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Journal of English Language Teaching and Linguistics
ISSN : :25031848     EISSN : 25026062     DOI : -
Core Subject : Education,
JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.
Arjuna Subject : -
Articles 232 Documents
Being an E-Teacher: Preparing the ESL Teacher to Teach English with Technology Ismail Anas; Andi Musdariah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(1), April 2018
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.328 KB) | DOI: 10.21462/jeltl.v3i1.102

Abstract

In response to the extensive use of technology in the field of education particularly in English language teaching (ELT) context, both the pre-service and in-service ESL teachers are expected to use ICT tools in their teaching and learning environment. It is important to have a closer look at the use of ICT tools and the ease of access to the internet to see the opportunities to harness the technology resources for effective blended learning. Recently, although many studies revealed merely to promote the student’s self-directed learning and the successful of CALL, it is the teacher as a key role to blend such technologies into an effective teaching strategy. This study strives to develop a conceptual framework for teaching English with technology.  The framework delineates six perennial aspects of e-teacher development; they are; (1) teacher technology competency, (2) professional use of ICT tools, (3) professional use of the Internet, (4) web-based technology skills, (5) ESL teacher’s digital literacy, and (6) ESL materials and resources development.  This concept will bring many contributions to the way ESL teacher exploit the technology resources for an adaptive and interactive teaching strategy.  This paper also provides the implications for the practice, teacher, and student
A Critical Discourse Analysis of a Selection of Thai and American Music Radio Programs in Terms of the Influence of the Language of American Culture on the Language of Thai Culture Sumanawika Unchit
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(2), August 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (511.5 KB) | DOI: 10.21462/jeltl.v1i2.22

Abstract

This study is concerned with the main linguistic differences and similarities between the Thai and American DJs’ conversations on the radio and the influence of American culture on Thai culture (in terms of language) as seen in those conversations. There were three radio stations chosen for comparison: SEED 97.5 FM, MET 107 FM, and New York PLJ 95.5 FM. DJs’ conversations are analysed from the perspective of code switching, language appraisal, ecology of language, speech genres, and sociolinguistics. The result show both differences and similarities. Thai and American radio feature different points of view and cultural beliefs. However, the three data samples data also show similarities related to the music content.
English Swear Words by Indonesian Learners Latif Amrullah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (237.585 KB) | DOI: 10.21462/jeltl.v1i1.2

Abstract

Language functions to convey expression and content, either for their self or for others. Some people tend to use swear words in certain conditions and situation to show their feeling or just to express an inconvenience. In other words, swear word is closely related to anger expression. This paper examines the use of English swear words in certain simulated anger situations in order to know what kinds of swear words that the respondents use. The data were gathered through some simulated anger situations which were made by considering certain social dimensions. The respondents are the university students who were taken randomly through different classes. This study shows that certain English swear words are commonly used by the respondents and the social status of respondents governs as an important aspect.
ESP Needs Analysis at the Moroccan University: Renewable Energy Engineering Students at EST Fes as a Case Study Hanae AIT HATTANI
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(1), April 2019
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1166.234 KB) | DOI: 10.21462/jeltl.v4i1.218

Abstract

With English becoming the world’s lingua franca and the proliferating scientific and technological advances, English language education has been gradually shifting from its classical applications such as EFL (English as a foreign language) or ESL (English as a second language) toward new paradigms like English for specific purposes (ESP). The most important and problematic question in ESP teaching and learning is whether the course is effective or not. ESP is student-task oriented, thus, measuring its effectiveness is strongly related to measuring learners’ attitudes, needs, expectations, satisfaction, and achievement. For this purpose, this study attempted to investigate ESP needs analysis of Moroccan university students, case study of renewable energy engineering students at the Higher School of Technology (ESTF).  The research was conducted using quantitative surveys d. The data was gathered from 30 undergraduate renewable energy engineering students. The study findings confirmed that the participant students have highly favorable attitudes towards English language for both their personal and professional careers. However, the survey results indicated that these students have some difficulties with English language productive skills, namely speaking and writing, in addition to some other sub-skills. Therefore, this research suggests a reform at the level of ESP teaching and learning curricular, focusing on the incorporation of innovative approached and methods that aims at enhancing students’ language acquisition and competency.
Correcting Feedback on Essay Composition: EFL Students’ Preferences between Traditional and e-Feedback Ariyanti Ariyanti; Dedi Rahman Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(3), December 2017
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (382.278 KB) | DOI: 10.21462/jeltl.v2i3.73

Abstract

Writing is one of skills in English language proficiency which is considered as a complex and important element to passive communication. In addition, an ability of writing good composition has become one of requirements to successful life in many major aspects. Specifically to particular unit in learning writing in EFL classroom, feedback is the key for students to get their essay quality improved better. Therefore, this study is aimed to investigate feedback given by writing lecturer whether in traditional and e-feedback, as well as digging students’ preference towards those methods. Classroom observation and students’ open-ended questionnaires were used as major instruments, while semi-structured interview to writing lecturer was also used as supporting data. The result showed that most of the students prefer to be given the e-feedback to assess their essay instead of the traditional one. This study also reveals high expectation to the use of vary electronic media from the students, therefore future implication is clearly derived to the creativity of writing lecturer so that the students will be more motivated and surely improved in terms of structural and content aspects of writing.
Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective Idogho, Joseph Agofure
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (494.848 KB) | DOI: 10.21462/jeltl.v3i3.156

