Indonesian Students’ Negotiation of Identities through Language Use in England

Study abroad (SA) is a daunting process in which students who encounter cross-border face a whole new world. They go through positioning and being positioned by others. There is an on-going salient power asymmetry in their language use, which affects their desire to speak up and participate in the new community. This study aimed to scrutinize the ways Indonesian students negotiated their identities through their language use. Using open-ended questionnaires (OEQ)and semi-structured interviews, this study focused on 7 participants who were in the midst of the master’s degree program in England. The results indicated that the participants experienced the identities negotiation multifacetedly. Participants who exercised their agency and invested in their language use challenged the positioning attached to them. As a result, they constructed new identities and gained central participation in the local community. Meanwhile, participants who could not resist the power asymmetry withdrew and formed a more solid community with other international students. Lastly, some participants were also found to maintain their emotional security by not making any contact through their language use. Participants who resisted any contacts but with fellow home students interestingly developed an increased nationalism. Therefore, this article calls for the teachers’ attention and how to devise the English Language Teaching classroom better and program providers’ of how to provide the support for the SA students best.

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Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

E-Learning and Digital Media ◽

10.1177/20427530211048235 ◽

2021 ◽

pp. 204275302110482

Author(s):

Thi Nguyet Le ◽

Bill Allen ◽

Nicola F Johnson

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

English Language ◽

English Language Teaching ◽

Successful Implementation ◽

Structured Interviews ◽

Policy And Practice ◽

Web Based ◽

Learning Barriers ◽

Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

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Implementing ELF-informed Activities in an Elementary Level English Preparatory Classroom

Multicultural Learning and Teaching ◽

10.1515/mlt-2018-0003 ◽

2018 ◽

Vol 15 (1) ◽

Author(s):

Sibel Sert ◽

Yonca Özkan

Keyword(s):

Language Learning ◽

English Language ◽

English Language Teaching ◽

Elementary Level ◽

Standard English ◽

Educational Setting ◽

Structured Interviews ◽

Qualitative And Quantitative ◽

Mixed Method Design ◽

Personal Interests

AbstractUpon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-based educational setting, this study aimed to enable students to experience these activities, and explore their pre and post views regarding Standard English, the concepts of good English, and my English. In addition, it also investigated students’ preference for their educational setting after the implementation. The implementation took seven weeks and the activities were created by the researchers. Within a mixed method design, qualitative and quantitative data were collected via semi-structured interviews and two statement lists. The findings indicated that the majority of the students enjoyed the activities and their pre and post views regarding Standard English, good English and my English differ from each other. However, a substantial number of them preferred to be educated with Standard English in their language learning process. Findings also revealed that potential reasons behind this preference may be the domination of norm-based approach in their context, personal interests and prime objectives, and norm-based exams.

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The peace tree in ELT: A problematizing exploration

Ciudad Paz-ando ◽

10.14483/2422278x.17118 ◽

2021 ◽

Vol 14 (1) ◽

pp. 44-57

Author(s):

Yeraldine Aldana Gutiérrez

Keyword(s):

Exploratory Study ◽

Knowledge Construction ◽

Critical Reflection ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

English Language Teaching ◽

Situated Knowledge ◽

Structured Interviews ◽

Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

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Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

The Qualitative Report ◽

10.46743/2160-3715/2016.2367 ◽

2016 ◽

Author(s):

Ali Al-Issa ◽

Ali Al-Bulushi ◽

Rima Al-Zadjali

Keyword(s):

Language Learning ◽

Student Teachers ◽

Learning Strategies ◽

Language Proficiency ◽

English Language ◽

Language Teaching ◽

Hermeneutic Phenomenology ◽

Critical Discussion ◽

English Language Teaching ◽

Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

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Situating English Language Teaching in Indonesia within a Critical, Global Dialogue of Theories: A Case Study of Teaching Argumentative Writing and Cross-Cultural Understanding Courses

10.26686/wgtn.17071982 ◽

2021 ◽

Author(s):

◽

Ribut Wahyudi

Keyword(s):

