cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
BAMBANG WIDI PRATOLO
Contact Email
bambang.pratolo@pbi.uad.ac.id
Phone
-
Journal Mail Official
eltej@pbi.uad.ac.id
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
English Language Teaching Educational Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 26216485     DOI : 10.12928
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
English Language Teaching Educational Journal (ELTEJ) is an english educational journal published quarterly in April, August, and December. The ELTEJ aims to provide an international forum for researchers and professionals to share their ideas on all topics related to English language teaching and learning, English literature, and linguistics. It publishes its issues in an online (e-ISSN 2621-6485) version.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2022)" : 6 Documents clear
EFL learners' preference for corrective feedback strategies in relation to their self-perceived levels of proficiency Kanokpan Wiboolyasarin; Watcharapol Wiboolyasarin; Nattawut Jinowat; Ruedee Kamonsawad
English Language Teaching Educational Journal Vol. 5 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i1.4403

Abstract

The purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners’ language ability levels. The quantitative study collected 418 Thai EFL learners’ preferences for corrective feedback via a closed-ended Likert scale questionnaire. The survey showed that learners desired to edit when their speech or writing contained errors, particularly when the wrong utterance was responded to with a metalinguistic comment regarding the error’s nature. Statistical analysis found significant differences in students’ preferences for metalinguistic clues and public feedback between intermediate and elementary levels. It appeared that beginner-level learners would almost certainly experience embarrassment if they were corrected in front of their peers. Conversely, self-correction, which was necessary once the student’s erroneous remark was explained in terms of grammar usage, probably made advanced students uncomfortable. While teachers should examine their EFL students' corrective feedback preferences, this study found that their proficiency levels were slightly relevant.
“Don’t, never no”: Negotiating meaning in ESL among hearing/speaking-impaired netizens Venus Rosales Parmisana; Cristine Grace Badilla
English Language Teaching Educational Journal Vol. 5 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i1.5131

Abstract

Negotiating meaning can be difficult for the deaf-mute people when being in the hearing and speaking world. Social media offers a platform where the deaf and the mute can engage in meaningful conversations among themselves and between people with hearing and speaking abilities. This paper determined the paralinguistic signals that the deaf-mute students employed in their Facebook posts. Using descriptive-qualitative research design, the study analyzed the lexico-semantic features of their language and how both paralinguistic and linguistic aspects contribute to the negotiation of conceptual meaning. The results revealed that paralinguistic signals are found in emojis, punctuation mark repeats, onomatopoeic spelling, accent stylization, intensification, hashtag and combinations. These signals function to give emphasis or intensify intonation. An emoji is the predominant paralinguistic signal used to compensate the lack of words to express feelings. In addition, distinct lexico-semantic features observed in the data include the incorrect position of words, incorrect lexical choice, redundancy, and insertion of prepositions or the lack thereof. These features do not carry a specific function in negotiating meaning because understanding the semantic content of a message is possible either with or without comprehension of the syntax. Semantic comprehension is not expected to help in the acquisition of the syntactic system because it may be accomplished through the recognition of isolated lexical items and interpretation of non-linguistic cues. Finally, paralinguistic signals and computer-mediated communication for the deaf-mute across generation and race can be considered for future directions of the study and appropriate technological tools may be designed to automate errors found in the social media posts of the deaf-mute.   
Psychosocial learning environments: EFL learners’ voices during a pandemic Bora Demir; Scott L. Walker
English Language Teaching Educational Journal Vol. 5 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i1.5770

Abstract

The aim of this study was to investigate university students’ psychosocial apperceptions between face-to-face and emergency remote learning environments they experienced in the same academic term during the 2019-nCoV (coronavirus) pandemic of 2020. Utilizing a mixed methods study design, our investigation involved quantitative data collection with the DELES-TR instrument, followed by online focus group interviews with questions derived from the survey results to gain a deeper understanding of students’ perspectives of both educational environments. English as a Foreign Language students (N=687) from Çanakkale Onsekiz Mart University, Turkey participated in the study. The results indicated that students preferred the face-to-face environment over emergency remote learning due to difficulty in communication with instructors and peers and requiring students to take an active, responsible, and accountable role in their own learning in the remote learning environment.
Comparing the effectiveness of explicit EAL feedback through slideshow (text+audio) and captioned video Jonathan Harrison
English Language Teaching Educational Journal Vol. 5 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i1.5779