Abstract

Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.
Teacher Questioning as A Formative Assessment Strategy In EFL Context Milawati, Milawati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(2), August 2017
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.797 KB) | DOI: 10.21462/jeltl.v2i2.67

Abstract

Existing studies on classroom questioning tend to focus on exploring effective teacher’s questioning in classroom learning and finding the relationship between questioning behavior and students outcomes, however, there has been scarce research on teacher questioning as a formative assessment strategy. It investigated how teachers deployed questions to stimulate student thinking, uncover students’ current level of learning, and allow responses to inform pedagogic decisions. The research method was classroom observations. This article highlights the practice of one experienced teacher who conducted quality questioning to gauge and facilitate learning. It also provides practical insights into how questioning can be developed as a formative assessment method and recommends equipping teachers with further knowledge and skills to carry out effective questioning.
The Rise of Misinformation in the Digital Age: Moroccan Students' Attitudes and Perceptions of Fake News Online Isam Mrah; Hicham Tizaoui
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (835.32 KB) | DOI: 10.21462/jeltl.v3i2.137

Abstract

As today’s students spend substantial time online, there is an increasing tendency to utilize the Internet as their primary source of information. With the proliferation of user-generated content platforms and the shrinking influence of traditional gatekeeping, there is a growing abundance of misinformation available to the public that coexists alongside accurate information. In this paper, we explored the attitudes and perceptions of teenage students towards misinformation online. To this end, a web-based survey was administered to both Moroccan high school teachers and students to collect and analyze their responses regarding the issue being debated. Additionally, the present study investigated the extent to which EFL textbooks in Morocco enable learners to build skills necessary for identifying fake news. The study adopted content analysis as the primary research method for data analysis and interpretation. The results obtained are in line with the hypothesis guiding this research that a fair majority of teenage students are vulnerable to misinformation online due in large to the overwhelming information overload available at the touch of a button along with their lack of exposure to effective strategies for processing information online.  Based on the findings obtained, schools are required to develop appropriate approaches to teach digital literacy skills, particularly in empowering young learners to distinguish credible sources from unreliable ones. Equally important, teachers are called upon to help students keep up with the new, fast-moving knowledge economy, which is driven by information and technology.
Investigating Morphological Process of Payandra on Javanese Metaphor Dwi Astuti Wahyu Nurhayati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(3), December 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (472.225 KB) | DOI: 10.21462/jeltl.v1i3.34

Abstract

This article examines morphological process on payandra used by pranata adiacara. This study was done through a survey to pranata adiacara in Trenggalek and Tulungagung surroundings, small districts in East Java- Indonesia, in order to get underlying basis of processes of morphological on Javanese style which are influential toward their language style used in Javanese marriage ceremonies. The instrument- interview & documentation were developed in accordance to get the morphological processes and payandra used by pranata adiacara. The study reveals that payandra and processes of morphological on Javanese style used by pranata adiacara are divided into including 2 two main types: 1) Affixation (a. Internal change, b.Prefixation ; 2) Non Affixation: a.Compounding, b.Borrowing, c. Blending, d.Backformation, e. Reduplication, f. Clipping and the words used by pranata adiacara in sentences. Finally, the results of this study offers language phenomena arises because of some reasons which are mainly useful for those conducting communication among pranata adiacara  and the audiences to  figure out how beautiful and handsome  of the bridge and bridgroom and the values of wishes in conducting traditional ceremonies and those who are concerned in investigating panyandra words and metaphors used by  pranata adiacara or other varities as well as suggestions for future research.
The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom Theophile Muhayimana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(3), December 2017
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.916 KB) | DOI: 10.21462/jeltl.v2i3.85

Abstract

This paper that is a theoretical inquiry by design aimed at analyzing the importance and implications of the Vygotskian sociocultural approaches (VSA) on teaching and learning English as a foreign language (EFL). Scholarship indicated that EFL learners’ problems are tightly linked to the class culture that oftentimes involves teacher-centered instruction, rote learning, and restricted learner’s involvement and self-motivation in the learning process. It is the premise of this paper that revisiting the class culture and use the VSA will contribute a great deal to addressing some of communication and classroom interaction issues in EFL context. First, at the onset, the paper discussed the relevance of the framework to the teaching and learning of EFL. Second, the study delved into the literature that reviewed the four fundamental components of the framework that are tightly related to promoting language learning and classroom interaction. These concepts include social environment and use of tools vis-à-vis the learning and development process, scaffolding, and the notion of the zone of proximal development. Third, the paper looked into the implications of the VSA on enhancing interaction in EFL classroom that focused on knowledge about learners to better assist them, promotion of classroom discourse, and collaborative learning environment. Fourth, the conclusion underscored the paramount importance of the collaborative learning environment to sustain classroom interaction; that ending section also shed light on the limitations of the VSA and strategies to alleviate them.

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