JET (Journal of English Teaching)最新文献_第5页

Pre-Service EFL Teachers’ Perceptions of Online Instructional Tools 职前英语教师对在线教学工具的认知

JET (Journal of English Teaching) Pub Date : 2022-02-20 DOI: 10.33541/jet.v8i1.3548

Ilknur Bayram, Meltem Huri Baturay

引用次数: 0

Idiosyncratic Development of Receptive and Free Active Vocabulary 接受性和自由主动词汇的特质发展

JET (Journal of English Teaching) Pub Date : 2022-02-15 DOI: 10.33541/jet.v8i1.3319

M. Yıldız

{"title":"Idiosyncratic Development of Receptive and Free Active Vocabulary","authors":"M. Yıldız","doi":"10.33541/jet.v8i1.3319","DOIUrl":"https://doi.org/10.33541/jet.v8i1.3319","url":null,"abstract":"The present study seeks to explain the role of different essay types and proficiency level based on receptive vocabulary knowledge on learners’ free active vocabulary. The study includes the works done in a 15-week academic term by 26 EFL students with C1 level English proficiency. At the beginning of the research, the participants are applied Vocabulary Size Test (Nation & Beglar, 2007) to determine their receptive vocabulary knowledge and divided into two groups according to their results from VST: the more proficient group who master 8000 or more word families and the less proficient group who master less than 8000 word families. Throughout the semester, they have written two essays on each of two different essay types: comparison-contrast essay and cause-effect essay. In order to determine the participants’ free active vocabulary, two different scores, i.e., detailed Lexical Frequency Profile (Laufer and Nation, 1995) and condensed Lexical Frequency Profile (Laufer, 1995), are calculated in the writings of the participants. The results indicate that neither essay types nor proficiency based on receptive vocabulary knowledge has any significant effect on learners’ free active productive vocabulary.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114559053","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

An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom’s Taxonomy 基于修订后布鲁姆分类的英语教材阅读理解题分析

JET (Journal of English Teaching) Pub Date : 2022-02-15 DOI: 10.33541/jet.v8i1.3394

I. Laila, Ima Fitriyah

{"title":"An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom’s Taxonomy","authors":"I. Laila, Ima Fitriyah","doi":"10.33541/jet.v8i1.3394","DOIUrl":"https://doi.org/10.33541/jet.v8i1.3394","url":null,"abstract":"Reading implies something complex which needs the students to experience, foresee, examine, and admit information based on their background of knowledge. It will be more complex if they lack of Higher Order Thinking Skill (HOTS). HOTS improves reading comprehension and in consequence, the teachers must create a teaching and learning activities that encourage the implementation of HOTS by giving the students high questions found in a suitable textbook. This research was done in order to know the number of reading comprehension questions’ level between HOTS and LOTS. This research conducted using qualitative research approach and content analysis research design because this research focused on analyzing a textbook entitled “Bahasa Inggris” SMA/MA/SMK/MK for 12th grade students published by Ministry of Education and Culture in 2018. The result of this research found 142 reading comprehension questions in total and 83% of them are categorized as LOTS while 17% categorized as HOTS. It indicated that this textbook concentrated more on lower-level than higher-level thinking questions. In conclusion, the teacher must construct their own reading comprehension questions in order to fill the need of the students’ HOTS.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128017769","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

Indonesian EFL Teachers' Perceptions on Formative Assessment in Writing 印尼英语教师对写作形成性评价的看法

JET (Journal of English Teaching) Pub Date : 2022-02-15 DOI: 10.33541/jet.v8i1.3359

K. Wijaya

{"title":"Indonesian EFL Teachers' Perceptions on Formative Assessment in Writing","authors":"K. Wijaya","doi":"10.33541/jet.v8i1.3359","DOIUrl":"https://doi.org/10.33541/jet.v8i1.3359","url":null,"abstract":"Abstract \u0000Traditionally, the previous writing learning enterprise strictly focused its concern on gaining the fixed results from EFL educators in the form of scores or judgments. However, nowadays writing learning venture gradually abandons this old method to be replaced by formative assessment approach. It is strongly believed by worldwide researchers that the suitable implementation of formative assessment can enable learners to yield better writing qualities, gain more satisfying writing achievements, and foster their writing learning motivation. This present small-scale study was planned to further investigate Indonesian EFL teachers’ perceptions on the use of formative assessment in EFL writing. The data gathering processes relied on 5 open-ended written narrative inquiry questions in order to provide more rejuvenating insights for ELT experts and practitioners. These inquiries were distributed to 2 experienced Indonesian EFL teachers holding English Education Master Degree. 2 major specific themes were scientifically obtained namely: (1) Formative assessment can intensively guide learners to improve the quality of their writing and (2) Formative assessment can promote more holistic writing learning venture for all learners. Suggestively, these 2 themes aimed to suggest worldwide ELT parties to exhaustively preparing more authentic formative writing assessment activities for the betterment of future writing learning dynamics. \u0000Keywords: Formative assessment, EFL teachers, writing","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130911857","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

Peer Feedback to Improve Indonesian Adult Learners’ Writing Skills: A Review 同伴反馈提高印尼成人学习者写作技巧的研究综述

JET (Journal of English Teaching) Pub Date : 2022-02-15 DOI: 10.33541/jet.v8i1.3253

