Journal on English as a Foreign Language最新文献_第3页

Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers’ perception, challenges, and expectation 印度尼西亚EYL课程开发的英语学习项目评估：教师的感知、挑战和期望

Journal on English as a Foreign Language Pub Date : 2023-03-31 DOI: 10.23971/jefl.v13i1.6068

Metty Agustine Primary, E. Emilia, D. Sukyadi

引用次数: 2

Interlanguage syntactic temporary, permanent, and fossilized errors in second language writing 中介语句法:第二语言写作中暂时的、永久的和僵化的错误

Journal on English as a Foreign Language Pub Date : 2023-03-31 DOI: 10.23971/jefl.v13i1.6090

A. Rustandi, R. Febriani, Maria Teresa Asistido, Syafryadin Syafryadin

{"title":"Interlanguage syntactic temporary, permanent, and fossilized errors in second language writing","authors":"A. Rustandi, R. Febriani, Maria Teresa Asistido, Syafryadin Syafryadin","doi":"10.23971/jefl.v13i1.6090","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.6090","url":null,"abstract":"Although writing argumentative essays has been widely investigated, limited research has focused on types of syntactic fossilization errors, let alone in doctoral students of English department contexts. This study investigated the interlanguage temporary, permanent, and fossilized errors in the second language writing of seven doctoral students from one private university in Jakarta, Indonesia. The study employed a linguistics content analysis method by using the instrument of argumentative essay products taken from the course of lexicology and lexicography during one semester. The data were analyzed using the framework of four syntactic fossilization errors: verb omission, subordination, double verb, and passive voice. In addition, inter-rater reliability was used to measure the trustworthiness of fossilized error analysis in students' argumentative essays. The findings revealed that the doctoral students made four fossilized errors: subordination, omission, double verb, and passive voice. However, verb omission and sub-ordination emerged as temporary fossilization errors and a double verb and passive voice as permanent syntactic fossilization errors in writing argumentative essays. This result suggests that doctoral students need a bridging course to reduce all kinds of errors in writing an argumentative essay as the requirements before they join the real classroom.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44950100","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

Multimodal digital extensive reading program: a reflection on literacy movement in madrasah and pesantren 多模态数字泛读计划:对伊斯兰学校和大学扫盲运动的反思

Journal on English as a Foreign Language Pub Date : 2023-03-30 DOI: 10.23971/jefl.v13i1.6059

K. Khoiriyah, Ach. Faridul Ilmi

{"title":"Multimodal digital extensive reading program: a reflection on literacy movement in madrasah and pesantren","authors":"K. Khoiriyah, Ach. Faridul Ilmi","doi":"10.23971/jefl.v13i1.6059","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.6059","url":null,"abstract":"Over the years, ample studies on diverse school literacy movements have been discussed. However, multimodal digital extensive reading (MDER) has not been fully incorporated into literacy programs in Islamic private school (madrasah) and Islamic boarding school (pesantren). This study attempts to investigate how digital literacy and reading literacy in the form of MDER program in madrasah and pesantren can be deployed to build strong reading habits. This study employed a qualitative case study design. It involved nine novice teacher participants from ten madrasahs and pesantrens, and one supervisor. The data were garnered from the participants' reflective journals, Focus Group Discussions (FGDs), documentation, and interview with the supervisor. The collected data were analyzed using thematic analysis. The results of this study showed three fundamental tenets of the MDER program in madrasah and pesantren: teachers’ efforts, the sustainable collaboration between teachers and students, and a long-term partnership among school members and stakeholders. The result sheds light on how to build a reading habit and digital literacy in madrasah and pesantren. It also implicates the role of leaders’ policy in achieving successful program implementation.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41511181","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 cultural content and intercultural communicative competence in the global and local textbooks used in Indonesian EFL classes 印尼英语课堂使用的国际和本地教材中的文化内容和跨文化交际能力

Journal on English as a Foreign Language Pub Date : 2023-03-30 DOI: 10.23971/jefl.v13i1.6061

Noni Agustina, Nila Kencana

{"title":"The cultural content and intercultural communicative competence in the global and local textbooks used in Indonesian EFL classes","authors":"Noni Agustina, Nila Kencana","doi":"10.23971/jefl.v13i1.6061","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.6061","url":null,"abstract":"A number of studies on the cultural content represented in local or global textbooks have increasingly been investigated. However, it is scanty research comparing local and global textbooks. This study aims to examine two textbooks determined by the Indonesian Ministry of Education and Culture, a global textbook entitled English in Mind for schools implementing a new curriculum called Merdeka curriculum and a local textbook, When English Rings a Bell, for schools that have not applied it. The study employed content analysis as a research design. The results show that the global textbook provides more on target culture, but the local textbook highly emphasizes source culture and neglects international cultures. In addition, the global textbook concerns social and environmental themes, while the local textbook focuses more on religion/humanities/art and personal theme. Further, the global textbook does not accommodate adequate intercultural communicative competence, which was absent in the local textbook. The imbalanced cultural representations in those textbooks affect students’ intercultural competence. The study suggests the practical implications of providing students with sufficient references to the target, source, and international cultures to promote their intercultural competence.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44889162","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

