JET (Journal of English Teaching)最新文献_第7页

Online Assessment during Covid-19 Pandemic: EFL Teachers’ Perspectives and Their Practices Covid-19大流行期间的在线评估:英语教师的观点和实践

JET (Journal of English Teaching) Pub Date : 2021-06-10 DOI: 10.33541/jet.v7i2.2770

D. Yulianto, Nito Majid Mujtahid

引用次数: 24

Factors Influencing Indonesian EFL Learners’ Willingness to Speak English in Classrooms 影响印尼英语学习者课堂讲英语意愿的因素

JET (Journal of English Teaching) Pub Date : 2021-06-05 DOI: 10.33541/jet.v7i2.2843

Taufik Akbar Azwar, Alamsyah Harahap, Azwandi

{"title":"Factors Influencing Indonesian EFL Learners’ Willingness to Speak English in Classrooms","authors":"Taufik Akbar Azwar, Alamsyah Harahap, Azwandi","doi":"10.33541/jet.v7i2.2843","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2843","url":null,"abstract":"In the current second language pedagogy, understanding factors that contribute to learners’ willingness to speak English in classrooms is fundamental for teachers. The aims of this present study are (1) to find out the extent to which Indonesian EFL learners are willing to speak English in classrooms and (2) to investigate the factors that influence their willingness to speak English in classrooms. A descriptive quantitative design was employed in this study. This study involved 91 English learners of the University of Bengkulu. An adapted willingness to speak English questionnaire was used to collect the data. The findings indicate that most of the learners are willing to speak English in classrooms. Furthermore, some factors are found to influence the learners’ willingness to speak, including topic familiarity, topic interest, topic preparation, topic comfort, challenging topic, group size, task familiarity, seating arrangement, gender and age of interlocutor, interlocutor familiarity, fear of making mistakes, and fear of evaluation. Therefore, several pedagogical implications for teachers have been suggested in this study.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128275566","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: 3

Teaching Technique: Inside Outside Circle on Students’ Writing Skill of Secondary School in Tangerang 教学技巧:内外圈对橘子中学学生写作技能的影响

JET (Journal of English Teaching) Pub Date : 2021-06-02 DOI: 10.33541/jet.v7i2.2808

Euis Yanah Mulyanah

引用次数: 0

Investigating Fluency and Accuracy of Japanese University EFL Learners’ Spoken English Production 日本大学英语学习者口语表达的流畅性和准确性研究

JET (Journal of English Teaching) Pub Date : 2021-06-02 DOI: 10.33541/jet.v7i2.2775

Mikio Tokunaga

{"title":"Investigating Fluency and Accuracy of Japanese University EFL Learners’ Spoken English Production","authors":"Mikio Tokunaga","doi":"10.33541/jet.v7i2.2775","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2775","url":null,"abstract":"Japanese learners of English are often described as having good English grammar but lacking in fluency. However, with the changes to a more communication-focused English curriculum in the last few decades, this is no longer the norm. This paper will first review the reactions to communication-focused English instructions in Japan and other parts of Asia, then discuss the current study which explored the grammatical accuracy and fluency of spoken English production of 45 Japanese university EFL learners who had studied under the communication-focused curriculum in junior and senior high schools. The results of the study showed that, as a group, the participants were neither accurate nor fluent. Although some participants were able to produce sentences accurately using easier grammar structures, their production was very slow, indicating the retrieval of declarative knowledge instead of proceduralized knowledge. Literature review and the results of this current study suggest that the communication-focused curriculum has not been successful in developing fluency among Japanese English learners, and that their accuracy has suffered from decreased amount of grammar instructions. Instead of switching the focus from grammar to communication, balanced grammar instruction and fluency practice are needed.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129819080","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: 4

The Effect of Kahoot! Game in Teaching Reading Comprehension Achievement Kahoot的效果!游戏教学中的阅读理解成就

JET (Journal of English Teaching) Pub Date : 2021-06-02 DOI: 10.33541/jet.v7i2.2738