Teaching Practices ◽

English Language ◽

Language Teaching ◽

Cross Cultural ◽

English Language Teaching ◽

Critical Examination ◽

Argumentative Writing ◽

Curriculum Policy ◽

Structured Interviews ◽

Cultural Understanding

<p>This dissertation aims to critically examine lecturers’ discursive statements in interviews and English Language Teaching (ELT) classroom practices in Indonesia, primarily in the teaching of Argumentative Writing (AW) and Cross Cultural Understanding (CCU) courses at two universities (Multi-Religious and Islamic University) in Java. This study uses poststructural and interdisciplinary lenses: Foucauldian Discourse Analysis (FDA); Connell’s (2007) ideas of Southern Theory, Kumaravadivelu’s (2006b) Post Method Pedagogy, and Al-Faruqi’s (1989) and Al-Attas’ (1993) Islamisation of knowledge, as well as the critiques of these theories and other postcolonial voices. The critical examination of ELT practices through poststructural and interdisciplinary lenses in an Indonesian context is urgent, as teaching practices at present are subjected by competing regimes of ‘truth’ including Western, neoliberal, Southern, and Islamic discourses. The data were collected from curriculum policy documents, semi structured interviews, stimulated recalls and classroom observations from seven lecturers. The data were then transcribed and analysed primarily using FDA and also discussed in relation to other interdisciplinary theories, the critiques of these theories, and other relevant postcolonial literatures. Within the analysis there is a particular focus on how ELT Methods and World Englishes are enacted, negotiated, or resisted by lecturers. This study strongly suggests that Western discourses have dominated other regimes of truth, as evidenced in the privileging of process and genre approaches, global Northern structures of AW essay, as well as an emphasis on American and British English in AW courses and the privileging of those two dominant English varieties in CCU courses in most contexts. The study also suggests there are tensions between religious discourse and emerging neoliberal discourses in national policies and university documents and some lecturers’ language. Southern discourses seem to have been marginalised and seem to be only resorted to support the use of Western discourses in the classroom teaching. The use of FDA and interdisciplinary lenses, along with their critiques and other postcolonial voices, are underexplored in current studies of ELT practices. Therefore, this study extends scholarship in the ELT field and makes a case for exposing lecturers to counter discourses, such as Southern and Islamic discourses, in order for them to be able to critically negotiate or appropriate Western and neoliberal discourses in their teaching practices.</p>

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Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

English Language Teaching ◽

10.5539/elt.v12n3p119 ◽

2019 ◽

Vol 12 (3) ◽

pp. 119 ◽

Cited By ~ 1

Author(s):

Shijun Chen ◽

Jing Wang

Keyword(s):

Second Language Acquisition ◽

English Learners ◽

English Language ◽

Teaching Practice ◽

Language Teaching ◽

Language Assessment ◽

English Language Teaching ◽

Structured Interviews ◽

Learning And Teaching ◽

Intensive Reading

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

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Kuwaiti Parents’ Perceptions towards Introducing a Foreign Culture into Their Children’s EFL Textbooks in Public Elementary Schools

Journal of Language Teaching and Research ◽

10.17507/jltr.1101.06 ◽

2020 ◽

Vol 11 (1) ◽

pp. 45

Author(s):

Mohammad Almutairi

Keyword(s):

Elementary Schools ◽

Public Schools ◽

English Language ◽

Native Speakers ◽

English Language Teaching ◽

Depth Information ◽

Structured Interviews ◽

Public Elementary Schools ◽

Cultural Content ◽

The Government

This study aims to investigate Kuwaiti parents' views and opinions towards introducing native speakers' and international cultures into their children's' EFL textbooks in public schools in the light of recent debates that discuss the relationship between culture and English language teaching. It also intends to explore and discover their perceptions towards the current cultural content being taught in Kuwait public elementary schools. For this purpose, questionnaires were distributed among Kuwaiti parents whom their children study in the government public schools followed by semi-structured interviews to get more detailed and in-depth information about the topic discussed. The findings of this study show that the vast majority had negative opinions and views towards exposing their children to native speaker's cultures for social and religious reasons. One of which is their underlying concern about the negative impacts of native speakers' content on their children's cultural and national identity. However, most of them agreed their children learn EFL through the prism of the international multicultural cultural content to prepare them use the language in different cultural contexts when they grow up. The results also showed that most of them preferred to keep the current ELT syllabus which uses the host cultural content rather than replacing it with the native speakers' one for the same reasons and also in view of growing awareness of the role played by culture in the EFL classroom which propound the nature of the Kuwaiti society of being conservative and cautious.

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English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching amidst the Global Pandemic

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v1i1.17886 ◽

2021 ◽

Vol 1 (1) ◽

pp. 101-119

Author(s):

Novrika Nartiningrum ◽

Arif Nugroho

Keyword(s):