Abstract

Research seems to show that captions and subtitles are generally beneficial to learners of English as an Additional Language (EAL), but some research does contradict this. Research on slideware and slide design seems to focus more on attractiveness of slides and less on educational effectiveness. However, research on slide design and specific approaches to slide design continue to become more detailed. This study compared comprehension of explicit feedback received through either slideshow (text+audio) video or captioned video on an EAL writing task in an on-demand university setting. Results (n=163) indicated that approximately 50% of learners clicked the feedback video to advance to the quiz without viewing it completely. Of the learners with at least one full viewing (n=86), slideshow video seems to have engaged students for a longer duration than captioned video. The quiz items were easier for the slideshow video groups, and the quiz items performed better for these groups. The slideshow video groups had slightly higher means, but a significant difference between the effectiveness of slideshow video and captioned video to transmit feedback to students was not found.
Collaborative learning and classroom engagement: A pedagogical experience in an EFL Chilean context Jessica Vega-Abarzua; Javiera Pastene-Fuentes; Constanza Pastene-Fuentes; Camila Ortega-Jiménez; Tamar Castillo-Rodríguez
English Language Teaching Educational Journal Vol. 5 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i1.5822

Abstract

In the context of teaching English as a foreign language (EFL), there is growing attention towards collaborative learning and learners’ engagement. Despite the interest on these topics, there is little research in Chile, in the English classroom, about both collaborative learning and learners’ engagement at a school level. Therefore, this study emerged to explore and describe the impact of collaborative-based instruction on learners’ engagement during an intervention of five weeks in a private-subsidized school in the city of Chillan. The participants of the study were 62 female and 70 male students, aged 15 to 17. Based on an action research methodology, the researchers used quantitative and qualitative techniques to collect data which comprised a Likert test (adapted from Alsowat, 2016) administered before and after the intervention, and unstructured observation registered in every lesson by means of field notes learnt from Efrat & Ravid (2020). Our results show that collaborative learning has a direct relationship with learners’ engagement, evidenced in our four classes where behavioral engagement was predominant. Future studies may investigate whether the use of collaborative learning tasks, over a longer period, would still maintain learners’ engagement in the EFL classroom as well as whether behavioral engagement is the most salient dimension among their students.
How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK) Leimin Shi; Lili Jiang
English Language Teaching Educational Journal Vol. 5 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i1.5914

Abstract

Technology is widely involved across the learning environment including its integration into teaching English as a foreign language (EFL); however, few studies have explored EFL teachers’ perceptions of technological pedagogical content knowledge (TPACK). This study investigates how EFL teachers perceive and self-evaluate knowledge of content (CK), pedagogy (PK), and technology (TK), the interplay of these with each other (TPACK), and the underlying influential factors for TPACK construction. The data were gathered in China from an online survey (n = 64) comprising 35 items on the TPACK components, and self-evaluation by nine survey participants of their TPACK in follow-up interviews. WeChat, the most popular social media App in China, was utilised as the data collection tool. The survey reveals teachers’ strong beliefs in the value of PK, CK and PCK and their positive beliefs about technological applications in EFL instruction. Consistent with these results, interviewees’ self-evaluation of TPACK demonstrates that they felt a high level of confidence in CK, PK and PCK but relatively less confidence when technology was integrated despite commonly applying technology to instruction. Influential factors include: 1) contextual factors; 2) knowledge of students; 3) demographic background; and 4) availability of quality training. Decision-makers’ financial support and policy-making, technological training in the integration of CK and/or PK, and a collaborative learning strategy are recommended.  

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2023) Vol. 5 No. 3 (2022) Vol. 5 No. 2 (2022) Vol. 5 No. 1 (2022) Vol. 4 No. 3 (2021) Vol. 4 No. 2 (2021) Vol 4, No 2 (2021) Vol 4, No 1 (2021) Vol. 4 No. 1 (2021) Vol. 3 No. 3 (2020) Vol 3, No 3 (2020) Vol. 3 No. 2 (2020) Vol 3, No 2 (2020) Vol 3, No 1 (2020) Vol. 3 No. 1 (2020) Vol 2, No 3 (2019) