Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia

This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.

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EFL Teachers' and Students' Approaches in Using Teaching Aids: A case Study

10.31235/osf.io/ce79n ◽

2018 ◽

Author(s):

Arab World English Journal ◽

Awwad Othman Abdelaziz Ahmed

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Learning Processes ◽

Classroom Setting ◽

Teaching Aids ◽

Efl Teachers ◽

Teachers And Students ◽

Teachers Attitudes ◽

Effective Teaching And Learning

The use of teaching aids plays an important role in enhancing students' interaction and participation. Therefore, this research aims to investigate teachers' and students' approaches in using teaching aids and to reinforce their importance. This research also tried to verify whether teaching aids activate teaching and learning processes and more specifically if they make students interactive and effective participants. Moreover, it encourage teachers to update their methods of teaching. A questionnaire is used as an instrument to collect the necessary data. The questionnaire content was based on items to maximize the benefits of various teaching aids use in English as a foreign language (EFL) classroom settings. Twenty teachers and fifty students took part in the questionnaire survey. Findings from the teachers' and students' questionnaires demonstrated that teaching aids help teachers and students activate their teaching and learning processes. Moreover, they help in classroom setting and management. Teachers' attitudes as well as their perception toward using teaching aids to motivate students are positive since they all find the necessity of using them to improve students' English performance. As a result, teachers should be aware that disregarding of teaching aids use impedes learners' motivation. It has been recommended that teachers need to systematically design their own teaching aids for effective teaching and learning betterment.

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Code-switching in English Language Education: Voices from Vietnam

Theory and Practice in Language Studies ◽

10.17507/tpls.0607.01 ◽

2016 ◽

Vol 6 (7) ◽

pp. 1333 ◽

Cited By ~ 1

Author(s):

Nhan Trong Nguyen ◽

Peter Grainger ◽

Michael Carey

Keyword(s):

Group Dynamics ◽

Teaching And Learning ◽

English Language ◽

Language Education ◽

Code Switching ◽

Language Teachers ◽

English Only ◽

Teachers And Students ◽

Language Classrooms ◽

English Competence

Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

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The Benefits of Backward Design in the English as a Foreign Language Context

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v7i2.17785 ◽

2020 ◽

Vol 7 (2) ◽

pp. 145-158

Author(s):

Carlos Lenin Alvarez Llerena

Keyword(s):

Foreign Language ◽

English Language ◽

Procedural Knowledge ◽

Design Model ◽

Backward Design ◽

Language Class ◽

Efl Teachers ◽

Instructional Processes ◽

Teachers And Students ◽

Language Context

ABSTRACTThe Backward Design Model (BDM) is a curriculum approach in language teaching, which begins with the specification of learning outcomes that are the basis for developing instructional processes and input (Richards, 2013). This study aims to display a theoretical analysis of how the integration of the BDM has impacted English as a Foreign Language class. Thus, this study provides the results of reviewing research-based articles about how the integration of the BDM has benefited EFL teachers and students. These benefits are related to the main elements of the BDM, namely, designing learning to provide enduring understandings, assessing students’ performance based on acceptable evidence, and planning learning experiences and instructions based on desirable outcomes. The results indicated that the BDM indeed brought benefits to EFL teachers and students, revealing that this model's efficient application can help (a) teachers better understand the procedural knowledge of learning and (b) students improve their English language skills.ABSTRAKBackward Design Model merupakan pendekatan kurikulum dalam pengajaran bahasa yang diawali dengan spesifikasi hasil belajar yang menjadi dasar untuk pegembangan proses dan masukan pembelajaran (Richards, 2013). Penelitian ini bertujuan untuk menampilkan analisis teoritis tentang bagaimana integrasi Backward Design Model (BDM) berdampak pada kelas bahasa Inggris sebagai bahasa asing. Penelitian ini merupakan hasil dari telaah artikel berbasis penelitian tentang bagaimana integrasi BDM bermanfaat bagi para guru dan siswa EFL. Manfaat ini berkaitan dengan elemen utama BDM yaitu merancang pembelajaran untuk pemahaman yang bertahan lama, penilaian kinerja siswa berdasarkan bukti yang dapat diterima, dan merencanakan pengalaman dan instruksi pembelajaran berdasarkan hasil yang diinginkan. Hasil penelitian menunjukkan bahwa BDM memang membawa manfaat bagi para guru dan siswa. Hasil penelitian juga mengungkapkan bahwa penerapan model yang efisien ini membantu para guru untuk memiliki pemahaman yang lebih baik tentang pengetahuan prosedural pembelajaran dan juga membantu siswa untuk meningkatkan kemampuan berbahasa Inggris mereka.

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Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education

Frontiers in Psychology ◽

10.3389/fpsyg.2021.739842 ◽

2021 ◽

Vol 12 ◽

Author(s):

Loc Tan Nguyen ◽

Bui Phu Hung ◽

Uyen Thi Thuy Duong ◽

Tu Thanh Le

Keyword(s):

Foreign Language ◽

Curriculum Design ◽

Teaching And Learning ◽

Language Education ◽

Structured Interviews ◽

Language Curriculum ◽

Pronunciation Instruction ◽

Efl Teachers ◽

Teachers And Students ◽

Group Interviews

Recent studies have sought to describe and understand English as a second/foreign language (ESL/EFL) teachers’ pronunciation teaching practices in different contexts, but much less research has examined how teachers and learners perceive pronunciation instruction at tertiary level, especially in EFL settings. The qualitative study reported in this paper extends this line of research by investigating the beliefs of teachers and learners with regard to pronunciation instruction in tertiary EFL education in Vietnam. Data were collected from individual semi-structured interviews with six EFL teachers and focus group interviews with 24 students (four students per group) at a Vietnamese university. The study adopted a content-based approach to qualitative data analysis. The findings show that both the teachers and students considered pronunciation instruction an important component in tertiary EFL programs, which deserves explicit and systematic delivery. The findings suggest that both groups of participants believed communicative pronunciation teaching to have the potential to improve learners’ pronunciation and facilitate their general communicative purposes. The study has implications for language curriculum design and L2 pronunciation teaching and learning.

