VELES (Voices of English Language Education Society)最新文献

The Implementation of Automated Speech Recognition (ASR) in ELT Classroom: A Systematic Literature Review from 2012-2023 自动语音识别（ASR）在英语语言教学课堂中的应用：2012-2023 年系统性文献综述

VELES (Voices of English Language Education Society) Pub Date : 2024-01-08 DOI: 10.29408/veles.v7i3.23978

Ngadiso Sutomo

{"title":"The Implementation of Automated Speech Recognition (ASR) in ELT Classroom: A Systematic Literature Review from 2012-2023","authors":"Ngadiso Sutomo","doi":"10.29408/veles.v7i3.23978","DOIUrl":"https://doi.org/10.29408/veles.v7i3.23978","url":null,"abstract":"Automated Speech Recognition (ASR) turns speech audio streams into text. The use of computer-based voice recognition is beneficial for teaching pronunciation. It may also be used to evaluate a learner's speech in a broader context and set up the potential for creating aural interactions between the learner and the computer. The study is aimed to investigate the use of ASR in speaking assessment using a systematic literature review. Automated scores should be considered based on their validity and any potential issues or mistakes with employing technology (ASR) to evaluate speaking. Although some research has been carried out on the use of technology in speaking assessment, there have been few empirical studies using systematic literature reviews to explore more about ASR in education. Therefore, this study is aimed to provide an updated and comprehensive review of the implementation of Automated Speech Recognition (ASR) in education. Ten studies from journals cited in the Taylor Francis, Wiley, and Springer databases were selected. The results show the benefits of ASR in education including students' progress, interaction, and pedagogical contributions. Pedagogical contributions provide collaboration between the human and automated scores. Teachers can use this study to improve speaking assessments using ASR in the classroom.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"33 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446569","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

Transformative Literacy Training for English Students: The Impact of Movie-Based Learning Methods 英语学生的变革性读写能力培训：基于电影的学习方法的影响

VELES (Voices of English Language Education Society) Pub Date : 2024-01-08 DOI: 10.29408/veles.v7i3.24296

Karimaliana Karimaliana, Syahrul Ramadhan, Mukhaiyar Mukhaiyar

引用次数: 0

Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar 开发英语学校管理课程：马卡萨国立大学的课程创新与创业机会

VELES (Voices of English Language Education Society) Pub Date : 2024-01-04 DOI: 10.29408/veles.v7i3.24919

C. A. Korompot, Muhammad Miftah Fauzan, Sahril Nur

{"title":"Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar","authors":"C. A. Korompot, Muhammad Miftah Fauzan, Sahril Nur","doi":"10.29408/veles.v7i3.24919","DOIUrl":"https://doi.org/10.29408/veles.v7i3.24919","url":null,"abstract":"This paper is based on a systematic literature review conducted to justify the introduction of a new course, 'English Language School Management' (ELSM), in the English Language Education Study Program (ELESP) at Universitas Negeri Makassar, Indonesia. The literature review involved a detailed analysis of academic sources relevant to English language education and management, identifying gaps in current academic discourse and practical educational needs in the post-Covid-19 context. Prompted by the implementation of the Merdeka Belajar Kampus Merdeka program, which necessitated curriculum revision, ELSM was developed. This course aims to provide ELESP students with critical insights into the operation and management of English language schools. These institutions are vital in non-formal education, as underutilized partners in teacher training programs, and as potential employment and entrepreneurial opportunities for graduates. The introduction of ELSM addresses a notable lack of focus on English language schools within Indonesian academic circles, despite their popularity and significant educational contributions. The development of this course is expected to enhance ELESP students' awareness of both the potential and challenges faced by English language schools, especially in the post-pandemic era.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"51 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139450790","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

Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners 英语系学生学业完美主义、自我效能与倦怠的相关分析

VELES (Voices of English Language Education Society) Pub Date : 2023-10-30 DOI: 10.29408/veles.v7i2.18309

