scholarly journals Exploring EFL Students’ Perceptions Toward Language Learning Activities Applied in Indonesian EFL Classroom Today

Tamaddun ◽  
2020 ◽  
Vol 19 (2) ◽  
pp. 100-107
Author(s):  
Ishafiuddin Ismail ◽  
Chuzaimah Chuzaimah
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Learning Activities ◽  
State University ◽  
Classroom Activities ◽  
Analysis Strategy ◽  
Efl Students ◽  
Research Questions ◽  
Individual Presentation

The present paper sheds light on Indonesian EFL students' perceptions toward learning activities applied in the classroom teaching practice. Classroom activities particularly related to learning activities have been widely accepted as one of factors that influence students’ achievement in learning. In the current study, the researcher attempts to answer three research questions: (1) How important the learning activities in students’ perceptions to facilitate them for learning, (2) what benefits gained from those learning activities? And (3) which learning activities do students perceive to be the most facilitating them in learning? The participants in this study were 21 EFL students, in state university of Makassar. The participant consisted of different term which in the second term, fourth term and sixth term.  Survey and open-ended question were developed in collecting data. The researcher analyzed the data through data analysis strategy particularly coding qualitative data. The result of the study analysis showed that the discussion was quite important and both Writing paper/article and Book review were just important, while individual presentation and Quiz were very important activities. Table 3 summarized the students’ perception toward benefits of learning activities. The finding also showed discussion activity to be the most facilitating students in learning.

scholarly journals The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

2021 ◽  
Vol 20 (11) ◽  
pp. 422-443
Author(s):  
M Melvina ◽  
Nenden Sri Lengkanawati ◽  
Yanty Wirza
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Awareness ◽  
State University ◽  
Mixed Method Design ◽  
Efl Students ◽  
Second Year

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

Extent of the use of clinical supervision model for teaching practice supervision in Imo State University, Owerri

2021 ◽  
Vol 2 (1) ◽  
pp. e12740
Author(s):  
Stanley U. Nnorom ◽  
Vivian Ngozi Nwogbo ◽  
Obinna Nonso Anachuna
Keyword(s):  
Clinical Supervision ◽  
Teaching Practice ◽  
State University ◽  
Imo State ◽  
Supervision Model ◽  
Research Questions ◽  
Faculty Of Education ◽  
Level Of Significance ◽  
Descriptive Survey ◽  
Observational Techniques

The seeming decline in the quality of teachers in Nigeria necessitated this study. The study adopted the descriptive survey research design. Four research questions guided the study while three hypotheses were tested at 0.05 level of significance. The population of the study comprised 323 respondents made up of 240 final students and 83 lecturers in the seven Departments of the faculty of Education Imo State University, Owerri. The entire population was used for the study. A researcher developed questionnaire was the instrument used for data collection. The instrument was validated by three experts. The Cronbach’s alpha method was used to determine the internal consistency of the items and it yielded a reliability coefficient of 0.74. The researchers with the help of four research assistants distributed and successfully collected 298 copies of the questionnaire administered. The research questions were answered using the mean, while the hypotheses were tested using z-test at 0.05 level of significance. It was found among others that pre-observational techniques were used to a very low extent t in Imo state university Owerri for teaching practice supervision. Based on the findings of the study, it was recommended among others that conference, workshops and seminars should be organized for lecturers at Imo State University where various techniques of clinical supervision will be exposed to them towards ensuring qualitative teaching practice supervision.

scholarly journals DIGITIZING ENGLISH LESSONS: INCORPORATING INTERACTIVE PLATFORMS INTO CLASSROOM EDUCATION

2020 ◽  
Vol 1 (17) ◽  
pp. 41-47
Author(s):  
Olexandra Budilova ◽  
Alla Bilova
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Skills Acquisition ◽  
General Outline ◽  
Classroom Activities ◽  
Success Stories ◽  
Classroom Education ◽  
Competence Acquisition

The article offers a general outline of particular online platforms that have proved effective for teaching and learning English as a second language in a regular classroom. A bigfocus is placed on activities each platform has to offer, as well as on various teacher access options and benefits. The idea behind this article is to share experience and disseminate success stories related to the use of these platform in our routine teaching practice. Since nowadays teaching focus has shifted from reproduction to competence acquisition, every competence implies certain skills and abilities that can be used for career and life success. One of these key competences is digital literacy, which can be developed through integrating technology into classroom activities. Alongside gaining appropriate digital skills, digital technology can significantly diversify the entire learning process and make language learning a combination of skills acquisition and pleasure.

