ELE Reviews: English Language Education Reviews最新文献

Exploring EFL Students’ Perceptions of Reading Habits in English Academic Reading: A Case of a Cambodian Private School 探索 EFL 学生对英语学术阅读中阅读习惯的看法：柬埔寨私立学校案例

ELE Reviews: English Language Education Reviews Pub Date : 2023-11-25 DOI: 10.22515/elereviews.v3i2.7542

Piseth Sum, Sarin Sok, Sina Pang

{"title":"Exploring EFL Students’ Perceptions of Reading Habits in English Academic Reading: A Case of a Cambodian Private School","authors":"Piseth Sum, Sarin Sok, Sina Pang","doi":"10.22515/elereviews.v3i2.7542","DOIUrl":"https://doi.org/10.22515/elereviews.v3i2.7542","url":null,"abstract":"Reading is one of the most essential skills to open up a world of knowledge, comprehension, and amusement. Despite increasing global interest, there has been little research on reading habits and academic performance in Cambodia. This study examines the English as a Foreign Language (EFL) students’ perceptions of reading habits in English academic reading. The study employed a qualitative approach, in which seven participants were selected for interviews using 18 questions to explore their perceptions of reading practices. The findings revealed that the EFL students had positive perceptions of reading habits and self-reported that it helped them improve their English proficiency in general. Furthermore, it also highlighted the importance of reading habits in enhancing students’ English academic reading. However, it is pivotal for educators to provide guidance and support to their students in the process of reading practices to improve their English academic reading achievements. Future researchers are recommended to conduct a study that comprehensively investigates the association between reading habits and academic achievements, employing quantitative and/or mixed methods in multiple schools.","PeriodicalId":155981,"journal":{"name":"ELE Reviews: English Language Education Reviews","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Indonesian High School Students’ Critical Thinking and Literary Text Comprehension 印度尼西亚高中生的批判性思维和文学文本理解能力

ELE Reviews: English Language Education Reviews Pub Date : 2023-11-25 DOI: 10.22515/elereviews.v3i2.7621

Tuntun Sinaga, Budi Kadaryanto, Nurul Aulia

引用次数: 0

Can Artificial Intelligence (AI) like QuillBot AI Assist Students’ Writing Skills? Assisting Learning to Write Texts using AI 人工智能（AI）如 QuillBot AI 能帮助学生提高写作能力吗？利用人工智能辅助学习写作文

ELE Reviews: English Language Education Reviews Pub Date : 2023-11-25 DOI: 10.22515/elereviews.v3i2.7533

Riza Laras Amyatun, Adhan Kholis

{"title":"Can Artificial Intelligence (AI) like QuillBot AI Assist Students’ Writing Skills? Assisting Learning to Write Texts using AI","authors":"Riza Laras Amyatun, Adhan Kholis","doi":"10.22515/elereviews.v3i2.7533","DOIUrl":"https://doi.org/10.22515/elereviews.v3i2.7533","url":null,"abstract":"At present, it is undeniable that the influence of Artificial Intelligence (AI) in learning English is increasing. AI helps students develop English sentences. This study aims to assist eleventh-grade students’ skills in creating hortatory exposition texts using QuillBot AI. It was Classroom Action Research (CAR) using the Kemmis, McTaggart, and Nixon paradigm conducted in two cycles, each consisting of three meetings. Each cycle included planning, acting, observing, and reflecting. The participants of this study were students from XI IPA 2A, consisting of 20 students. The data collection technique employed was a test. Before giving treatment, the students did a pre-test in the form of a writing test. Then, the researcher taught the students using Quillbot AI in several meetings. A paired sample t-test was administered using the SPSS version 25 to analyze the obtained data. The findings revealed that using QuillBot AI in the writing class considerably improved students’ writing skills. It was demonstrated by the results of the students’ writing test scores. In the pre-test, the students’ mean score was 53.55. Then, after utilizing QuillBot AI, the students’ mean post-test score was 78.90. In addition, the significance of the difference could also be seen in the acquisition of a sig. (2-tailed) value of 0.000, which meant it was smaller than 0.05. Based on the statistics presented, Ho was refused, and Ha was approved, indicating that QuillBot AI’s usage impacted the students’ ability to create hortatory exposition texts.","PeriodicalId":155981,"journal":{"name":"ELE Reviews: English Language Education Reviews","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Climate Support and EFL Students’ Autonomy and Motivation in Online Learning in Indonesia 印度尼西亚在线学习中的学习氛围支持与 EFL 学生的自主性和学习动机

