ELT Worldwide Journal of English Language Teaching最新文献

{"title":"EFL Students' Attitude Towards English Lessons Through Indonesia’s Merdeka Curriculum","authors":"Caecilia Adinda Rosa Sitohang, Karisma Erikson Tarigan, Fiber Yun Ginting","doi":"10.26858/eltww.v10i2.50916","DOIUrl":"https://doi.org/10.26858/eltww.v10i2.50916","url":null,"abstract":"The purpose of this study was to examine the attitudes of students towards English lessons within the context of the Merdeka curriculum. Specifically, the study aimed to investigate the impact of the Merdeka curriculum on students' attitudes towards English lessons, as well as identify the factors that contribute to students' positive attitudes towards the Merdeka curriculum at SMA Swasta Katolik Tri Sakti Medan. The analysis of qualitative data revealed that students exhibited favorable attitudes towards English lessons within the Merdeka curriculum. Specifically, in the cognitive component, the findings indicated that 62% of students held positive attitudes, 18% held negative attitudes, and 20% remained neutral. In the affective component, 53% of students displayed positive attitudes, while 22% exhibited negative attitudes and 25% maintained a neutral stance. Lastly, the conative component demonstrated that 59% of students showcased positive attitudes, 14% displayed negative attitudes, and 27% remained neutral. The present study employed qualitative data collection methods. The findings indicated that a majority of the student population, specifically 146 out of 197 students, expressed contentment in their English language learning endeavors. It was observed that certain factors contributed to the cultivation of positive attitudes among students towards English lessons. Firstly, students exhibited a preference for English lessons. Additionally, the presence of an engaging, knowledgeable, and perceptive subject teacher played a crucial role in creating an enjoyable learning environment. The impact of pupils' positive attitudes on their learning achievements is significant.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"54 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366046","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}

{"title":"Students’ Critical Thinking Skills in Writing Analytical Exposition Text","authors":"Hardianti Hardianti, Baso Jabu, Kisman Salija","doi":"10.26858/eltww.v10i2.52992","DOIUrl":"https://doi.org/10.26858/eltww.v10i2.52992","url":null,"abstract":"The objective of this study is to assess the proficiency of students' critical thinking skills in composing analytical exposition texts, as well as to examine their perceptions regarding the development of critical thinking skills in this particular writing genre. The research employed a descriptive qualitative methodology, utilizing data gathering instruments such as observations and interviews. A study was undertaken at SMA Negeri 4 Gowa Regency during the academic year of 2021/2022. The participants in this study consisted of 30 students enrolled in the class XI MIA 3 during the second semester. However, for the purpose of data collection, the researchers selected a subset of 15 students by purposive sampling for interviews. The findings of this study suggest that students frequently commit errors when it comes to utilizing generic structures and language elements in their written analytic exposition texts. Based on the identified faults, the researcher saw that a majority of the students exhibited deficiencies in adhering to the prescribed guidelines of the analytical exposition text. Furthermore, it was noted that critical thinking skills were not adequately incorporated in the writing sessions conducted within this particular class. The observed phenomenon can be attributed to the insufficient comprehension and instruction provided to students within the educational setting, hindering the development of critical skills. Additionally, the absence of thought-provoking inquiries posed by educators may impede students' progress in enhancing their critical thinking abilities. Based on the analysis and observations conducted, the researcher has reached the conclusion that the students of class XI MIA 3 at SMA Negeri 4 Kabupaten Gowa demonstrate a moderate degree of critical thinking skills, as assessed by the critical thinking characteristics outlined by Facione (Facione, 2013).","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148743","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}