Shella Septina Marsa, Hastuti Retno Kuspiyah, E. Agustina

{"title":"The Effect of Kahoot! Game in Teaching Reading Comprehension Achievement","authors":"Shella Septina Marsa, Hastuti Retno Kuspiyah, E. Agustina","doi":"10.33541/jet.v7i2.2738","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2738","url":null,"abstract":"Kahoot! Game is one of the advancements in learning technology. It can facilitate and motivate the students for being active and understanding the content of the text. This study aimed to find out whether there is or not any significant difference between the students who are taught by using Kahoot! Game and the students who are taught by using conventional game and to find out the impact of using Kahoot!. Altogether in this study, the writer used mixed-method and explanatory sequential mixed method design which involving 39 students of the fourth-semester students of English Education Program of STKIP Nurul Huda by using reading comprehension test for quantitative data and observation, questionnaire, and interview for qualitative data. The findings were the effect of Kahoot! Game in teaching reading comprehension achievement is a very high impact on engagement, perception and motivation, and positive attitude. It influenced students’ reading comprehension achievement. Therefore, it can be concluded that by using Kahoot! Game with high engagement, perception, motivation, and positive attitude of the students can influence their reading comprehension achievement.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126775142","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: 10

Exploring EFL Teachers Perspectives on Collaborative Learning Activities in Senior High School Contexts 探讨高中英语教师对合作学习活动的看法

JET (Journal of English Teaching) Pub Date : 2021-06-02 DOI: 10.33541/jet.v7i2.2341

K. Wijaya

{"title":"Exploring EFL Teachers Perspectives on Collaborative Learning Activities in Senior High School Contexts","authors":"K. Wijaya","doi":"10.33541/jet.v7i2.2341","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2341","url":null,"abstract":"Abstract \u0000In this global age, it is of critical importance for future workforces to possess both higher intellectual and social competencies crucially sustaining their careers. In accord with this fact, second language educators engaging in worldwide second language learning circumstances have taken a critical stance to promote collaborative learning activities earlier in senior high school contexts to maximize these future generations’ potentials in terms of problem-solving, critical thinking, social, and conflict resolution skills. This was a qualitative study conducted in a narrative way to decipher the observed recurring phenomenon accurately based on people’s stories and experiences. Open-ended interviews were also utilized in this study to obtain more natural and authentic portrayals regarding the stories told by participants. 2 EFL teachers having different expertise and experiences in running collaborative learning activities in distinctive Senior High School Contexts were also involved in this study to yield richer and reliable results out of the data gathered. The study revealed that collaborative learning activities will run more efficiently when supportive learning assistances are extensively addressed and a higher degree of reverence occurred among diverse group members. \u0000Keywords: EFL Teachers’ Perspectives, Collaborative Learning Activities, Senior High School Contexts","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125454100","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

Teacher Trainees’ Perspectives on Storytelling in Primary EFL Classrooms 小学英语课堂讲故事的见习教师视角

JET (Journal of English Teaching) Pub Date : 2021-06-02 DOI: 10.33541/jet.v7i2.2883

Şule Çelik Korkmaz

{"title":"Teacher Trainees’ Perspectives on Storytelling in Primary EFL Classrooms","authors":"Şule Çelik Korkmaz","doi":"10.33541/jet.v7i2.2883","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2883","url":null,"abstract":"The COVID-19 pandemic has obliged EFL teacher trainers to find new pathways to prepare teacher trainees (TTs) for future classrooms. For the TTs enrolled in the Teaching English to Young Learners (TEYLs) course, telling stories effectively is of utmost important. Thus, this study aimed to investigate the TTs’ perspectives on creating and telling storybooks in EFL primary classrooms besides the necessity for being trained to tell stories effectively via their out-of-class video-recorded microteaching sessions. The data were collected via the questionnaire and the focus group interviews. The findings revealed: (1) the TTs approved the necessity of creating and telling stories in primary EFL classrooms, which indicates their developed cognition regarding the pedagogical advantages of telling stories to children; (2) effective and interactive storytelling skills were associated with the story teller’s narration skills, tone of voice, mimicry, gesture, and interaction skills; (3) the TTs were more in favor of the necessity for being trained to tell a story effectively through face-to-face education than through online education despite reporting several pros and cons of both ways; (4) female TTs were more in favour of creating story books and the necessity for being trained to tell a story effectively via face-to-face training.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130222457","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

Morphological Teaching Strategies to Enhance Students’ Vocabulary Knowledge and Reading Comprehension 提高学生词汇知识和阅读理解能力的词素教学策略

JET (Journal of English Teaching) Pub Date : 2021-06-02 DOI: 10.33541/jet.v7i2.2472