scholarly journals Maximizing Mobile-Assisted Language Learning (MALL) amid Covid-19 Pandemic: Teachers’ Perception

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Cicih Nuraeni
Keyword(s):  
Language Learning ◽  
English Language ◽  
Human Life ◽  
Educational Institution ◽  
Social Economy ◽  
Language Education ◽  
Learning Activities ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning

Covid-19 pandemic has brought many significant aspects of human life, such as health, social, economy, and education as well. Temporarily, most government around the world have closed educational institution in order to reduce the spread of Covid-19. The Indonesian government appeals all elements of education to adapt and continue learning activities through online learning. Mobile-Assisted Language Learning (MALL) as the newest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile-Assisted Language Learning (MALL) has been studied years by researchers in its connection with education related activities. This research will focus on its main purposes,that is teachers’ perceptions in mobile learning especially English language learning classroom activities. The method of the research was quantitative method which used 70 English teachers as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; the teachers’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language in the middle of Covid-19 pandemic

scholarly journals TWO HEADS BETTER THAN ONE? PAIR PRESENTATION IN THE EFL CLASSROOM – A PANACEA FOR ANXIETY?

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Zsuzsa Tóth
Keyword(s):  
Language Learning ◽  
Rating Scales ◽  
Emotional Experience ◽  
Language Teachers ◽  
English Studies ◽  
Classroom Activities ◽  
Open Questions ◽  
Language Research ◽  
Individual Presentation ◽  
Classroom Presentation

While the role of emotions in language learning is getting more and more attention in second language research, relatively few studies have investigated emotions related to specific classroom activities. This mixed-method practitioner research examined tertiary-level EFL learners’ affective reactions to a specific type of oral presentation: the pair presentation. The aim of the study was to examine whether making a classroom presentation feels to be a more positive and less anxiety-provoking experience if done in pairs rather than individually. 33 English Studies students were asked to choose a presentation partner and give a 10-20 minute joint presentation in one of their regular language development classes. Immediately after the talk, they were asked to indicate on two 10-point rating scales how pleasant/unpleasant they felt during the task and how much anxiety they experienced. Additionally, they were invited to reflect on their experiences in greater depth within 24 hours, responding to a set of open questions. The results of the study are discussed in comparison to those of an earlier investigation in the same setting, which focused on the emotional experience of individual presentation (Tóth, 2019). While the numerical findings suggest that presenting with a partner is neither less anxiety-provoking nor a substantially more positive experience, the post-task reflections show that most participants approve of the idea of pair presentation and only a minority of them prefer individual presentation. Providing insights into the complexities of learners’ emotional experiences and the practicalities of how they prepared for the joint presentation, the study sheds light on these conflicting results and has important implications for language teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0882/a.php" alt="Hit counter" /></p>

scholarly journals The Analysis on Students’ Difficulties in Doing Reading Comprehension Final Test

2018 ◽  
Vol 2 (2) ◽  
pp. 253
Author(s):  
Ratih Laily
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Interactive Learning ◽  
Reading Skill ◽  
Vocabulary Knowledge ◽  
Learning Activities ◽  
Teaching Techniques ◽  
Final Test ◽  
Interactive Teaching ◽  
Research Questions

<p>Reading is one of skills considered important in language learning. But based on the condition in the classroom, reading skill is also influenced by some factors. This research is an attempt to find out the difficulties faced by students in doing reading comprehension to find the perfect technique or method to overcome the problem and answer the research questions (1) what difficulties are faced by students in doing reading comprehension test? (2) what are the causes of the difficulties? (3) what methods or learning activities are applicable in the classroom to overcome the difficulties?. The method of this study is explanatory multi-method strategy. The findings show that students face problem related to vocabulary knowledge or mastery. And they need more interactive learning activities. So here, the teachers should be more aware of problems faced by students and provide more interactive teaching techniques.  </p>

scholarly journals The Role of Classroom Culture and Psychological Safety in EFL Students' Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaowei Tu
Keyword(s):  
Language Learning ◽  
Positive Emotions ◽  
Critical Role ◽  
Psychological Safety ◽  
Classroom Culture ◽  
Classroom Activities ◽  
Whole Process ◽  
Personal Variables ◽  
Efl Students

Language learning is a complex phenomenon that is the outcome of an interplay of numerous inter/intra-personal variables. Out of these factors, emotions play a critical role in the whole process of learning. Research approves that positive emotions lead to positive outcomes. This is only obtainable in a positive classroom culture where students feel psychologically safe. If so, they actively engage in the classroom activities for a longer period. However, the macro-effect of classroom culture in EFL/ESL contexts has been limitedly explored. Against this shortcoming, the present article provides a brief account of the definition and conceptualization of classroom culture and its impact on two learner psychology variables (i.e., psychological safety, engagement). Moreover, the dimensions and factors influencing these variables are discussed. Finally, the study offers some implications for different stakeholders in EFL/ESL contexts and enumerates a number of research gaps and future directions for future scholars in this line of inquiry.

