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ASIAN TEFL

asiantefl
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Published by Pusat Pelatihan, Riset, dan Pembelajaran Bahasa Samarinda

ISSN : 25275038 EISSN : 25032569 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

ASIAN TEFL; e-ISSN: 2503-2569, p-ISSN: 2527-5038; Journal of Language Teaching and Applied Linguistics, a peer-reviewed journal, is an interdisciplinary publication of original research on ELTand Linguistics. The journal aims to provide a forum for scholarly understanding and promote the process of knowledge, values, and skills. The journal encompasses research articles, original research report, reviews, and scientific commentaries in Language Learning and linguistics.

Arjuna Subject : -

Articles 50 Documents

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ESL Reading Accuracy: The Inside Story Rafizah Mohd Rawian; Ahmad Azman Mokhtar
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Accuracy has received countless and endless attention from language researchers due to its role in language learning. As such, a study is conducted to discover and understand the possible influence of accuracy in second language learning specifically in reading. Its findings will reveal whether accuracy does actually affect reading or vice versa. Simultaneously, the findings will then expose the extent of the possible influence as well as the aspects that may be affected. Its respondents are students who are taking Basic English Language course. Purposeful random sampling technique is used to single out the respondents in terms of their (1) gender and (2) academic semester. An in-depth interview protocol is used to gather data from the selected respondents. An interview checklist is used to ensure the smoothness of the data gathering. An interview guide is prepared beforehand to ensure all important issues are explored. The interview questions are prepared in two versions: English and Malay language.

The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors Alia Nur Dodgson Bt Tariq; Masdinah Alauyah Md. Yusof
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Corrective feedback (CF) is an inevitable teaching strategy carried out by educators, especially in an English Language classroom. Past studies have shown that corrective feedback is effective; however, indirect corrective feedback seems to have a variety of issues that has caused it to be unsuccessful. Some studies found that one of the setbacks of indirect corrective feedback is students are still having difficulties in dealing with and learning from the indirect corrective feedback itself. Students could not rectify their errors as they do not have sufficient linguistic knowledge to facilitate them, especially when they have to deal with complex linguistic errors all by themselves. Hence, this research was carried out to address this problem via the utilization of the English Language learning websites as the reference materials for the students to deal with complex linguistic errors. It was hoped that the students would be able to deal with indirect corrective feedback and successfully self-correct their errors. The qualitative research approach was employed in this research, where participants recorded their usage of the English Language learning websites in a logbook. Five randomly selected participants were interviewed to obtain a more comprehensive understanding of their experience, feedback and comments. The results showed that there were positive reactions and comments which indicated that the use of the English Language learning websites has been successful in assisting the participants in dealing with indirect corrective feedback and in doing self-correction. However, there were also negative reactions to be taken into account. Thus, this presentation will highlight some insights from the research.

Introducing Global Issues in A Language Classroom: Knowing Other Cultures by Analysing Multimodal Texts from NGOs María Martínez Lirola
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This article shows the importance of teaching with texts from Non-Governmental Organizations (NGOs) in which women from other cultures are represented in order to bring global issues in a language classroom and to deepen in the visual representation of women from other cultures so that students develop their gender perspective. Our main objectives with the research presented in this paper are to introduce students to visual grammar and to work with texts that allow students at tertiary level develop critical thinking and respect for cultural diversity, which will contribute to the introduction of global issues into the classroom. Kress and van Leewen (2006) model of visual grammar was introduced in an English language course at University level so that students could read and analyse multimodal texts. Having done this, students were asked to analyse the texts in groups in order to observe the importance of visuals in the construction of meaning and the way in which the women represented appeared portrayed. The analysis using visual grammar shows that the texts under analysis portray a positive image of African women, which breaks the traditional stereotypes of these women being weak, dependent and marginalised. In addition, this research will show that teaching global issues using multimodal texts from the NGO Intermón Oxfam will help students understand how the discourse used by NGOs creates meaning through different visual and linguistic choices.

Morphological Description of Noun Formation Process: Case of Suffixation and Prefixation in Iguta Language Mohammed Ahmad Ado; Siti Jamila Bidin
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper dwells on a concise morphological description of Noun formation process involved in Iguta language (a minority endangered language in the north central, Nigeria). To this end, the paper explores the suffixation and prefixation processes involved in the formation of nouns of Iguta language. Ado’s (2017) 455 Iguta wordlists was employed as secondary data and was qualitatively used as instrument for the analyses in this paper. Ado’s 455 Iguta wordlists is primarily based on the standard dialect (i.e., Andirgiza) spoken by its native speakers in five selected towns in Jos North local government of the Plateau state, Nigeria. Hand analysis strategy and a thematic analytical process were used in developing insights on the language data during the analysis. The findings revealed ‘-char, -di and –e’ morphs as suffixes to inflect while ‘t-, ti-, ha-, a-, an-, m-, i-, ma-, si-, ndu-, s-, tu-, tun-, tumu- morphs as prefixes to either inflect or derive nouns. It is also observed that most singular nouns in Iguta are inflected to produce the plural forms using ti- or tu- prefixes especially when the pattern of the singular words begin with a vowel morpheme or phoneme. In accordance with the findings, it is suggested that prefixes and suffixes are part of the affixation process used in noun formation of Iguta language. In conclusion, the study has contributed in descriptive linguistics in terms inflectional or derivational suffixation and prefixation process used to build nouns in Iguta language. This paper may assist professional teachers and linguists in understanding the suffixations and prefixations existing in Iguta language.

