JET (Journal of English Teaching)最新文献_第4页

Exploring the Organization and Framing of the Literature Review of English Language Education Study Program Theses 英语语言教育研究项目论文文献综述的组织与框架探讨

JET (Journal of English Teaching) Pub Date : 2022-06-17 DOI: 10.33541/jet.v8i2.3670

Erina Andriani

{"title":"Exploring the Organization and Framing of the Literature Review of English Language Education Study Program Theses","authors":"Erina Andriani","doi":"10.33541/jet.v8i2.3670","DOIUrl":"https://doi.org/10.33541/jet.v8i2.3670","url":null,"abstract":"Literature reviews provide the literature that illustrates the common knowledge and the researchers’ stand in their research. The literature review is designed with suitable organization and framing so the readers can build their knowledge. However, only few studies on the organization and framing of a literature review. Therefore, the researcher wanted to conduct a study on English Language Education Study Program (ELESP) theses. There are two research questions in this research: “How are the literature reviews of the ELESP students’ theses organized?” and “How are the literature reviews of the ELESP students’ theses framed?” The goal of this research is to explore the organization and framing of the literature review of the ELESP students’ theses. This research used content analysis. The data were gathered from thirty theses in education and linguistic fields from batch 2016 to 2018. The instruments to gather the data were two structured observation sheets for the organization and framing. The result shows that for the organization, thirty theses used thematic organization, none of them used chronological organization, and combinations of organization existed. Regarding the framing, some elements, author, year, topic, and result, were always mentioned in every observed thesis.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122315059","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

Students’ Self-regulation in English Reading Comprehension during Online Class in Yogyakarta Private Senior High School 日惹私立高中在线课堂英语阅读理解的自我调节

JET (Journal of English Teaching) Pub Date : 2022-06-16 DOI: 10.33541/jet.v8i2.3493

Klara Tyas Sulistyawati, Paulus Kuswandono

{"title":"Students’ Self-regulation in English Reading Comprehension during Online Class in Yogyakarta Private Senior High School","authors":"Klara Tyas Sulistyawati, Paulus Kuswandono","doi":"10.33541/jet.v8i2.3493","DOIUrl":"https://doi.org/10.33541/jet.v8i2.3493","url":null,"abstract":"The learning process in Indonesia has predominantly been conducted online since March 2020 due to the COVID-19 pandemic. This online learning mode has also influenced students’ motivation in learning, especially in comprehending reading texts. Considering that problem, the researchers sought to investigate how the students regulated their comprehension in reading during an online class. This research used a mixed-method. The questionnaires were distributed to 30 students and analyzed as quantitative data. Then, the researchers chose four students randomly for interview purposes. The interview transcript was used as qualitative data. In conclusion, not all of the students could regulate themselves in comprehending English text during the online class well. Based on the data, students who could regulate themselves in comprehending the English texts during online class should develop the following procedure: (1) implementing learning autonomy, (2) implementing learning focus, and (3) using critical thinking. Meanwhile, students who could not regulate themselves well were inclined to perform minimally. Since students had different ways to regulate themselves, the teacher needed to monitor the students in online learning process so that the students could achieve a meaningful learning process. To improve students’ regulation in reading comprehension, the teacher can implement suitable learning activities.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128213737","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

The Positive Effects of Problem-Based Learning Activities Toward Indonesian EFL Learners' Productive Language Skills 基于问题的学习活动对印尼语学习者生产性语言技能的积极影响

JET (Journal of English Teaching) Pub Date : 2022-06-16 DOI: 10.33541/jet.v8i2.3409

K. Wijaya

{"title":"The Positive Effects of Problem-Based Learning Activities Toward Indonesian EFL Learners' Productive Language Skills","authors":"K. Wijaya","doi":"10.33541/jet.v8i2.3409","DOIUrl":"https://doi.org/10.33541/jet.v8i2.3409","url":null,"abstract":"Abstract \u0000With the rapid globalization occurring all around the globe, educational landscapes also underwent some dramatic shifts in terms of teaching methods, policy-makers, and school culture. One of those indispensable trajectories that need to be taken into account by EFL educators is the pedagogical approach. Since learners no longer learn directly from one-on-one interaction with their teachers, it has been high time for educationalists to supersede their teaching-centered with the student-centered learning approach. In Indonesian EFL productive language learning contexts; speaking and writing, it is strongly believed that problem-based learning activities will enable learners to be more confident, autonomous, spirited, and proficient speakers as well as writers. This present qualitative study was plied in the support of document analysis by integrating 30 prior problem-based learning studies held in our archipelago in order to encourage Indonesian ELT experts, practitioners, and policy-makers to start to incorporate this student-centered learning approach in their both speaking and writing learning vicinities. The obtained results revealed 3 positive L2 productive language-learning merits potentially promoted by problem-based learning activities namely: 1) Learners can be more productive L2 academicians, (2) Learners transformed into more high quality and autonomous L2 writers, and (3) Learners progressively became more confident as well as proficient L2 speakers. Following all of these 3 core beneficial productive L2 learning values, contextual, hands-on, and pleasurable problem-based learning design should be well established at the commencement of speaking and writing learning activities to disseminate more holistic learning outcomes progressively for learners. \u0000Keywords: Problem-based learning, Indonesian EFL Learners, speaking, writing \u0000 ","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124733184","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

The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study 认知负荷视角下的纠错在英语教学中的作用&个案研究

JET (Journal of English Teaching) Pub Date : 2022-06-15 DOI: 10.33541/jet.v8i2.3698