ELE Reviews: English Language Education Reviews Pub Date : 2023-11-25 DOI: 10.22515/elereviews.v3i2.7460

Norwanto Norwanto, M. Miftachudin

{"title":"Learning Climate Support and EFL Students’ Autonomy and Motivation in Online Learning in Indonesia","authors":"Norwanto Norwanto, M. Miftachudin","doi":"10.22515/elereviews.v3i2.7460","DOIUrl":"https://doi.org/10.22515/elereviews.v3i2.7460","url":null,"abstract":"Autonomy, motivation, and learning climate are significant factors in online learning. This study aims to determine the students’ motivation and autonomy in online English as a Foreign Language (EFL) classes. It also classifies the Learning Climate Support (LCS). This quantitative study used the Perceived Locus of Causality Scale for academic motivation in university (PLOC-U) and the Learning Climate Questionnaire (LCQ 15). It involved 134 students from nine universities in Java, Indonesia. The results show that most students were on a moderate level in intrinsic motivation (m=5.25), regulated identification (m=5.74), regulated introjection (m=4.85), and external motivation (m=4.95). The mean of motivation loss was at a low level of 2.73. Most students were ‘regulated identification’ learners, which showed that most students were one step closer to being intrinsic or autonomous learners. Furthermore, LCQ indicated moderate acceptance of lecturers’ empathy and engagement in classes but a lower level of students’ assertiveness. The findings suggest that students did not experience demotivation in online learning, and students’ goals highly motivated students in online learning. The perceived LCS implies the need to improve learning instructions in online classes.","PeriodicalId":155981,"journal":{"name":"ELE Reviews: English Language Education Reviews","volume":"21 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ Strategies to Teach English for Young Learners with Special Needs in Inclusive School 全纳学校教师为有特殊需要的青少年学生教授英语的策略

ELE Reviews: English Language Education Reviews Pub Date : 2023-11-25 DOI: 10.22515/elereviews.v3i2.7548

Salsabila Bazighoh Zahron, H. Adityarini, Agus Wijayanto

{"title":"Teachers’ Strategies to Teach English for Young Learners with Special Needs in Inclusive School","authors":"Salsabila Bazighoh Zahron, H. Adityarini, Agus Wijayanto","doi":"10.22515/elereviews.v3i2.7548","DOIUrl":"https://doi.org/10.22515/elereviews.v3i2.7548","url":null,"abstract":"Most schools in Indonesia do not consider English to be a compulsory subject. English is considered local content and an additional subject, especially in elementary schools. However, even though English is not the main subject, the English subject has a strategic role in preparing students from an early age to face global association. This study aims to analyze the strategiesteachers apply to young learners with special needs in introducing and teaching English to them. This study employed the case study qualitative research design. In this study, the researcherscollected data using interviews and observation guides. The research subjects in this study were three teachers, three parents, a headmaster and an inclusion coordinator. This study found that teachers’ teaching strategies vary depending on the conditions of young learners with special needs. This research implies thataccompanying teachers for young learners with special needs become more aware of the importance of teaching strategies adapted to students’ abilities. Apart from that, teachers also get new ideas in implementing various teaching strategies.","PeriodicalId":155981,"journal":{"name":"ELE Reviews: English Language Education Reviews","volume":"59 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139237711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Religious Tolerance Through Critical and Evaluative Reading Course for English Language Education Students 通过英语教育专业学生的批判性和评价性阅读课程教授宗教宽容

ELE Reviews: English Language Education Reviews Pub Date : 2023-05-31 DOI: 10.22515/elereviews.v3i1.6611

