The Impact of Using Twitter as a Pedagogical Tool on Improving Writing Skills of English Language Education Students

This study was a qualitative research method focused on a case study approach. This study aimed to find out the impact of pedagogical Twitter on improving the writing skills of English Language Education students at Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong. The sample of this study was 27 students of the English Language Education Study Program in the academic year 2020/2021. The sampling technique of this study used a purposive sampling technique. Invalidating the data, I used methodological and investigator triangulation. The instrument of this study had validated by expert judgment invalidating the data. The data of this study had collected through students writing text, tweets from Twitter, and interviews. After collecting the data, I used Brown’s rubric score to analyze students’ writing text, and tweets from their Twitter accounts as a pre-test and post-test. The interview item became the last instrumental in exploring the impact of Twitter on improving students writing skills. The analysis found that Twitter became an effective tool in enhancing students’ writing skills. The result showed from five categories of Brown’s assessing writing skills: students writing content of 83.33%, the organization was 81.48%, grammar structures of 85.19%, vocabulary had 82.41%, and mechanism had 100.00%. The result concluded that Twitter was more influential in improving students writing skills. The average of each category was an outstanding category. In short, Twitter became an effective pedagogical tool in helping students to improve their writing skills. In addition, Twitter has functioned as social media, but it has integrated into the teaching and learning process. Keywords: Twitter, Pedagogical Tool, Writing Skills.

Recontextualizing Immersion in the Chinese Context

Immersion and bilingual education have been key concepts in English language education policies and practices. Though discussions have been made on the theoretical and practical issues of bilingual education in China, there has been much disagreement between which model of bilingual education is suitable for the Chinese context, as well as which terminology to use. Drawing on interview, observation, and documentary data gathered during a three-year study of a public-funded foreign language school in Shenzhen, one of the most economically developed cities in China, this chapter is focused on the impact of a Sino-Canadian collaborative educational program on the teachers, students, and school leadership, and reports some preliminary findings and thoughts on related issues. The conclusion is that immersion and bilingual education in the Chinese educational context needs to be reconceptualized and reinterpreted.

DELVING INTO ENGLISH AS A FOREGIN LANGUAGE STUDENTS’ PERCEPTION ON THESIS WRITING REFERENCING SYSTEM

This research aimed to investigate undergraduate EFL students’ perception towards the use of Microsoft Word Referenceson students’ thesis and factors that influence the perception. This research used a sequential mixed method. There were 25 students from 7th semester of English Language Education, Ganesha University of Education, involved in this research.The research instruments were questionnaire and interview. The results from the questionnaires were analyzed usingmean score ideal (Mi) and standard deviation ideal (SDi), and data from the interviews were analyzed using interactivemodel analysis by Miles and Huberman. From the ideal mean score analysis, the mean score of undergraduate EFLstudents’ perception towards the use of Microsoft Word References on students’ thesis was 41.84, which was categorizedas average. This means Microsoft Word References can be used in managing citation and reference in thesis writing.Moreover, the interview result shows 11 factors that influence undergraduate EFL students’ perception towards the use ofMicrosoft Word References on students’ thesis, namely attitudes, motives, interests, expectations, novelty, motion, size,background, proximity, and time. The factors build two trends, positive and negative perceptions.

The Evaluation of the College English Textbook in China: From the Perspective of Second Language Acquisition

Textbooks play critical roles in promoting learning. Thus, analyzing the content and structure of textbooks can shed light on education. English language education has always been attached with paramount importance in China. This study, therefore, evaluated a widely used college English textbook: Contemporary College English 2 second edition (CCE2) from the perspective of second language acquisition to maximize the learning outcome of students using this textbook. This study started with a description of the textbook. Secondly, the study presented an analysis of the content and structure of the textbook. Thirdly, the author discussed the textbook from the perspective of input and output skills underpinned by theories of second language acquisition. The findings illustrated that CCE2 had pros and cons. It provides authentic input and pedagogical tasks for students, which would benefit students’ English proficiency development. However, the difficulty level of each unit is imbalanced, which might hamper students’ understanding of the reading texts. Based on these advantages and disadvantages, suggestions for both compilers and teachers about how to utilize CCE2 effectively were elaborated.