Ayşe YILMAZ VİRLAN

{"title":"The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study","authors":"Ayşe YILMAZ VİRLAN","doi":"10.33541/jet.v8i2.3698","DOIUrl":"https://doi.org/10.33541/jet.v8i2.3698","url":null,"abstract":"In second language teaching and learning, making errors is inevitable as language learning requires a lot of cognitive effort and concentration on the part of learners. Understanding the types and frequencies of student errors is, therefore, an important issue for ESL and EFL teachers to determine how students can be helped to improve their skills through instruction. This case study focuses on the frequency and types of errors and aims to identify any possible relationship between learner-based errors and the perceived cognitive load of the student. Data was received through 36 essays written by an adult learner of English who received 104 hours of formal instruction. The instruction was designed pursuing Cognitive Load Theory (CLT), and corrective feedback was provided. At the end of each month, a subjective cognitive load scale was applied to identify the perceived cognitive load of the learner. Errors were regarded as indicators of the student’s developmental competence and were analyzed not as a failure but as a sign in reflecting the learner’s progress. The results revealed that an improvement in the writings of the learner can be observed when the perceived cognitive load of the learner is lowered in the second language learning process.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116387614","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: 1

Young Learners' Attitudes and Motivation towards Learning English in terms of Dörnyei’s Theory of Motivation 从Dörnyei的动机理论看青少年英语学习的态度和动机

JET (Journal of English Teaching) Pub Date : 2022-02-25 DOI: 10.33541/jet.v8i1.3617

Dilara Demirbulak, Gülşah Zeyrek

引用次数: 1

Students’ Perception on Using Short Story to Develop Vocabulary at SMP Regina Caeli Cileungsi 小学学生对运用短篇故事发展词汇的认知

JET (Journal of English Teaching) Pub Date : 2022-02-25 DOI: 10.33541/jet.v8i1.3775

Marcelia Sembiring

引用次数: 2

Examining Teacher Opinions of Age and Duration of English Language Support in International Schools 国际学校教师对英语语言支持年龄和时间的看法调查

JET (Journal of English Teaching) Pub Date : 2022-02-25 DOI: 10.33541/jet.v8i1.3517

Clayton Lehman

引用次数: 0

Exploring Algerian Higher Education Classroom Discourse: Verbal Abuse Manifestations and its Impacts on Learners of English 阿尔及利亚高等教育课堂语篇探析:言语虐待的表现及其对英语学习者的影响

JET (Journal of English Teaching) Pub Date : 2022-02-22 DOI: 10.33541/jet.v8i1.3659

M. Boudjelal

{"title":"Exploring Algerian Higher Education Classroom Discourse: Verbal Abuse Manifestations and its Impacts on Learners of English","authors":"M. Boudjelal","doi":"10.33541/jet.v8i1.3659","DOIUrl":"https://doi.org/10.33541/jet.v8i1.3659","url":null,"abstract":"The very mentioning of verbal abuse is more likely to send the reader/listener to educational settings like the primary, middle, and high schools. Howbeit, it is rare to affiliate between this linguistic maltreatment and higher education settings. The aim of this study is to explore EFL university learners’ experiences of verbal abuse by means of investigating the various effects of verbal abuse on classroom participation, academic achievements and self-esteem. This study is based on the reflection of nine female master learners from the University of Mostaganem of their verbal abuse experiences. The data have been collected from a survey questionnaire that comprises different sections, involving closed and open-ended questions. The results showcase that learners tend to experience verbal abuse at the university, articulated by some teachers in a form of shaming and public criticizing, which mainly targets their “English language abilities”. As to its effects, it has been found that due to learners’ age (over 20years old), verbal abuse does not negatively affect learners’ motivation, self-esteem, and academic achievements; however, it tends to reduce their classroom participation rate.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122757483","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

EFL Students' Perception on the Use of Voice Note to Reduce Their Speaking Anxiety 英语学生对使用语音注释减少口语焦虑的认知

JET (Journal of English Teaching) Pub Date : 2022-02-21 DOI: 10.33541/jet.v8i1.3451

Audrey Ayu Hapsari, D. Inayati, S. Wardani

引用次数: 2

Implications of Oral Presentation for Fostering Learners’ Autonomy 口头陈述对培养学习者自主性的意义

JET (Journal of English Teaching) Pub Date : 2022-02-21 DOI: 10.33541/jet.v8i1.3293

W. Suliman

{"title":"Implications of Oral Presentation for Fostering Learners’ Autonomy","authors":"W. Suliman","doi":"10.33541/jet.v8i1.3293","DOIUrl":"https://doi.org/10.33541/jet.v8i1.3293","url":null,"abstract":"The present paper focuses on pinpointing the implications of Oral presentation for fostering learners’ autonomy by employing experimental and qualitative research methods. The study investigated a group of participants comprised of 15 students majoring in English as a foreign language (EFL) at Qassim University. The key data was collected from the participants who were interviewed through a focusing group interview conducted on purpose to obtain a deeper insight into Saudi learners’ perceptions of how oral presentation provides opportunities for them to foster autonomy learning. The results are enlightening, as the students of College of Science and Arts in Al Asyah comprised in the sample find an overall positive satisfaction with the oral presentation as they believed that oral presentation did not only help them decide on materials, plan and prepare it for a class presentation but also it provided them with motivation to learn English, gained self-esteem, confidence and become active learners. Finally, oral presentation stimulated learners to create their own identity of learning the English language and enabled them to sort out their learning materials that satisfy their learning needs.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133756761","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: 2