Juli Yanti Damanik

{"title":"Peer Feedback to Improve Indonesian Adult Learners’ Writing Skills: A Review","authors":"Juli Yanti Damanik","doi":"10.33541/jet.v8i1.3253","DOIUrl":"https://doi.org/10.33541/jet.v8i1.3253","url":null,"abstract":"Demonstrating good writing skills in English is considered important to master for students in tertiary level. In addition, as higher education institutions in Indonesia have been conducting teaching and learning activities online to mitigate Covid-19 viral spread, students’ engagement in learning has been reported to be low due to boredom and tiresome in an online learning environment. Therefore, teachers need to plan and implement strategies to promote students’ skills in writing and students’ engagement in learning activities, in this case writing course. One of them is by practicing peer feedback. The purpose of this paper is to critically review peer feedback in improving Indonesian adult learners’ writing skills in English course. In this literature review, 23 documents (a book chapter and peer-reviewed articles) were synthesized to find how peer feedback is relevant and beneficial in the tertiary education context. This paper argues that peer feedback is advantageous in improving adult learners’ writing skills in that it facilitates meaning negotiation, it fosters critical thinking, and it promotes collaborative learning. However, teachers should anticipate possible issues emerging in peer feedback practice by providing pre-requisite training for students.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133765239","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 Effect of Working Memory Training on Vocabulary Recall and Retention of Iranian EFL Learners 工作记忆训练对伊朗英语学习者词汇回忆和保留的影响

JET (Journal of English Teaching) Pub Date : 2022-02-15 DOI: 10.33541/jet.v8i1.3424

Seyed Mojtaba Marashi, Mina Adibi Sadinezhad

引用次数: 0

Revealing the Secrets of the English Teacher’s Excellent Proficiency 揭示英语教师卓越水平的秘密

JET (Journal of English Teaching) Pub Date : 2022-02-14 DOI: 10.33541/jet.v8i1.3224

Arief Eko Priyo Atmojo

引用次数: 0

Exploring Students' Perception of Using Grammarly to Check Grammar in Their Writing 探究学生在写作中使用语法检查语法的认知

JET (Journal of English Teaching) Pub Date : 2022-02-14 DOI: 10.33541/jet.v8i1.3044

Kesi Fitriana, Laeli Nurazni

引用次数: 7

Digital Media and Its Implication in Promoting Students’ Autonomous Learning 数字媒体及其对促进学生自主学习的启示

JET (Journal of English Teaching) Pub Date : 2021-12-31 DOI: 10.33541/jet.v8i1.3284

Darwin Wiwin, U. Utami, Tarisman Taris

{"title":"Digital Media and Its Implication in Promoting Students’ Autonomous Learning","authors":"Darwin Wiwin, U. Utami, Tarisman Taris","doi":"10.33541/jet.v8i1.3284","DOIUrl":"https://doi.org/10.33541/jet.v8i1.3284","url":null,"abstract":"Computer and internet technology encourage learners' autonomy by allowing them to choose the time, place, and circumstances conducive to learning (Ayllon et al., 2019; Baseghi, 2018; Rohatgi et al., 2016). The application of digital technology has meaningful connections with developing students' learning autonomy and promoting their skills independently. This research aimed to present meaningful information for the readers about the effectiveness of digital technology in promoting students' autonomous learning by answering the two research questions; what kinds of digital technology's characteristics, and which digital technology condition effectively promotes students' autonomous learning. The Systematical Literature Review includes seven articles selected from 19 articles in Google scholar, 1.215 articles in Science direct, and four articles in Sinta (1, 2, 3, 4, 5, and 6). The reviewed articles indicated seven apps; Schoology, Multimedia-assisted Instruction (MAI), Information Communication Technologies (ICTs), Memrises, Quizlet, Socrative, Sli-do, and Three-Dimensional (3D). The virtual environments allow students to promote their autonomous learning in such conditions as long-distance learning, classroom learning activities, and self-training activities.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115400639","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

The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum 一位职前英语教师在远程教学实习中的反馈实践进展

JET (Journal of English Teaching) Pub Date : 2021-10-14 DOI: 10.33541/jet.v7i3.3145

Gülten Koşar

{"title":"The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum","authors":"Gülten Koşar","doi":"10.33541/jet.v7i3.3145","DOIUrl":"https://doi.org/10.33541/jet.v7i3.3145","url":null,"abstract":"As a result of the COVID-19 pandemic, teaching practicum has been conducted in online learning settings in Turkey, which, in return, has made pre-service English language teachers do their practicums online. The lack of research into the effect of distance teaching practicum on pre-service English language teachers’ practices of giving feedback prompted the researcher to carry out this research. This instrumental case study aims to investigate the changes in a pre-service English language teacher’s feedback giving practices in the English lessons she taught in the distance teaching practicum and her views about how the distance teaching practicum affected her skills of providing feedback. The results obtained from the analysis of the data collected from the researcher’s notes on the pre-service English language teacher’s provision of feedback in the four online lessons she taught, post-lesson telephone interviews and end-of-study semi-structured interview indicated her teaching experiences helped her make a considerable progress in her skills in giving effective feedback. The findings pointed to the significance of distance teaching practicum in developing pre-service English language teachers’ feedback giving practices.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127049309","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