E. Sulistyawati, A. Nugroho, Barli Bram

{"title":"Morphological Teaching Strategies to Enhance Students’ Vocabulary Knowledge and Reading Comprehension","authors":"E. Sulistyawati, A. Nugroho, Barli Bram","doi":"10.33541/jet.v7i2.2472","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2472","url":null,"abstract":"A number of studies have shown that morphological awareness contributes to the improvement of the comprehension of student reading and vocabulary learning, interest in the importance of language acquisition and instruction of morphological awareness is increasing. This research emphasizes the use of morphological techniques used in reading comprehension to enhance the vocabulary awareness of prefixes and suffixes of students and to contribute to the development of vocabulary acquisition. This literature review was conducted to incorporate research results to assess whether such training led to increased understanding of reading and development of vocabulary. First, researchers need to collect relevant information related to morphological and teaching strategies in the teaching and learning process of English. Second, researchers can analyze data regarding the advantages and disadvantages of morphological strategies and instructions in the English teaching and learning process. Third, researchers identified the important role of morphological awareness that has been applied by students and the need to implement morphological strategies to help second language learners to acquire English language skills. Finally, learners can conclude some important things related to the application of morphology learning strategies to engage the teaching and learning process so that learners can achieve learning objectives regularly.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129068217","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

Association of Organizational Learning with Leadership, Job Satisfaction and Engagement in an EFL Setting 组织学习与领导力、工作满意度和敬业度的关系

JET (Journal of English Teaching) Pub Date : 2021-06-02 DOI: 10.33541/jet.v7i2.2513

Ahmet Erdost Yastıbaş, Meltem Huri Baturay

{"title":"Association of Organizational Learning with Leadership, Job Satisfaction and Engagement in an EFL Setting","authors":"Ahmet Erdost Yastıbaş, Meltem Huri Baturay","doi":"10.33541/jet.v7i2.2513","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2513","url":null,"abstract":"The present study investigated the relationship between organizational learning, department leadership, teacher leadership, job satisfaction and engagement in a higher education language institution. It was designed as a quantitative study. 96 Turkish English language instructors participated in the research. The data were collected in a Turkish higher education language institution. Four scales were used to collect data. The data were analyzed through samples t-test, one-way ANOVA, Pearson’s r correlation, and multiple regression analysis. The findings indicated that there were not statistically significant differences between participants in terms of their genders, Bachelor’s degrees, status of masters of art, and the departments they worked, but of their teaching experiences with regard to organizational learning, department leadership, teacher leadership, job satisfaction, and engagement. They also showed that there were statistically significant relationships among engagement, job satisfaction, teacher leadership, organization learning, and department leadership. Besides, they revealed that department leadership and job satisfaction could predict organizational learning positively and explain the 74% of the variance in organizational learning. Department leadership can have a central role in promoting organizational learning in a higher education language institution through creating a working environment which supports and values teacher leadership, so teachers/instructors can feel more engage and satisfied.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128406459","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

Speaking Self-Efficacy of EFL Students of Pre-Service Teaching Program in EFL Classroom Setting 职前教学项目英语学生课堂环境下的口语自我效能感

JET (Journal of English Teaching) Pub Date : 2021-06-01 DOI: 10.33541/jet.v7i2.2582

Darmawan, Satria P. Alam, Oliva Nurhayati Nirma

{"title":"Speaking Self-Efficacy of EFL Students of Pre-Service Teaching Program in EFL Classroom Setting","authors":"Darmawan, Satria P. Alam, Oliva Nurhayati Nirma","doi":"10.33541/jet.v7i2.2582","DOIUrl":"https://doi.org/10.33541/jet.v7i2.2582","url":null,"abstract":"The standing grown of academic self-efficacy as a theoretical framework of independent contributor to task performance of language skills such as speaking has been widely recognized. Considerable amount of researches has also found self-efficacy in EFL context is still roughly challenging. The present research attempts to explain speaking self-efficacy of 35 EFL students of pre-service teaching program who enrolled in speaking advanced class in EFL classroom setting. The result showed the average percentage of student’s self-efficacy in the mastery of speaking skill was 79% which was high. The highest point of those questionnaires was students believed on their personal ability in the mastery of speaking skill (82%). while the lowest point of questionnaires was factors’ influencing students’ in public speaking in EFL classroom setting (77%). The average percentage of students’ self-efficacy in the mastery of speaking skill can grow with effort was categorized as high scale (79%). This research also revealed that students’ sources of self-efficacy based on their positive experiences of task accomplishments, observing role model performances, verbal persuasions, their effort, persistence/resilience that they exerted when obstacles arise, and emotional states. Self-efficacy level of one student with another’s was different despite having the same score and it has nothing to do with gender. Individuals with high levels of self-efficacy approach difficult tasks as challenges to master rather than as threats to be avoided","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123902998","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: 4