Diba Ramadhana, Yazid Basthomi, Evynurul Laily Zen

{"title":"Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners","authors":"Diba Ramadhana, Yazid Basthomi, Evynurul Laily Zen","doi":"10.29408/veles.v7i2.18309","DOIUrl":"https://doi.org/10.29408/veles.v7i2.18309","url":null,"abstract":"Within applied linguistics and foreign language pedagogy, the role of emotions in language learning has been somewhat overshadowed. Addressing this oversight, our study focuses on psychological elements pertinent to English learning stages. We explore the interplay between academic perfectionism, self-efficacy, and language learning burnout. Survey data was collected from 263 English Department students at a university in Malang across the 2nd, 4th, and 6th semesters using structured questionnaires. Notably, while second-semester students showed no significant correlation among these variables, meaningful connections emerged for students in the fourth and sixth semesters. Analysis revealed that, though academic perfectionism plays a role, its impact on burnout is relatively minor compared to self-efficacy. There was a distinct correlation between academic self-efficacy and language learning burnout throughout the English program's progression, with a weaker relationship in the 2nd semester and a stronger one in the 4th and 6th semesters. The results underscore the need for an educational environment that champions growth over mere perfection. Prioritizing stress management, self-reflection, and goal setting is paramount. Furthermore, specialized support is vital to cater to students' shifting needs as they advance academically.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133459","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

Managing Classroom Activities for Autistic Students in Improving English Vocabularies by Using Total Physical Response 运用全身反应管理自闭症学生英语词汇量的课堂活动

VELES (Voices of English Language Education Society) Pub Date : 2023-10-30 DOI: 10.29408/veles.v7i2.21342

Muhammad Andriana Gaffar, Riki Ruswandi, Wulandari Sri Wahyuni

{"title":"Managing Classroom Activities for Autistic Students in Improving English Vocabularies by Using Total Physical Response","authors":"Muhammad Andriana Gaffar, Riki Ruswandi, Wulandari Sri Wahyuni","doi":"10.29408/veles.v7i2.21342","DOIUrl":"https://doi.org/10.29408/veles.v7i2.21342","url":null,"abstract":"English is one of the subjects studied in special education schools, and until now, are still many problems faced in the process of teaching this foreign language. Teachers' understanding of classroom management and appropriate learning strategies is a solution to overcome the problems that occur in learning English for children with autism. The application of the Total Physical Response (TPR) method is one of the effective methods used to learn English. The purpose of this study is to explore more information about classroom management activities and the application of the Total Physical Response (TPR) method at Satria Galdin Junior High School. The research approach used by the author is a qualitative method with a descriptive research design. Sources of data collection using interviews and observations. To analyze the data, the author uses descriptive techniques to present data based on the results of observations and interviews. The participants were selected using a purposive sampling technique. The participants of this study were students in the 2022/2023 school year, especially class VII of Satria Galdin Junior High School, as many as 20 people. The results of this study can conclude that good classroom management supported by the application of the Total Physical Response (TPR) method in teaching English vocabulary is proven to be effective for student's mastery of English vocabulary and helps students maximize and explore their abilities. The effectiveness is seen in autistic students at Satria Galdin Junior High School.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133590","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

Utilizing M-Reader for Extensive Reading: Implications for Seminarian Identity at Mataloko Seminary 利用M-Reader进行广泛阅读:对马塔洛科神学院修生身份的启示

VELES (Voices of English Language Education Society) Pub Date : 2023-10-30 DOI: 10.29408/veles.v7i2.21406