Ana Wiyasa Nugrahawati

{"title":"Teaching Religious Tolerance Through Critical and Evaluative Reading Course for English Language Education Students","authors":"Ana Wiyasa Nugrahawati","doi":"10.22515/elereviews.v3i1.6611","DOIUrl":"https://doi.org/10.22515/elereviews.v3i1.6611","url":null,"abstract":"Religious tolerance is crucial for bridging a good intercultural interaction among people from different religious backgrounds. In the context of teaching, the critical and evaluative reading course is one of the courses that can facilitate students to foster their religious tolerance. This research aims to investigate the implementation of critical and evaluative reading course in building students’ religious tolerance. Taking the case at UIN Raden Mas Said, this descriptive research collected the data through interviews, observation, and document analysis. The findings showed that the fundamental aspects for practicing reading comprehension in critical and evaluative reading course are multimodal text materials addressing religious, cultural, and value practices and beliefs taken from various media, printed or online. The teaching strategy was reading to learn to help students build critical thinking. The students were able to perform religious tolerance understanding during the study period. It implies religious tolerance can be cultivated through reading courses using multimodal texts that can help students in their daily intercultural interaction practices.","PeriodicalId":155981,"journal":{"name":"ELE Reviews: English Language Education Reviews","volume":"88 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127030754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why Does Academic Enjoyment Affect Foreign Language Proficiency? The Mediating Role of Elaboration Strategies 为什么学习乐趣会影响外语能力?精化策略的中介作用

ELE Reviews: English Language Education Reviews Pub Date : 2023-05-31 DOI: 10.22515/elereviews.v3i1.6421

Yajun Wu, Xia Kang

引用次数: 0

Strategies Used by English Second Language Teachers to Cope with Teaching Challenges 英语第二语言教师应对教学挑战的策略

ELE Reviews: English Language Education Reviews Pub Date : 2023-05-31 DOI: 10.22515/elereviews.v3i1.6886

Isidor Haufiku, P. Mashebe, J. Abah

引用次数: 0

Unpacking Writing Assessment Tasks for Junior High School Students: A Comprehensive Analysis 对初中生写作评价任务的综合分析

ELE Reviews: English Language Education Reviews Pub Date : 2023-05-31 DOI: 10.22515/elereviews.v3i1.6979

Hidayah Nor, Saadillah, Nada Afifi

{"title":"Unpacking Writing Assessment Tasks for Junior High School Students: A Comprehensive Analysis","authors":"Hidayah Nor, Saadillah, Nada Afifi","doi":"10.22515/elereviews.v3i1.6979","DOIUrl":"https://doi.org/10.22515/elereviews.v3i1.6979","url":null,"abstract":"This research addresses the issue of using course books as the sole source for writing assessment tasks in junior high schools without considering students’ diverse learning needs and capabilities. The study aims to identify and describe the assessment tasks employed by teachers to evaluate the writing skills of junior high school students and investigate students’ perceptions of these tasks. A descriptive qualitative method was used, focusing on MTs Hidayatullah Bahaur in Central Kalimantan as the research setting. Two English teachers and ten students of Class VIII from MTs Hidayatullah Bahaur participated in the study. The data collection techniques included observation, interviews, and documentation. The findings reveal that the English teachers primarily used two categories of assessment tasks: imitative writing, encompassing handwriting, spelling, and punctuation tasks, and intensive writing, which involved grammatical transformation, picture cues, vocabulary assessment, ordering, short-answer, and sentence-completion tasks. Furthermore, interviews with student representatives indicated that the overall quality of the assessment tasks was satisfactory. However, students emphasized the importance of teachers actively explaining the task requirements, as understanding the tasks was crucial for successful completion. Consequently, this study highlights the significance of well-designed assessment tasks accompanied by clear explanations to ensure students’ comprehension and accurate task execution.","PeriodicalId":155981,"journal":{"name":"ELE Reviews: English Language Education Reviews","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127425610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“I am NNEST and I am proud”: Narrative Exploration of ESL Teacher Identity Construction “我是NNEST，我骄傲”:ESL教师身份建构的叙事探索

ELE Reviews: English Language Education Reviews Pub Date : 2023-05-31 DOI: 10.22515/elereviews.v3i1.6520

Biaz Dea Nabilla, Dwi Budidarma Sutrisno

引用次数: 0