Discursive Practice in Online Learning by Using Zoom Meeting on COVID-19

Since November 2019 COVID-19 virus spread, all activity chance totals especially in Education. Especially in Indonesia applied online learning, the famous application use is Zoom Meeting. I’m as researcher interested analyze how interaction and communication teacher and student in Zoom application, then want find out how Zoom application in learning media present the discursive practice especially between teacher and student, last how student and teacher construct discursive practice use Zoom application. This research aims to find out how discursive practice present in full online class, especially in English class by using Zoom application. This descriptive qualitative study used interview and observation methodology. Twenty six students from English Language Education Study Program, Magister Program of UNP academic year 2021 participated in this study. Based on observed conducted by researcher in class A and B that use Zoom platform in full online learning toward discursive practice. Researcher found discursive practice can present in the class, although in virtual class. Discursive practice in online class by using Zoom application beyond expectation lecturer and student communicate and interaction well with menu that provide by zoom. It can conclude by researcher that the discursive practice can present although in virtual class.

Barriers and Enablers of Emergency Remote Education amid COVID-19 Pandemic: Perspectives of English Language Teachers

The aim of this paper is to describe the barriers and enablers in emergency remote education from the views of language teachers amid COVID-19 pandemic. It involved eleven purposively sampled high school English language teachers in the Philippines during the school year 2021-2022. The qualitative data were processed using thematic analysis technique. The results revealed two superordinate themes: 1.) barriers of emergency remote English language education and 2.) enablers of emergency remote English language education. Under the first superordinate theme, barriers of remote emergency education, three subordinate themes emerged: 1.1.) problems in internet connection and materials; 1.2.) unfamiliarity with remote instructional design; and 1.3.) lack of skills in using remote technologies. Furthermore, under the second superordinate theme, enablers of remote emergency education, three subordinate themes were revealed: 2.1.) self-learning in using technology; 2.2.) instructional accommodations; and 2.3.) school and community support. These study outcomes provide practical insights that shape emergency remote education amid the current novel crisis. The barriers should be addressed, and the enablers should be cultivated, so that a successful remote English language education can be attained.

The English Language Education under Israeli Occupation through Dramatization Method for the EFL Students in Palestine: A Case Study

Palestinian students in the occupied regions of Palestine are facing exceptional circumstances besides difficulties, unlike other neighboring countries in the world. These are due to the continuing occupation by Israel. This study, intended to find out English Language Education under Israeli Occupation through dramatization Method for the EFL students in Palestine. This study used a full qualitative method, the participants were eight students who had used drama as a technique in learning English language class. The researcher got the data from interviewing the students. The result of this study showed that the English Language Education under Israeli Occupation through dramatization method for the EFL students in Palestine dramatization method is effective in Learning English for Palestinian students. The results of interviews with eight students indicate that they have a positive perception of the dramatization method in learning English language class. Thus, the technique of dramatization examines their thoughts, memories, and responses, offering greater insights into this complex and disturbing situation due to conflict and occupation.

Aligning the Language Criteria of a Group Oral Test to the CEFR: The Case of a Formal Meeting Assessment in an English for Occupational Purposes Classroom

The Malaysian Education Blueprint (MEB) 2015-2025 has set in motion efforts from all stages of education to align programs, courses, and syllabuses to the Common European Framework of Reference (CEFR) benchmark. This exercise has brought on major revamps in all aspects of English language education in the nation. This study will present such an undertaking in a public university in Malaysia and detail how the language criteria for an oral group test of an English for Occupational Purposes course have been aligned to the stipulated CEFR level. The actual assessment task involved groups of four or five students conducting a meeting of their established company. Data for the study came from an analysis of the audio recordings of nine group meetings, along with post-assessment interviews and focus group discussions involving three EOP instructors. Based on the data analysis, this study recommends a revised set of language criteria for the assessment. Furthermore, it demonstrates how an alignment of the scoring criteria with the descriptors of the targeted CEFR scale can be achieved through a systematic comparison of the language functions (LFs) produced in the meeting task to the targeted CEFR descriptor scales. The revised language component for the meeting assessment could help ease instructors’ assessment of students interactional skills and allow them to gauge better their students’ attainment of the skills required in a formal meeting context.