Yohanes Capistrano Satrini Lobi, Thomas Wahyu Prabowo Mukti

{"title":"Utilizing M-Reader for Extensive Reading: Implications for Seminarian Identity at Mataloko Seminary","authors":"Yohanes Capistrano Satrini Lobi, Thomas Wahyu Prabowo Mukti","doi":"10.29408/veles.v7i2.21406","DOIUrl":"https://doi.org/10.29408/veles.v7i2.21406","url":null,"abstract":"Introduced in 2021, M-Reader is a digital application designed to promote Extensive Reading. Mataloko Seminary, recognizing its potential, has employed M-Reader to enhance both student literacy and identity formation. With this context in mind, this research sought to answer two pivotal questions: (1) How has Mataloko Seminary integrated Extensive Reading into its curriculum? and (2) To what extent does Extensive Reading via M-Reader influence the identity of seminarians on their journey to priesthood? Employing a narrative inquiry methodology, the study meticulously examined the application of M-Reader in extensive reading practices and its consequent impact on seminarian identity. Data was meticulously collated through semi-structured interviews with three students from grades 10 and 12, all hailing from Mataloko. This data, systematically categorized and analyzed using Microsoft Excel, revealed that M-Reader-supported extensive reading at Mataloko Seminary adheres to ten established principles of extensive reading. Furthermore, the program emerged as a pivotal tool in molding the seminarians' identity across four critical dimensions: human, intellectual, pastoral, and spiritual. These findings underscore the potential benefits for other educational institutions targeting comprehensive identity development: the incorporation of digital extensive reading tools like M-Reader can be a game-changer.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133595","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' Psychological State Degree and Their Speaking Ability: To What Extent is the Link? 学生心理状态程度与口语能力:有多大的联系?

VELES (Voices of English Language Education Society) Pub Date : 2023-10-30 DOI: 10.29408/veles.v7i2.14815

Sri Rejeki Murtiningsih, Faradilla Mutiara Islami Darmanto, Sibakhul Milad Malik Hidayatulloh

{"title":"Students' Psychological State Degree and Their Speaking Ability: To What Extent is the Link?","authors":"Sri Rejeki Murtiningsih, Faradilla Mutiara Islami Darmanto, Sibakhul Milad Malik Hidayatulloh","doi":"10.29408/veles.v7i2.14815","DOIUrl":"https://doi.org/10.29408/veles.v7i2.14815","url":null,"abstract":"Effective communication among students is often hindered by various obstacles, including reticence, self-doubt, inadequacy, apathy, fear of making mistakes, and apprehension. These challenges are notably evident in their speaking skills. This study aimed to explore the psychological conditions of students from the English Language Education Department (ELED) and relate these conditions to their speaking abilities. A quantitative approach was adopted, using an explanatory correlation design. Data was gathered from 117 third-year students at a private university using a survey and a written assessment. Results showed students' mental well-being was categorized as poor with a mean score of M=45.03. Contrastingly, their speaking proficiency was rated excellent, with a mean score of M=64.24 on the Pearson scale. Correlation analysis was applied to determine the relationship between the two variables. The results yielded a p-value of 0.001, below the 0.05 threshold, thus accepting the alternative hypothesis (H1). A significant relationship between the students' psychological states and speaking abilities was established.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"49 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133464","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 Place of Storytelling Research in English Language Teaching: The State of the Art 讲故事研究在英语教学中的地位:研究现状

VELES (Voices of English Language Education Society) Pub Date : 2023-10-30 DOI: 10.29408/veles.v7i2.12493

Daniel Ginting, Delli Sabudu, Yusawinur Barella, Ross Woods

{"title":"The Place of Storytelling Research in English Language Teaching: The State of the Art","authors":"Daniel Ginting, Delli Sabudu, Yusawinur Barella, Ross Woods","doi":"10.29408/veles.v7i2.12493","DOIUrl":"https://doi.org/10.29408/veles.v7i2.12493","url":null,"abstract":"Storytelling techniques serve as dynamic tools for enhancing language skills, encompassing both receptive (listening, reading) and productive (speaking, writing) proficiencies. In contrast to their non-narrative counterparts, these techniques offer a more potent array of teaching methodologies. This study aims to elucidate the current landscape of research concerning the efficacy of storytelling techniques. Initially, the investigation delves into the cognitive processing of narratives. Stories engage language processing centers, invigorate the visual cortex, evoke emotive responses, and facilitate comprehension of intricate information. Subsequently, the study explores linguistic processing theory and embodied cognition theory. Through an exhaustive literature review, this research applies a rigorous evidence synthesis method to assess selected studies, culminating in the amalgamation of findings when comparability permits. The study unveils that storytelling techniques foster reading and listening comprehension, bolster speaking and writing skills, and kindle creativity and imagination. Moreover, enhancements span vocabulary, grammar, and syntax. Nonetheless, while generally efficacious, the uniformity of effectiveness across diverse learners remains a nuanced aspect.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133586","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

