Journal on English as a Foreign Language最新文献_第8页

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback 调查柬埔寨英语课堂上的会议反馈:学生写作准确性的提高及其对反馈的看法

Journal on English as a Foreign Language Pub Date : 2021-03-07 DOI: 10.23971/JEFL.V11I1.2314

Chan Hum

{"title":"Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback","authors":"Chan Hum","doi":"10.23971/JEFL.V11I1.2314","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2314","url":null,"abstract":"Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"104-124"},"PeriodicalIF":0.0,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45301130","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

Online discussion forums for rural teacher professional development 农村教师专业发展在线论坛

Journal on English as a Foreign Language Pub Date : 2021-03-05 DOI: 10.23971/JEFL.V11I1.2087

I. Ikhsanudin

{"title":"Online discussion forums for rural teacher professional development","authors":"I. Ikhsanudin","doi":"10.23971/JEFL.V11I1.2087","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2087","url":null,"abstract":"Rural teachers often have difficulties to participate conventionally in professional development programs in towns. This article explains the possibility and challenge of developing an online e-learning program and forum to support rural English teacher capacity building. The research was conducted through a qualitative survey in four districts in two of fourteen counties in Kalimantan Barat province, Indonesia. The data were collected through interview and observation and were analyzed using a three-level classification system that consisted of unidimensional description, multidimensional description, and explanation. The research found that the government regulations, the transportation infrastructure, the internet connection, and the teacher readiness could support the online discussion forum. The possible design to support the forum was an asynchronous discussion forum in social media groups. The challenge was finding motivated and committed teachers to initiate and lead the forums. Based on the discussion and conclusion, the research recommends that external experts mentor the leaders in the first year. When the leaders are ready to manage the groups, the mentor can motivate the leaders to manage the groups autonomously and may collaborate with the external experts to conduct some relevant professional development programs.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"61-84"},"PeriodicalIF":0.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42461770","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’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback 英语课堂上学生对教师反馈的感知及其反馈后的自主学习

Journal on English as a Foreign Language Pub Date : 2021-02-28 DOI: 10.23971/JEFL.V11I1.2237

Nanin Verina Widya Putri, A. Munir, S. Anam

{"title":"Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback","authors":"Nanin Verina Widya Putri, A. Munir, S. Anam","doi":"10.23971/JEFL.V11I1.2237","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2237","url":null,"abstract":"Teacher feedback is useful information for EFL students’ improvement. It assists students to know their weaknesses and strengths in English learning. However, students might perceive teacher feedback differently from the teacher's intentions. This study examined students’ perceptions of their teacher feedback in English class and investigated their self-regulated learning after receiving feedback. It is a descriptive-qualitative study involving ten EFL students of the senior high school using semi-structured interview questions through online communication. Subsequently, the data were transcribed and analyzed qualitatively using thematic analysis of students’ perceptions of teacher feedback and their self-regulated learning. The finding showed that the students perceived teacher feedback as positive and negative. Upon receiving teacher feedback, the students developed their self-regulated learning, such as setting goals, monitoring, self-motivating, seeking-help, adopting, and self-evaluating in English learning. This study offers implications for English teachers and educators to improve their feedback quality in English classroom assessment.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"42-60"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43932258","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: 5

Flipping the classroom to enhance EFL students’ listening skill 翻转课堂提高英语学生的听力

Journal on English as a Foreign Language Pub Date : 2021-02-05 DOI: 10.23971/JEFL.V11I1.2010

K. Khoiriyah

引用次数: 8

Vietnamese upper-high school teachers’ views, practices, difficulties, and expectations on teaching EFL writing 越南高中教师对英语写作教学的看法、实践、困难和期望

Journal on English as a Foreign Language Pub Date : 2021-01-22 DOI: 10.23971/JEFL.V11I1.2228

N. T. Hang

{"title":"Vietnamese upper-high school teachers’ views, practices, difficulties, and expectations on teaching EFL writing","authors":"N. T. Hang","doi":"10.23971/JEFL.V11I1.2228","DOIUrl":"https://doi.org/10.23971/JEFL.V11I1.2228","url":null,"abstract":"Teaching EFL writing at the secondary level of education is one of the challenging tasks for every teacher. However, few studies on how EFL writing is taught at up-secondary schools (U-SS) have been reported. This study attempts to explore how Vietnamese teachers at this educational level perceived the importance of EFL writing, how they taught this skill, and what difficulties and expectations/suggestions they had in making the teaching of this skill at their own schools more effectively. Employing the 5-point Likert-scale survey with 20 teachers from five U-SS, classroom observations, and semi-structured interviews, the study found these teachers' understanding of the importance of teaching this skill, their confidence, and appropriate pedagogical use and content knowledge (PCK) in teaching it. However, their lack of time, the heavy contents in the textbooks, the multiple-choice test formats, large classes, students' dislike of this skill, and their insufficient knowledge of grammar and vocabulary challenged their teaching of this skill. With the suggestions/recommendations made by these teachers, this study is expected to provide some insights for relevant and timely support to teachers for the effectiveness of teaching this skill in the educational settings in Vietnam and in similar EFL contexts.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"11 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48726480","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

EFL secondary teachers’ assessment literacy: Assessment conceptions and practices 中学英语教师的评估素养：评估理念与实践

