Students’ Perceptions of Video-based Tasks in the “American English File” Series: a Survey at People’s Security University

This study was a survey design conducted with the aim of exploring non-English major students' perceptions of video-based tasks in listening classes. The data were collected both quantitatively and qualitatively through two main research tools, namely Likert-scale questionnaires and semi-structured focus group interviews respectively. First, quantitative data was collected through the questionnaires delivered to 86 non-English major students with the use of Google forms to investigate how they perceive video-based tasks in the AEF series in terms of three components, namely Goals, Input, and Procedures. Then, qualitative data, which was gathered from two focus groups of student volunteers, was used to confirm and supplement the findings from the first tool. It was then discovered that the student participants' responses to the video-based tasks in American English File (AEF) series are generally positive. Moreover, students can improve their listening ability, have more motivation in listening lessons as well as better acquire real-life input from the videos.

Digital Platforms in the Emergency Remote Education: the Students’ Preferences

One positive side of the Covid-19 pandemic is the unprecedented opportunity it has offered to the Higher Education Institutions to experience digital learning like never before. During the pandemic, Distant Learning platforms, including Learning Management Systems and Video Conferencing Platforms, have been ubiquitous, and no single institution survived without them during the pandemic. Hence, one of the critical lessons that should be learned is the students’ experiences with these platforms. This study aims to investigate the digital platform preferences of English major students in the College of Language and Translation at King Saud University in Saudi Arabia during the Emergency Remote Education due to the Covid-19 pandemic. Its significance lies in the fact that it underscores and addresses students’ needs and preferences with regard to the digital platforms to be used for language learning, a pragmatic examination of which has been carried out in the following pages. It focuses on reasons for the preferences of the two leading digital platforms used in King Saud University: Blackboard and Zoom. A Survey with open-ended and closed-ended questions was designed to answer the questions of the study: which digital platforms do students prefer to use during Emergency Remote Education, and what were the reasons behind students’ preferences? A total of 300 students from both male and female campuses at different levels of study participated in the study. The results showed that students preferred the Zoom to Blackboard. Reasons of preferences were mainly the ease of use, followed by supporting smartphones, then having an app for smartphones. The thematic analysis of the open-ended question showed that technical problems and connection latency were the main reasons behind students’ preferences of the Zoom. The findings also indicated gender differences in reasons of preferences.

Students’ Beliefs and Attitudes in Exploring Critical Literacy Comprehension towards Online Media Information into their Writing Practices

Addressing critical literacy exploration into students’ language learning is perpetuated in this digital media- dependent environment. Reading and writing competencies have also pertained the critical enactment in order to present the beyond textual values. Through class discussions and class observations among 12 tertiary English major students in a private university in Indonesia, this study explores students’ beliefs and attitudes towards their critical literacy comprehension on online media information through writing practices. This exploratory case study collect the data covering the recordings of class discussions and class observations from student lesson implementation during their writing course. The results of this study reveal that most of the students are aware of the critical understanding of particular information conveyed from certain messages in their written works. Their beliefs on critical literacy agency has raised several attitudes of how they construct the social perspectives based on selections of what to include and exclude in their written texts. The article is also present recommendation to enlighten the learning in a critical stance.

The Trajectory of an Undergraduate Researcher

This article focuses on the progress of an undergraduate English major on the scholarship continuum outlined by Laurie Grobman (2009). The student engaged in authentic research in a research methods course for English majors, a class that also meets a university requirement of “quantitative intensive,” and she completed two research projects of note. Her journey has implications and significance for faculty in designing undergraduate research experiences.

Enhancing Inclusive Teaching and Learning via University Courses Built on Needs Analysis

This study examines the added beneficial value of needs analysis prior to designing ESP university courses to guarantee inclusive teaching and learning at English language programs in Albania. The study is conducted by combining both research methods of textual analysis with the survey questionnaire delivered to 150 students of English major at Tirana State University, EPOKA University, and Catholic University “Our Lady of Good Counsel” in Albania. It analyzes the feedback and perceptions of students on the content and inclusivity of the courses to better match their linguistic needs. The findings from this study reveal the need to systematically consider learners' needs prior to deciding the content materials and assessment methods aiming at a fair and transparent teaching, learning, and knowledge evaluation process. The last criteria comprise essential contributors to realizing inclusive teaching at university courses of English for Specific Purposes in Albania.

Non-English Major Students ‘Motivation in English Classrooms: Evidence from a University Setting

In learning and teaching English as a foreign language, motivation is crucial to success. The purpose of this study is to discover whether non-English-majored students are motivated in learning English and to find out what factors can help motivate them to learn English. The study mainly employed a questionnaire which is developed and administered base on Khau and Thach (2021)’s framework to collect the data. It was delivered to 54 non-English-majored students who are at their third year of study at a public university in Ho Chi Minh City, Vietnam. The results highlighted various researches that have been conducted on the elements that influence motivation. The data showed that the participants’ motivation level is at medium rank. It could be inferred that these participants were motivated to learn English at university. The current study also found that students’ motivation was mainly affected by four factors which are teacher’s personality, teacher’s methodology, facilities for studying and classmates. The results of the study contribute to the field of motivation research in EFL setting.