Derivational Morpheme Errors in English: A Study of Libyan Students at Al-Mergib University 英语衍生语素错误——以Al-Mergib大学利比亚学生为例

VELES (Voices of English Language Education Society) Pub Date : 2023-10-30 DOI: 10.29408/veles.v7i2.21305

Firas Fouzi Ibsheeyah, Senowarsito Senowarsito, Siti Nur’Aini

{"title":"Derivational Morpheme Errors in English: A Study of Libyan Students at Al-Mergib University","authors":"Firas Fouzi Ibsheeyah, Senowarsito Senowarsito, Siti Nur’Aini","doi":"10.29408/veles.v7i2.21305","DOIUrl":"https://doi.org/10.29408/veles.v7i2.21305","url":null,"abstract":"Proficiency in a language entail mastering components such as lexical nuances and grammatical rules. However, morphology often gets overlooked in university programs, underscoring the need for students to heighten their morphological awareness to refine their English writing. This research delves into the errors in using derivational morphemes by third- and fourth-year English major students from Libya. The objective is to identify, categorize, and understand the root causes of these errors. The study, involving ten participants from Al-Mergib University, used a qualitative research approach with essay writing as the primary data collection tool. The analysis uncovers various errors in derivational morpheme usage. Specifically, the study recorded 36 omission errors, 16 order errors, 6 incorrect formations, and 3 other errors. A striking observation was that errors predominantly centered on suffixes over prefixes. The most frequent mistakes arose in the transformation of adjectives to adverbs and verbs to nouns, encompassing omissions, additions, misordering, and misformations. For educators, this study underscores the importance of understanding student challenges with derivational morphemes, especially related to verbs and nouns. It advocates for a pedagogical approach that includes group discussions analyzing relevant texts. By highlighting these errors, the study offers valuable insights into areas where Libyan students require focused attention in English morphology.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"17 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133594","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

Investigating Communicative Language Teaching Barriers for English Students in Higher Education 高等院校英语学生交际性语言教学障碍调查

VELES (Voices of English Language Education Society) Pub Date : 2023-10-30 DOI: 10.29408/veles.v7i2.21303

Maram Miftah Aldizeeri, Siti Nur’Aini, Dias Andris Susanto

{"title":"Investigating Communicative Language Teaching Barriers for English Students in Higher Education","authors":"Maram Miftah Aldizeeri, Siti Nur’Aini, Dias Andris Susanto","doi":"10.29408/veles.v7i2.21303","DOIUrl":"https://doi.org/10.29408/veles.v7i2.21303","url":null,"abstract":"Teaching English as a foreign language presents unique challenges. This research delves into the hurdles faced by English Language Department students at Al-Mergib University, particularly in active participation during the learning process. The study also explores the pedagogical strategies employed by Al-Mergib University instructors, with a focus on communicative language teaching (CLT). Through an applied research approach, the root causes of these challenges and potential solutions are investigated. Data were gathered from five teachers and ten students to offer deeper insights. Findings indicate a mixed teaching approach in Libyan classrooms, while many educators utilize interactive methods such as collaborative learning, others remain reliant on traditional techniques. The results highlight the necessity for teachers to adapt their strategies in response to evolving student needs. A significant challenge for students was understanding lectures, often due to rapid speech and limited vocabulary exposure, hampering language and vocabulary development. The study underscores the importance of targeted teaching practices, fostering student collaboration, and creating a dynamic learning environment. Enhancing students' confidence in English is further facilitated by encouraging its use outside the classroom setting. This research holds valuable implications for language education, curriculum development, teacher training, and the advancement of efficacious English communication skills.","PeriodicalId":493604,"journal":{"name":"VELES (Voices of English Language Education Society)","volume":"2 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133456","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