{"title":"Challenges in Translating Idiomatic Expressions from English into Arabic","authors":"Nor Alhadi Hamed Abdalla","doi":"10.26858/eltww.v10i2.51894","DOIUrl":"https://doi.org/10.26858/eltww.v10i2.51894","url":null,"abstract":"The study aims to shed light on the main challenges encounter universities students in translating idiomatic expressions from English into Arabic and to discuss some translation strategies, which can help students in translating idiomatic expressions from English into Arabic. Therefore, to meet the objectives of this study the researcher used a test consisted of (10) idiomatic expressions for collecting the data of this study. The study is based on descriptive analytical approach. The test is corrected and the results have been analyzed in figures. The main findings of the study is that students of English language really find considerable difficulties in guessing the appropriate meaning of idiomatic expressions. As well, Students’ familiarity with English language idioms is somehow low and their ability to interpret idioms is limited, also translating idioms require mastering their situational occurrences and using the suitable techniques to avoid word-to-word translation and non-equivalence. The researcher also recommends that students need to be exposed more to idiomatic expressions in schools and universities, in order to extend their knowledge.As well as to be familiar with the different idiomatic expressions, moreover, Students should always show on and practice idioms to enrich their English language vocabulary and knowledge.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148741","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}

{"title":"The Effectiveness of Using Comic Strips Toward Students' Reading Comprehension on Narrative Text","authors":"Pasha Syiami Ahmad, Sayid Ma’rifatulloh","doi":"10.26858/eltww.v10i2.50567","DOIUrl":"https://doi.org/10.26858/eltww.v10i2.50567","url":null,"abstract":"The objective of this study was to examine the potential impact of Comic Strips on the reading comprehension skills of eighth-grade students at Mulia Insani Junior High School in Loa, Bandung-West Java. This study employed a pre-experimental research design, specifically utilizing a pre-test and post-test design. The sample methodology employed in this study was purposive sampling. The research was conducted on the VIII B class at Mulia Insani Junior High School during the academic year 2022/2023. The data was collected by the administration of a reading exam in a multiple-choice format. Next, the obtained data was subjected to analysis using the paired sample t-test. There were a total of four meetings, with two meetings dedicated to therapy and the remaining two meetings allocated for pretest and posttest purposes. The findings of the study indicate a notable impact of using comic strips as a post-treatment intervention, as seen by the observed increase in post-test scores. According to the findings, the average score of the posttest was 87.41, whereas the average score of the pretest was 39.67. Additionally, according to the results of the paired sample t-test, the two-tailed significance value (sig) was found to be 0.000, which is below the conventional threshold of 0.05. The study of the paired sample t-test yielded statistically significant results. Hence, this study provides evidence that the utilization of comic strips has a notable impact on the reading comprehension of students, particularly in relation to narrative material. The research was conducted in the VIII B class at Mulia Insani Islamic Junior High School in Loa, Bandung-West Java.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148742","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}

{"title":"The Role of Target Culture in English Language Education: EFL Teachers’ Perspectives","authors":"Anes Mohamed, Ali Farahani","doi":"10.26858/eltww.v10i2.50517","DOIUrl":"https://doi.org/10.26858/eltww.v10i2.50517","url":null,"abstract":"This research inquired into the ways in which EFL teachers think of the role of target culture in English language education. Of special interest in this research was the issue of whether teaching the target culture is seen as important when it comes to English language learning and teaching in EFL contexts or not. Equally important was the question of whose target culture is taught. Data was collected through semi-structured interviews with ten EFL teachers at different language institutes: five were from Khartoum, Sudan and five from Tehran, Iran. The interview questions, which were formulated after extensive reading of germane literature, explored themes related to culture and its role in English language education. The main and most important finding of the research indicates that EFL teachers think that it is necessary to teach elements of the target culture that are not at odds with their local cultures. Another related finding is that the target culture is conceptualized in monolithic terms and is equated with American and British cultures.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148744","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}