Journal on English as a Foreign Language Pub Date : 2020-09-28 DOI: 10.23971/JEFL.V10I2.2101

Roghibatul Luthfiyyah, I. W. Basyari, Dwiniasih Dwiniasih

{"title":"EFL secondary teachers’ assessment literacy: Assessment conceptions and practices","authors":"Roghibatul Luthfiyyah, I. W. Basyari, Dwiniasih Dwiniasih","doi":"10.23971/JEFL.V10I2.2101","DOIUrl":"https://doi.org/10.23971/JEFL.V10I2.2101","url":null,"abstract":"Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"402-421"},"PeriodicalIF":0.0,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45243178","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: 13

Implementing a flipped model of instruction in the EFL listening classroom: Impact on comprehension 在英语听力课堂中实施翻转教学模式:对理解的影响

Journal on English as a Foreign Language Pub Date : 2020-09-25 DOI: 10.23971/JEFL.V10I2.2065

Ehsan Namaziandost, Zohreh Rezaei, Parisa Etemadfar, Samir Alekasir

{"title":"Implementing a flipped model of instruction in the EFL listening classroom: Impact on comprehension","authors":"Ehsan Namaziandost, Zohreh Rezaei, Parisa Etemadfar, Samir Alekasir","doi":"10.23971/JEFL.V10I2.2065","DOIUrl":"https://doi.org/10.23971/JEFL.V10I2.2065","url":null,"abstract":"Inventive technologies have provided students greater ways to invest more productive time within the classrooms, such as listening class. However, the flipped model of instruction should be practiced as a way to engage students in the process of listening comprehension. This experimental study aimed to investigate the effects of the flipped classroom (FC) on advanced EFL learners’ listening comprehension. Sixty Iranian advanced EFL learners (19 to 23 years old) participated in 14 sessions. Half of the students taught through the flipped model of instruction (experimental group) and the others through traditional instruction (control group). Using a before and after design, students were retested after seven weeks. Results showed that the means average resulted from the L2 listening comprehension test revealed those both groups showing increases in listening scores, but the experimental group’s mean score was higher than in the control group. Therefore, the FC model's implementation in the context of teaching and learning L2 listening comprehension can lead to positive outcomes since they could engage students in the process of learning English. The implication of this study calls for the FC model implementation to engage students in listening comprehension in the chance to learn better and expand their educational knowledge.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"385-401"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46615989","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: 5

Online backchannel as a formative assessment in improving writing skills 在线反向通道作为提高写作技能的形成性评估

Journal on English as a Foreign Language Pub Date : 2020-09-24 DOI: 10.23971/JEFL.V10I2.2044

E. Prastikawati, Wiyaka Wiyaka, A. Adi

{"title":"Online backchannel as a formative assessment in improving writing skills","authors":"E. Prastikawati, Wiyaka Wiyaka, A. Adi","doi":"10.23971/JEFL.V10I2.2044","DOIUrl":"https://doi.org/10.23971/JEFL.V10I2.2044","url":null,"abstract":"Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"359-384"},"PeriodicalIF":0.0,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43200107","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: 20

Cohesive devices in argumentative essays by Indonesian EFL learners 印尼外语学习者议论文中的衔接手段

Journal on English as a Foreign Language Pub Date : 2020-09-23 DOI: 10.23971/JEFL.V10I2.1949

Meyga Agustia Nindya, Utami Widiati

{"title":"Cohesive devices in argumentative essays by Indonesian EFL learners","authors":"Meyga Agustia Nindya, Utami Widiati","doi":"10.23971/JEFL.V10I2.1949","DOIUrl":"https://doi.org/10.23971/JEFL.V10I2.1949","url":null,"abstract":"Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"337-358"},"PeriodicalIF":0.0,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49312184","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

Social construction of knowledge in synchronous text-based discussion during English language learning 英语学习中同步文本讨论中知识的社会建构

Journal on English as a Foreign Language Pub Date : 2020-09-21 DOI: 10.23971/JEFL.V10I2.1934

Ira Mutiaraningrum, Arif Nugroho

{"title":"Social construction of knowledge in synchronous text-based discussion during English language learning","authors":"Ira Mutiaraningrum, Arif Nugroho","doi":"10.23971/JEFL.V10I2.1934","DOIUrl":"https://doi.org/10.23971/JEFL.V10I2.1934","url":null,"abstract":"The uptake of remote learning during the COVID-19 pandemic was indispensable. Classroom activity, including English language learning, was shifted into remote learning. However, remote learning has not escaped the question regarding its role in students' knowledge construction in language learning. Thus, this study explores whether the social construction of knowledge occurs in the same-time synchronous text-based discussion during students' English language learning. It also investigates the phase s in which the social cons truction of knowledge present . Content analysis of the Interaction Analysis Model was used as the method to classify twenty-three Indonesian English as foreign language students' discourses in the synchronous text-based discussion. The transcripts from two threads in Google Classroom were sorted into the Interaction Analysis Model Phases to find out the percentage of each Phase's occurrence. Results indicate that t he discourses showed the social construction of knowledge was developed by students and thereby pointed out the process of their cognitive thinking during their synchronous English language learning. This study suggests that the social construction of knowledge exists in synchronous text-based discussion with the most frequent postings categorized in Phase I.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"315-336"},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44919389","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: 11