Promoting learner autonomy through EFL textbook: the textbook facilitation and the students’ and teacher’s perceptions 通过英语教材促进学习者自主:教材的便利性与学生和教师的认知

Journal on English as a Foreign Language Pub Date : 2023-03-30 DOI: 10.23971/jefl.v13i1.6056

M. I. Mustofa, Yanty Wirza

{"title":"Promoting learner autonomy through EFL textbook: the textbook facilitation and the students’ and teacher’s perceptions","authors":"M. I. Mustofa, Yanty Wirza","doi":"10.23971/jefl.v13i1.6056","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.6056","url":null,"abstract":"Studies on learner autonomy (LA) in EFL learning have been widely reported. However, the promotion of LA through EFL textbooks in Indonesia remains under-explored. This study investigated the extent to which the EFL textbook Erlangga Straight Point Series (ESPS) facilitates LA, the students’ perceptions of the textbook in promoting LA, and the teacher's perceptions of LA facilitation in the textbook contributing to EFL learning. This study employed quantitative and qualitative research designs involving 20 EFL students and an EFL teacher at a private Islamic senior high school in Bengkulu, Indonesia. The data were garnered from the textbook evaluation, the student questionnaires, and the teacher interview. The corpus data were analyzed through the framework by Nunan (1997), the questionnaires were through percentage calculation, and the interview results were through thematic analysis. The results showed that LA is not optimally facilitated in task sections of the textbook. Moreover, the students perceived the textbook only supported LA through the principles of classroom activities, self-assessment, and self-reflection. Meanwhile, the teacher positively perceives LA, but institutional support for its implementation is unavailable. This study implies the pivotal roles of all stakeholders in education to support autonomous learners through EFL textbooks.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707083","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

Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study 伊斯兰初中生英语水平测试成绩与二语动机自我系统的相关性研究

Journal on English as a Foreign Language Pub Date : 2023-03-21 DOI: 10.23971/jefl.v13i1.5046

Andri Jamaul Rifiyani, M. Mustofa, M. Faruq Ubaidillah, H. Y. Lee, Suatmo Pantja Putra

{"title":"Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study","authors":"Andri Jamaul Rifiyani, M. Mustofa, M. Faruq Ubaidillah, H. Y. Lee, Suatmo Pantja Putra","doi":"10.23971/jefl.v13i1.5046","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.5046","url":null,"abstract":"The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students’ proficiency test results. To fill the void, this study examines the relationship between the L2MSS and English proficiency test scores among Indonesian Islamic junior high school students. Data were garnered quantitatively from 30 students of an Institute for Foreign Language Development at an Indonesian private university through a questionnaire and an English proficiency test and then were analyzed using the SPSS software system. The findings revealed that the correlation between motivation and achievement was statistically insignificant. We obtained the score of three components; ideal L2 self (r = .01, p .05), L2 learning experience (r = -.204, p .05), and ought to L2 self (r = -.343, p .05). The findings suggest that the ideal L2 self showed a very low relationship and the other two demonstrated a negative direction correlation. This study contributes insights into the understanding of the correlation between foreign language learning motivation and its influence on achievement in the Islamic boarding school context. Further research could recruit participants from wider areas with different contexts.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46579676","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

English teachers’ oft-cited barriers and strategies to overcome the barriers in online assessment: the case of senior and vocational high schools in Indonesia 英语教师常被提及的在线评估障碍及克服障碍的策略:以印尼高中和职业高中为例

Journal on English as a Foreign Language Pub Date : 2023-03-18 DOI: 10.23971/jefl.v13i1.5711

Nanda Pambudi, D. Ciptaningrum

{"title":"English teachers’ oft-cited barriers and strategies to overcome the barriers in online assessment: the case of senior and vocational high schools in Indonesia","authors":"Nanda Pambudi, D. Ciptaningrum","doi":"10.23971/jefl.v13i1.5711","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.5711","url":null,"abstract":"Copious studies on online assessment have been documented. However, little is known about English teachers’ oft-cited barriers in online assessment and their strategies to overcome the barriers. The present study aims to examine the oft-cited barriers by English teachers in online assessment during the COVID-19 pandemic and describe how they overcome the barriers. The study applied quantitative and qualitative methods in a sequential explanatory research design. Through a random sampling technique, it involved 96 senior and 28 vocational high school English teachers in Kampar, Riau, Indonesia. The quantitative data were gathered through closed-ended questionnaires and analyzed using descriptive statistics in SPSS 25, while the qualitative data were gathered using semi-structured interviews and analyzed using thematic analysis. The results revealed that English teachers face technological barriers as the main barriers in online assessment rather than pedagogical, institutional, and affective barriers. English teachers overcome the barriers by changing the form of assignments, especially in English assignments, to written form rather than other forms. The findings suggest important practical implications in the English classes for teachers and institutions to facilitate the teachers' and schools' needs in online assessment to enhance accessibility and quality during the pandemic.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49273360","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’ preferences on metacognitive reading strategies within an extensive reading program 广泛性阅读项目中英语学生对元认知阅读策略的偏好

