitative data were then processed with content analysis. The findings revealed 6 ELT approaches that are effective for language acquisition of English classrooms in Islamic schools: (1) reconsidering new roles and functions of teachers; (2) emphasizing active learning and encouraging collaboration; (3) implementing technology; (4) employing local learning materials; (5) integrating learning to other study areas; and (6) reevaluating learners’ learning. Based on the findings, education practitioners can adapt their English teaching practices, whereas policy makers and curriculum designers can reconsider to reconceptualize national policies and curriculums in English education for Thai and other ASEAN learners to enhance their English proficiency for a higher quality global member of the 21st century. Keywords: English language, teaching and learning, 21st century education Cite as: Assalihee, M., Boonsuk, Y., Bakoh, N., & Sano, I. L. (2019). Reconceptualizing the 21st century English pedagogies for Islamic school teachers in Asean. Journal of Nusantara Studies, 4(1), 401-421. http://dx.doi.org/10.24200/jonus.vol4iss1pp401-421

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21st-century teachers: The students’ perspectives

Journal on English as a Foreign Language ◽

10.23971/jefl.v7i1.538 ◽

2017 ◽

Vol 7 (1) ◽

pp. 77 ◽

Cited By ~ 1

Author(s):

Maida Norahmi

Keyword(s):

Survey Research ◽

21St Century ◽

Teaching And Learning ◽

English Education ◽

Study Program ◽

Modern Education ◽

Written Information ◽

Education Study ◽

The Government ◽

And Coping

The issues regarding the demands of creative, innovative, and professional teachers are certainly on the concern of stakeholders and practitioners in education. Substantial efforts were conducted by the government to meet the 21st-century teachers having the four competencies required for being a teacher and coping with the needs of modern education. A survey research was conducted to collect respondents’ opinion as the main source of data to describe whether the 21st-century teachers are on the demands and to gain information that the students have a similar perception to teacher’s competencies required by the government. Seventy-five questionnaires related to the competencies were given to students of English Education Study Program of 2013 to 2016. The questionnaires were aimed at collecting written information dealing with what the students perceived towards the activities implemented by teachers in the process of teaching and learning. The result of questionnaire analysis revealed that most students expected the 21st-century teachers to have skills in teaching and in connecting it with the development of today’s technology and today’s student characteristics. The data also showed that the students constructed the same characteristics of teacher’s competencies required by the government regarding pedagogy, personality, sociality, and professionality.

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THE PRESENCE OF COLLABORATION SKILL IN ELT CLASS

Prominent ◽

10.24176/pro.v3i2.5333 ◽

2020 ◽

Vol 3 (2) ◽

Author(s):

Hakim Sudinpreeda ◽

Mutohhar Mutohhar ◽

Agung Dwi Nurcahyo ◽

Fajar Kartika

Keyword(s):

21St Century ◽

Learning Process ◽

21St Century Skills ◽

Teaching And Learning ◽

English Education ◽

Real Life ◽

Effective Instruction ◽

Education Department ◽

Freshman Students ◽

And Control

One of the skills that must be possessed in the 21st century is collaboration skill. It requires teachers to present or provide it in the learning process, so that later students are expected to be able to implement it in their real life. The study reported in this paper aims to describe the implementation of collaboration skill in the process of teaching and learning. The data collected by means of close-ended questionnaires and guided interview that were administered to 125 freshman students of the English Education Department of Universitas Muria Kudus. The result shows that 84% of the students said that the teacher has implemented the collaboration skill, however from 84%, only 48% is categorized as instructionally effective. It is suggested that the teachers should manage some instructions and control how the instructions are executed. Keywords: 21st century skills, collaboration skill, effective instruction.

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Pre-Service Teachers’ Perception of Autonomous Learners in the 21st Century

Yavana Bhasha : Journal of English Language Education ◽

10.25078/yb.v3i2.1707 ◽

2020 ◽

Vol 3 (2) ◽

pp. 13

Author(s):

Nuraeni Nuraeni ◽

Ajeng Anggraini

Keyword(s):

21St Century ◽

Education Program ◽

Teaching And Learning ◽

Quantitative Method ◽

English Education ◽

Deep Understanding ◽

Learning Activities ◽

Ibn Khaldun ◽

Teachers Perceptions ◽

Teaching Learning

This study aims to investigate pre-service teachers’ perceptions of autonomous learners in the 21st century. By using the quantitative method in this study, the researcher distributed the questionnaire to 13 pre-service teachers in the 5th semester English education program at Ibn Khaldun University. There are 5 questions in the questionnaire related to this study. It intends to explore information related to how much pre-service teachers understand and what their perception of autonomous learners in the 21st century. The researcher distributed questionnaires to all participants through WhatsApp broadcast and all participants got the Google form link to answer all of the questions. Responses from participants regarding autonomous learners are processed by the researcher. Is that the results obtained that participants understand the concept of autonomous learners but the lack of application of autonomous learners in teaching and learning activities. The researchers in this study suggest that in the 21st century requires a deep understanding of autonomous learners by pre-service teachers to prepare the teaching-learning process in the class by using autonomous learners.

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Who’s Teaching Which Languages Online?

IALLT Journal of Language Learning Technologies ◽

10.17161/iallt.v47i1.8570 ◽

2017 ◽

Vol 47 (1) ◽

pp. 137-167 ◽

Cited By ~ 2

Author(s):

Kathryn A. Murphy-Judy ◽

Marlene Johnshoy

Keyword(s):

Online Education ◽

21St Century ◽

Teaching And Learning ◽

Language Teaching ◽

Language Education ◽

World Language ◽

Post Secondary ◽

National Surveys ◽

Important Field ◽

Language Teaching And Learning

This paper describes findings from recent national surveys on online language education (OLE) within a broader context of national surveys of post-secondary online education and world language enrollments. The surveys discussed and compared are the 2012 CARLA Survey by Johnshoy and BOLDD Surveys by Murphy-Judy (2014 & 2015). The findings reported here include: types and sizes of institutions; demographics of the teaching corps (CARLA data only); and, the mix of languages and levels. This work aims to provide useful information on online language education as it emerges as an important field in world language teaching and learning in the 21st century.

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Getting EFL Learners to Speak: Obstacles and Solutions

Loquen: English Studies Journal ◽

10.32678/loquen.v10i01.27 ◽

2016 ◽

Vol 10 (01) ◽

pp. 21

Author(s):

Eulis Rahmawati

Keyword(s):

Psychological Factors ◽

Teaching And Learning ◽

English Education ◽

Language Skills ◽

Education Department ◽

Efl Learners ◽

Qualitative Research Design ◽

Research Problems ◽

English Competence ◽

Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

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Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

Jurnal Sisfokom (Sistem Informasi dan Komputer) ◽

10.32736/sisfokom.v9i2.907 ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Dentik Karyaningsih ◽

Puji Siswanto

Keyword(s):

Teaching And Learning ◽

English Language ◽

English Education ◽

System Development ◽

Language Education ◽

Prototype System ◽

Study Program ◽

Education Study ◽

English Pronunciation ◽

E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

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