scholarly journals Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities

2017 ◽  
Vol 10 (1) ◽  
pp. 12
Author(s):  
Rully Yudhiantara ◽  
Ihsan Abdul Nasir
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Qualitative Method ◽  
Positive Perception ◽  
Video File ◽  
Mobile Phone Use ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning ◽  
Research Questions

Mobile phone has been studied by researchers in its connection with education-related activies.  This study was aimed at investigating two research questions: 1) what are students’ perception toward mobile phone to support classroom activities; 2) How do students experience mobile phone use to support classoom activities? This study employed qualitative method. To collect data, there were some technique used: questionnaire and observation.  Students participated in this study were 70 students. Findings showed that student had positive perception and attitude toward mobile phone to support classroom activities. In classroom they used mobile phone to support classroom activitis. Reading E-Book that support subject, playing Audio and Video File, operating offline dictionary were activities supported by mobile phone use.

scholarly journals An Evaluation of EFL Textbooks Entitled “New Access English for Academic Purposes” for Undergraduate Students

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Imam Fauzi
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Descriptive Analysis ◽  
Analysis Data ◽  
English For Academic Purposes ◽  
Learning Activities ◽  
Textbook Evaluation ◽  
Efl Students

The present study is a case specific attempt to explore the effectiveness of English as a foreign language textbooks entitled New Access English for Academic Purposes Revised Edition on the students active learning in EFL situation. The current research underpinned an indepth approach which led to descriptive analysis data collection through a textbook evaluation checklist. It was  addressed to 40 undergraduate students in EFL classroom. Textbook evaluation checklist was built on both close and open-ended questions which were comprehensively analyzed separately. The findings revealed that the textbook contributes much advantages on the students active learning, be able to stimulate students in the EFL learning situations, and assist the EFL teachers or lecturers in designing sistematically their classroom learning activities based on the learning objectives and expectation written in the textbook. As explained in the findings of research that some students feel encouraged in terms of utilizing the designed textbook in the language classroom, they thought the EFL textbook is able to improve their English language skills especially in reading, listening, writing, speaking and grammar understanding. Although in the other side, the EFL learners responded that there would be better if the author of textbook tried to make some need analysis for improving and formulating much better language learning materials. Additionally, the EFL lecturers feel assisted after using the textbook for EFL students to construct effectively their course syllabus and language learning activities in the classroom.              

Am I bilingual? Reporting on the self-reflections of Japanese EFL learners

2021 ◽  
pp. 136700692110194
Author(s):  
Blake Turnbull
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Efl Learners ◽  
Emergent Bilingual ◽  
Bilingual Speakers ◽  
Efl Students ◽  
Research Questions ◽  
Emerging Themes ◽  
Linguistic Approach ◽  
Insight Into

Aims and objectives/purpose/research questions: Through use of a written questionnaire, this article examines the personal opinions of tertiary-level Japanese intermediate EFL students regarding the definition and process of becoming bilingual. Design/methodology/approach: This article takes a critical applied linguistic approach to examining the perspectives of emergent bilingual Japanese EFL learners regarding their own status as bilingual speakers in Japan. Data and analysis: This study employed a questionnaire involving both Likert and open perspective questions. The subsequent data analysis involved quantitative analysis of the Likert questions and qualitative analysis of the open-ended questions, according to emerging themes. Findings/conclusions: The results suggest that most of the Japanese emergent bilingual participants did not view themselves as being bilingual, and instead considered the notion of bilingualism to be an out-of-reach goal at their current level. This article suggests the need to educate foreign language (FL) learners of their emergent bilingual status so they may dismiss the idea of attaining native-like competence and embrace their status as competent emergent bilinguals. Originality: Whereas many studies examine (emergent) bilingualism from the perspective of minorities learning a majority language, this article has expanded upon the current body of bilingualism literature by investigating the perspectives of bilingualism from speakers of a majority language learning a minority language, as is the case in all FL education environments. Significance/implications: This article provides an insight into the issue of FL learners’ lack of recognition of their own emergent bilingualism. It brings attention to the need for FL teachers to inform students of their emergent bilingual status to leverage their bilingual languaging strategies so that they can make meaning, express themselves, and learn in their ever-increasing bilingual worlds.

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