{"title":"Use Of Jacobs ESL Composition Profile to Evaluate University Students’ Writing","authors":"Hari Prasad Tiwari","doi":"10.26858/eltww.v10i2.51632","DOIUrl":"https://doi.org/10.26858/eltww.v10i2.51632","url":null,"abstract":"A teacher should have an access to a reliable soring rubric in order to assess the ESL/ EFL (English as a Second Language/ English as a Foreign Language) students' writing abilities accurately. One of the most widely used tools for assessing writing skills of non-native speakers of English is Jacobs ESL Composition Profile which can help teachers tailor their instruction to better meet the needs of their students. The present study attempts to determine the internal consistency between teachers i.e. raters who use Jacob’s Scoring Rubric (SR) to evaluate students' essays, describe the level of students' writing performance as measured by the Jacob’s SR, and describe teachers' viewpoints while using the profile. The research utilizes descriptive quantitative research design. The participants consisted of two ESL/EFL teachers who have been teaching and testing writing at bachelor’s level for more than five years and 40 fourth year ESL/ EFL students studying at undergraduate level at Madhypaschim Multiple Campus, Nepalgunj Banke, Nepal. The researchers used judgmental sampling to select the participants of the study. The teachers were instructed to score 40 essays written by fourth-year students. The finding revealed High internal consistency (r = 0.86, α = 0.00 < 0.05) between TA and TB when assessing student essays using the Jacobs ESL Composition Profile. In addition, the Cronbach alpha analysis reveals a value of 0.918, which suggests a high degree of consistency. The writing performance of students was found to be in four categories: very good (3.75 %), good (52.5 %), satisfactory (36.5 %) and acceptable (7.5 %). The outcome of the research demonstrates that the Jacobs ESL Composition Profile remains reliable for essay scoring, even though proficiency and experience are necessary due to its comprehensive guidelines.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148745","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}

{"title":"EFL Teachers’ English Language Use During the Pandemics in the Indonesian Senior High School Context","authors":"Asmaul Saleh","doi":"10.26858/eltww.v10i1.49094","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.49094","url":null,"abstract":"In response to the significant upheaval caused by the global pandemic, education systems worldwide have shifted from traditional classroom settings to remote teaching methods. This drastic transition has presented numerous challenges, particularly in the realm of English as a Foreign Language (EFL) education in non-English speaking countries, such as Indonesia. This study embarks on an in-depth exploration of how the teaching methodologies and language functions utilized by EFL teachers at an Indonesian senior high school, MAN 2 Parepare, have adapted to these new learning environments. The research adopts a descriptive qualitative research design, providing a comprehensive view of the phenomena under investigation. The in-depth investigation focuses on the practices of two English teachers at MAN 2 Parepare, analyzing the way they employ different language functions during their online classes. The analysis seeks to elucidate the interaction between instructional language and the online learning environment, how it affects student comprehension, and the potential for instructional refinement. Findings indicate a broad range of language functions used by both teachers in their instructional strategies, demonstrating the adaptive potential of EFL instruction under the pressures of pandemic-induced remote teaching. Notably, the study reveals that the use of students' native language and the target language - English - plays a crucial role in aiding students' comprehension, highlighting the importance of maintaining a balance between the two. In sum, this paper offers valuable insights into the language function dynamics at play in online EFL classrooms during the pandemic. The findings have implications for informing instructional best practices and contribute to the broader understanding of language education in a rapidly changing global context.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802370","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}

{"title":"A Study on Teacher Professionalism in Teaching English After Pandemic","authors":"Khairunnisya Ilyas, Sukardi Weda, Abdul Halim","doi":"10.26858/eltww.v10i1.49151","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.49151","url":null,"abstract":"This comprehensive qualitative study delves into the ramifications of the COVID-19 pandemic on teacher professionalism, particularly in the domain of English language teaching (ELT) in Indonesian senior high schools. Teachers hold a pivotal role in any education system, with their professionalism gauged by the mastery of certain competencies and skills tailored to meet the demands of the teaching profession. In the realm of foreign language education, the overarching goal is to equip learners with essential communication skills, necessitating the design of classroom activities that encourage learners to express themselves effectively through language. The onset of the pandemic posed unprecedented challenges to this goal, forcing a rapid transition to online and offline hybrid learning models and demanding flexibility and innovation from teachers. This study, conducted at MAN 2 Parepare in 2022, explores how English teachers responded to these challenges, analyzing their teaching strategies and techniques to maintain the quality of education amidst this turbulent period. The study identified four primary strategies employed by teachers - expository, inquiry, contextual teaching and learning, and problem-based instruction. Teachers adapted these methods to foster an engaging learning environment that caters to the unique challenges posed by the pandemic, such as virtual classrooms and social distancing measures. The study reveals not only the teachers' adaptability and resilience but also their commitment to nurturing their students' linguistic abilities, even in times of crisis. Furthermore, the study uncovers the difficulties faced by these professionals, providing a clear picture of the pressing need for targeted support and professional development initiatives in these exceptional circumstances. The findings of this research have broad implications for policymakers and educators alike, highlighting the importance of fostering teacher professionalism and adaptability in the face of adversities and contributing to the ongoing discourse on effective English language teaching during a global pandemic.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802369","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}