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Exploring the Use of Learners’ First Language in English as a Foreign Language Classroom

International Journal of Education ◽

10.17509/ije.v11i2.14558 ◽

2019 ◽

Vol 11 (2) ◽

pp. 143

Author(s):

Laxmi Mustika Cakrawati

Keyword(s):

Foreign Language ◽

Language Learning ◽

Classroom Observation ◽

First Language ◽

Foreign Language Learning ◽

Classroom Context ◽

Mixed Methods Approach ◽

Teachers Perceptions ◽

Language Classroom ◽

Teachers And Students

The use of learners’ first language has been debated for years. Some of the researchers think that using learners’ first language can be a help for foreign language learning while others argue that it can be hindrance. Therefore, this study focuses on investigating students’ and teachers perceptions on the use of learners’ first language (L1) and problems they encountered in using English in the English as a Foreign Language (EFL) classroom context. The study involved 150 students of grade X and grade XI and two English teachers in a high school in rural Karawang, West Java. The data were collected through questionnaire, interviews, and classroom observation and were analyzed using mixed methods approach. The findings of the study reveal that the participants showed various responses related to the use of L1. The result of the study indicates that the participants perceive L1 as facilitating learning tool that can help both teachers and students in learning process. Thus, it is suggested that teachers should be able to not only use L1 wisely but also encourage their students to use more English in the classroom.

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Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

SHS Web of Conferences ◽

10.1051/shsconf/20184200034 ◽

2018 ◽

Vol 42 ◽

pp. 00034 ◽

Cited By ~ 1

Author(s):

Sondang Pondan Perlindungan Leoanak ◽

Bonik Kurniati Amalo

Keyword(s):

Foreign Language ◽

High School Teachers ◽

Teaching And Learning ◽

Code Switching ◽

Teaching English ◽

School Teachers ◽

English As Foreign Language ◽

Teachers Beliefs ◽

Language Classroom ◽

Efl Teachers

In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers’ roles and beliefs of code-switching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students’ participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying code-switching exaggerated the disadvantages in ELF classroom.

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Reflection of Teacher Cognition in EFL Vocabulary Instructional Practices in Indonesia

International Journal of English Linguistics ◽

10.5539/ijel.v7n5p34 ◽

2017 ◽

Vol 7 (5) ◽

pp. 34 ◽

Cited By ~ 1

Author(s):

Istanti Hermagustiana ◽

Arifuddin Hamra ◽

Andi Qashas Rahman ◽

Kisman Salija

Keyword(s):

Instructional Practices ◽

Teaching Practices ◽

Teaching And Learning ◽

Classroom Observation ◽

Vocabulary Instruction ◽

Structured Interview ◽

Classroom Context ◽

Efl Teachers ◽

The World

Teachers are highly influenced by their cognitions related to their ideas, to their views of the world, and to their values and conceptions of their environment. The study of teachers’ cognitions forms a part of the process of understanding how teachers conceptualize their work (Hassankiadeh, 2012). Therefore, this study attempted to investigate the cognitions the Indonesian EFL teachers hold about vocabulary instruction along with analyzing reflected cognitions in their teaching practices in classroom context. This qualitative study used semi-structured interview and direct classroom observation to obtain the data from four Indonesian EFL teachers of senior high school. It was revealed that the teachers have well-developed cognitions about EFL vocabulary instruction. It is shown from their beliefs, understanding, and perceptions about the role of vocabulary, its importance in EFL teaching and learning including what words are taught and how words are taught. Moreover, some aspects of their cognitions about vocabulary teaching emerge to be in congruence with their vocabulary teaching practices although some inconsistencies have been identified as well.

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The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

International Education Studies ◽

10.5539/ies.v9n6p76 ◽

2016 ◽

Vol 9 (6) ◽

pp. 76

Author(s):

Emre Debreli ◽

Nazife Onuk

Keyword(s):

Student Achievement ◽

Foreign Language ◽

Error Correction ◽

Corrective Feedback ◽

Educational Programme ◽

Classroom Observations ◽

Structured Interviews ◽

Efl Teachers ◽

Speaking Skill ◽

Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

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English as a Foreign Language (EFL) Teacher's Perceptions and Use of Mobile Devices and Applications

English Studies at NBU ◽

10.33919/esnbu.19.2.1 ◽

2019 ◽

Vol 5 (2) ◽

pp. 190-202

Author(s):

Elias Bensalem

Keyword(s):

Saudi Arabia ◽

Foreign Language ◽

Mobile Devices ◽

Teaching And Learning ◽

Public Universities ◽

Mobile Technologies ◽

Tertiary Level ◽

Online Questionnaire ◽

Personal Learning ◽

Efl Teachers

This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers’ use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.

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Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

Arab World English Journal ◽

10.24093/awej/vol12no4.23 ◽

2021 ◽

Vol 12 (4) ◽

pp. 349-365

Author(s):

Khulud Ali Tubayqi ◽

Mazeegha Ahmed Al Tale’

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Mother Tongue ◽

Arabic Language ◽

Microsoft Excel ◽

Thematic Content Analysis ◽

Positive Attitudes ◽

Teachers And Students ◽

Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

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