Indonesian EFL Learners’ Perceptions of Classroom Learning Environments in An EFL Context Anggi Arigusman
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(2), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

A good learning environment will determine the students’ learning quality. Therefore, creating supporting classroom learning environment is really crucial. This study explored the students’ perceptions at an Indonesian senior high school of actual classroom learning environment in English teaching across gender and grade. What Is Happening In this Classroom (WIHIC) questionnaire was applied to see the participants’ perceptions of the language learning environment. As for data analysis procedure, the scores obtained from the questionnaire were analyzed and described qualitatively. The data was examined to see how how is the students perception of their actual classroom learning environment in EFL classes across grade and gender. The result demonstrated similar perception indicated by five of the seven categories of the WIHIC questionnaire among grades. Across gender, four of the seven categories also indicated similar perception between male and female students where the categories get positively dominant result.

Literature and Creativity in an ELT Context Alireza Zaker
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

There is now a growing consensus among scientists and researchers that the mental and personal factors of individuals play a vital role in learning, especially learning English as a second language. Creativity, as one of these human factors, is believed to significantly affect L2 learning and life skills among human beings. Moreover, employing literature as the content of instruction in ELT is believed to provide EFL teachers and learners with numerous advantages, including higher levels of creativity. Based on this premise, this study suggests seven techniques which intend to promote creativity through employing literature in an EFL classroom. Following these techniques, some implementation concerns are stated in order to increase the chance of obtaining satisfactory results when employing these techniques. These concerns address the peculiarities of classroom environment, the role of cultural awareness, the importance of interaction, the significance of selecting a literary work, the appropriate feedback types, and motivation. The article concludes with some avenues for future research.

Diversifying Tasks in the English Language Classroom Ramiaida Darmi; Fariza Puteh Behak; Yuslina Mohamed
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

The use of tasks in the language classroom has been one of the current trends in language teaching. According to Edwards and Willis (2005), task-based language teaching (TBLT) provides contexts for activating learner acquisition processes and promotes second language (L2) learning. This paper reports a study that explores a diverse use of tasks in the English language classroom. The aim of the paper is to describe a task designed for low proficiency L2 learners’, and to explore learners’ task performance and their use of the L2 in the tasks. The study took place in a tertiary setting in Malaysia, and involved fourteen L2 learners. The task was designed based on Cummins’ (1981) framework, which focuses on the role of context and cognitive demands in language development. Learners’ worked in pairs, and were observed in the classroom. Each pair of learners’ discussions was audio-recorded, which were later analysed for their L2 use. Results indicated that learners’ L2 use increased when contextual support is high and cognitive demands is low. This suggests that designing tasks with higher order thinking is a challenge for teachers especially when it involves tertiary learners and requires learners to communicate more in their L2.

A Fossilized Language Pattern for the Singular First Person Subject Pronoun in the Saudi Context: I vs. I am Mehmet Bulent Rakab
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

The drive that motivated this study was an English as a Foreign Language (EFL) teacher’s observation of a fossilized grammar pattern produced by students over an extended period of time. The fossilized pattern “I am go” frequently emerges in the EFL context of Saudi Arabia, for which a number of factors could be accountable, including overgeneralization of a grammar pattern, inadequate instruction, lack of negative and corrective feedback, being frequently exposed to peers’ production of the fossilized pattern, and so forth. 155 undergraduate students from a Saudi university responded to a multiple-choice question with three options. The findings revealed that only one third of the participants identified the correct singular first person subject pronoun in English “I”, which corresponded to (انا) in Arabic. Based on the results, pedagogical and methodological recommendations are made as to how the possibility of the emergence of the incorrect pattern in question can be reduced or minimized.

Dual-role Conflict among Female Primary School Teachers Lawal Abdul Faragai
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

English Lexical Acquisition of Adult Learners in Instructional Settings: Issue on Lexical Input Ahmad Azman Mokhtar; Rafizah Mohd Rawian; Paramjit Kaur a/p Karpal Singh
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This study examined the receptive and productive English vocabulary knowledge of tertiary students. Vocabulary Levels Test (VLT) consisted of three tests, namely Passive Vocabulary Test (PVT), Controlled Active Vocabulary Test (CAVT), and Free Active Vocabulary Test (FAVT) was used to collect the data. A total of 360 first-, second- and third-year university students were involved in the study. The findings revealed that majority of them had very limited lexical knowledge to use English as their second or foreign language, though formal exposures to English language had been given to them for at least 11 years before entering the tertiary level. In trying to unfold the unsuccessful attempt to enhance the students’ lexical competent through the present Malaysian education system, the issue of lexical input in terms of quantity and quality had been raised.

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