{"title":"Students’ Perceptions of a Blended Course and its Effectiveness at a Mongolian University","authors":"Oyuntsetseg Namjildorj, Munkhtuya Buyandelger, Azzaya Tserendorj","doi":"10.26858/eltww.v10i1.44506","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.44506","url":null,"abstract":"Blended learning has been considered one of the modern delivery modes of teaching and learning since the COVID-19 pandemic outreach. Although e-learning has been developing in most countries, its importance and needs were highly acknowledged by all educational organizations worldwide during COVID-19. All educational institutions worldwide run online or blended courses at some stage of their training. Regarding temporary demands such as the pandemic, learners had to study through online learning, and now it has become one of their regular learning modes. Meanwhile, educational institutions and their stakeholders were experiencing both online and blended programs and were provided opportunities to compare different delivery methods. Therefore, blended learning and teaching have become a more profitable way of teaching, especially in higher education. This article investigates the student’s perceptions of blended learning and its effectiveness based on the case of a Mongolian university. To achieve this goal, we conducted qualitative and quantitative research. The survey included 182 students from first-year to senior year to identify the challenges they faced, the experiences they gained, and their evaluation of the blended courses they enrolled in. The research questions were created on Google form, data was electronic via emails, and focused group interviews were conducted simultaneously. As a result of the survey, it has been revealed that there are several benefits and advantages to blended courses in the tertiary education sector of Mongolia. However, key factors such as the learning styles of Mongolian students, appropriate learning environment and course design, access to technology, and effective organization should be improved in the future in order to run the blended courses successfully.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084784","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}

{"title":"English Language Learners’ Attitude and Challenge Utilized M-Learning: Comparison Mobile Application Moodle and Google Classroom","authors":"Rizky Eka Prasetya, Achmad Syarif","doi":"10.26858/eltww.v10i1.37218","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.37218","url":null,"abstract":"Mobile learning became the alternative device and gadget in the online learning environment. Its implementation enabled English language learners to acquire and archive learning content regardless of their location or environment, ensuring that online learning is relevant. However, compact devices are restricted with various technicality challenges, and English lecturers and learners need their adaptation in university. The study aimed to measure and compare English language learners’ attitudes and challenge toward Moodle and Google Classroom mobile application (app). The study employed a quantitative descriptive approach applied to the survey research design cross-sectional. 149 English language learners were concerned as participants from South Jakarta Universities. The questioner findings revealed that the Google Classroom application had a moderately positive attitude toward mobile phones for language learning and teaching than Moodle Application. These findings suggest that the challenges of both platforms could be minimized by recognizing the comprehensive feature from both applications. The English language learners utilized and adopted to learn and develop their communicative capabilities in the Mobile-Assisted Language Learning (MALL) context. Its platforms could have the alternative device for conducting a comprehensive Learning Management System (LMS) rather than a personal computer or laptop interface. The characteristics of Moodle and Google Classroom mobile applications supported and enhanced both learners’ individual and social aspects of the online learning environment. The comparable parameters displayed Google Classroom application was more compatible with learning media than Moodle application. Nevertheless, the advance and complete feature would be accessed from Moodle application than Google Classroom.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"1 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084785","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}