Journal on English as a Foreign Language Pub Date : 2023-03-17 DOI: 10.23971/jefl.v13i1.5640

K. Harimurti, Y. Basthomi, E. L. Zen

{"title":"EFL students’ preferences on metacognitive reading strategies within an extensive reading program","authors":"K. Harimurti, Y. Basthomi, E. L. Zen","doi":"10.23971/jefl.v13i1.5640","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.5640","url":null,"abstract":"Despite multiple studies that have broadly highlighted the positives of employing metacognitive reading strategies, there remains an absence of the rationale for adopting the reading strategy based on the students' perspectives. The present study aims to look into first-year EFL students' preferences for using metacognitive reading strategies as part of an extensive reading (ER) program at one of the public universities in Malang, Indonesia. The data were acquired from both quantitative and qualitative data sources. The fundamental data were garnered from a quantitative online survey, and the results were counted using descriptive statistics. Semi-structured interview sessions with six participants were carried out to collect qualitative data, and the results served as a means to strengthen the primary data. The results revealed that the problem-solving reading strategy proved to be the most commonly used in the ER program, followed by global and support reading strategies. The reading strategies advanced students' reading comprehension. Students could also strengthen their language skills, particularly reading comprehension, vocabulary acquisition, and writing abilities. The study findings implied considering an alternative teaching strategy and understanding how students find it most helpful to assist them in a supervised ER program.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44150729","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

Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context 评估学生在虚拟课堂中的写作能力：英语语境中的策略与挑战

Journal on English as a Foreign Language Pub Date : 2023-02-15 DOI: 10.23971/jefl.v13i1.5288

Gusti Putu Rustika Dewi, M. Santosa, N. Dewi, P. Nitiasih

{"title":"Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context","authors":"Gusti Putu Rustika Dewi, M. Santosa, N. Dewi, P. Nitiasih","doi":"10.23971/jefl.v13i1.5288","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.5288","url":null,"abstract":"The massive implementation of online learning is seen as a great movement in EFL learning during pandemic COVID-19. However, it has complexities in its practices, especially in conducting online assessment. This descriptive qualitative study aimed at exploring online assessment strategies used to assess writing and the challenges encountered by the teachers during the assessment. The data were collected through an online open-ended questionnaire administration to 16 EFL teachers. Thematic data analysis method was applied in analyzing the data by identifying themes and sub-themes from the data obtained. The result indicated that several online assessment strategies were utilized by the EFL teachers to assess writing, namely writing report, writing genre text, writing short story, writing summary, and answering essay-based test. Those strategies were done through learning management system (LMS) in which the delivery and submission of the assessment were done online. Some prominent challenges encountered by EFL teachers in conducting online assessment to assess writing skills included academic integrity, time allocation, punctuality, Internet access, and guidance and feedback. It implies that the online assessment strategy chosen by the teachers to assess students’ writing skills needs to consider the challenges that might be encountered.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46508996","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

Speech intelligibility of English spoken by Indonesian and Taiwanese speakers and judged by Taiwanese listeners: application of TOCS+ automatic software 印尼语和台湾语的英语语音清晰度，由台湾听众判断:TOCS+自动软件的应用

Journal on English as a Foreign Language Pub Date : 2023-02-11 DOI: 10.23971/jefl.v13i1.4179

Windiahsari Windiahsari, Li-Mei Chen

{"title":"Speech intelligibility of English spoken by Indonesian and Taiwanese speakers and judged by Taiwanese listeners: application of TOCS+ automatic software","authors":"Windiahsari Windiahsari, Li-Mei Chen","doi":"10.23971/jefl.v13i1.4179","DOIUrl":"https://doi.org/10.23971/jefl.v13i1.4179","url":null,"abstract":"Former investigations were about the familiarity advantage that people with the same language backgrounds are more intelligible. Besides, particular English was most intelligible to participants with high certain English familiarity. This study investigated how Taiwanese listeners judge the English speech intelligibility of Taiwanese and Indonesian speakers. Thirty Indonesian speakers and thirty Taiwanese speakers participated in this study. Ninety Taiwanese listeners were recruited to judge speech intelligibility. The recording and judging process used the TOCS+ software (Hodge et al., 2009). The software provided 124 contrast items of minimal pairs for the recognition task, including contrast of syllable shape, vowels, and consonants. The listeners' judgments were then analyzed by the TOCS+ software automatically. It was found that Taiwanese English speaker is more intelligible to Taiwanese listeners. The variables that predict intelligibility for Indonesian speakers are syllable shape contrast item correct (SSIC) and consonant item correct (CIC), while Taiwanese speakersâ€™ SSIC and vowel item correct (VIC) did not predict intelligibility. Only CIC predicts intelligibility. Both groups made similar errors in consonant voicing. The study's findings contribute to the teaching materials for the English preparation of students who will study abroad.Â Â Â ","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48660507","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