Online Learning ◽

Secondary School ◽

Online Teaching ◽

English Language ◽

English Language Teaching ◽

Easy Access ◽

Structured Interviews ◽

School Year ◽

Material Sources ◽

Teachers Perspectives

ABSTRACTMaintaining undisrupted learning during this pandemic becomes a challenge for teachers all over the world. In Indonesia, the practices of open online learning are not yet to be implemented. Online learning in Secondary school Year 7-9 level goes as far as internet-assisted learning or blended learning. Thus, previous research has not examined teachers' perspectives on full online learning as implemented during the Covid-19 pandemic. Considering this situation, EFL Secondary school Year 7-9 teachers’ perspectives, as one of the essential aspects of online learning, lack investigation. Therefore, the present study offers 20 EFL Secondary school Year 7-9 teachers’ insights regarding challenges, suggestions, and teaching materials needed during the Covid-19 outbreak. Drawing on qualitative data collected by means of self-written reflections and semi-structured interviews, the findings informed that poor internet signal disrupts the teaching process. Thus, the teachers suggest that maintaining a stable internet connection should become a priority. Then, easy access to online applications and websites is deemed necessary by teachers as material sources for online teaching. The results of this study contribute to the literature of English language teaching in response to the present-day phenomenon about online learning, particularly in Secondary school Year 7-9 level. ABSTRAKMempertahankan pembelajaran tanpa gangguan selama pandemic ini menjadi tantangan bagi para guru di seluruh dunia. Di Indonesia, praktik pembelajaran online terbuka masih belum diterapkan. Pembelajaran online di Sekolah Menengah tingkat 7-9 masih sejauh pembelajaran dengan bantuan internet atau pembelajaran campuran. Dengan demikian, penelitian sebelumnya belum mengkaji perspektif guru tentang full online learning sepertin yang diterapkan selama pandemi Covid-19. Mempertimbangkan situasi ini, perspektif guru EFL Sekolah Menengah Kelas 7-9, sebagai salah satu aspek penting dari pembelajaran online, belum diselidiki. Oleh karena itu, penelitian ini menawarkan perspektif dari 20 guru 20 EFL Sekolah Menengah Kelas 7-9 tentang tantangan, saran dan bahan pengajaran yang dibutuhkan selama wabah Covid-19. Berdasarkan data kualitatif yang dikumpulkan melalui refleksi yang ditulis sendiri dan wawancara semi-terstruktur interviews, temuan menginformasikan bahwa sinyal internet yang buruk mengganggu proses pengajaran. Oleh karena itu, para guru menyarankan bahwa menjaga koneksi internet yang stabil harus menjadi prioritas. Kemudian, aplikasi dan website online yang mudah diakses dianggap dibutuhkan oleh guru sebagai sumber materi pembelajaran online. Hasil penelitian ini berkontribusi pada literatur pengajaran Bahasa Inggris dalam menanggapi fenomena pembelajaran online saat ini, khususnya di tingkat Sekolah Menengah Kelas 7-9.

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A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies

English Language Teaching Educational Journal ◽

10.12928/eltej.v3i2.2447 ◽

2020 ◽

Vol 3 (2) ◽

pp. 142

Author(s):

Aravind B R ◽

Rajasekaran V

Keyword(s):

Learning Strategies ◽

English Language ◽

Vocabulary Learning ◽

Metacognitive Strategies ◽

Vocabulary Knowledge ◽

English Language Teaching ◽

Structured Interviews ◽

Vocabulary Learning Strategies ◽

Esl Learners ◽

Cognitive And Metacognitive Strategies

The present research was carried out to study the cognitive and metacognitive vocabulary learning strategies of 36 ESL learners’. Schmitt’s Vocabulary Learning Strategies questionnaire was used to conduct the study. The study revealed the subsequent array of cognitive and metacognitive strategies employed by ESL learners. Additionally, semi-structured interviews were also conducted with 10 ESL learners’ who completed the questionnaire to get more reliable information about learners’ strategies with vocabulary learning. The findings indicated that ‘Using English Language Media’, ‘Verbal repetition’, ‘Take notes in class’ were the most popular strategies, whereas ‘Skip or pass new word’ and ‘Put English labels on physical objects’ were least used. The results of this paper provide many implications for English language teaching. Detailed explanations of the participants’ cognitive and metacognitive strategies were given in the discussion.

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Quality Teaching Practice: Value Education in the Language Classroom

LSP International Journal ◽

10.11113/lspi.v7n1.101 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Tan Yuan Yi ◽

Norhanim Abdul Samat

Keyword(s):

English Language ◽

Teaching Practice ◽

English Teachers ◽

English Language Teaching ◽

Analysis Tool ◽

Full Potential ◽

English Teacher ◽

Ministry Of Education ◽

Structured Interviews ◽

Language Classroom

The latest Malaysian Educational Blueprint (2013-2025) asserts the importance of producing value-driven Malaysians through education. English language teaching should be aimed beyond producing more proficient users as it possesses a nature that is particularly suitable for value incorporation. This research aims to investigate how English teachers communicate values to students, the kinds of values communicated and whether the values communicated are stipulated by the Ministry of Education. This research utilized a qualitative case study approach on two respondents, an experienced English teacher and a novice English teacher. Their lessons were videotaped, transcribed and coded based on a set of established analysis tool. Semi-structured interviews were also conducted to further understand the values depicted by the respondents. The results of the research show that teachers consciously incorporated values through selected topics, tasks and explicit moral statements. They subconsciously transmitted values through classroom rules and regulations, curricular substructures and expressive morality. It is found in this research that teachers applied much more subconscious approaches to communicate values than that of conscious ones during teacher-student encounter, with classroom facilitation being used as the medium most frequently. The kinds of values communicated included spiritual, intellectual, esthetical, positive, interactional, citizen, economical and modernized values. About half of the values communicated were stipulated by the Ministry of Education. This research provides new insights into how Malaysian English teachers can improve the quality of their teaching by harnessing the full potential of a language classroom to educate values.

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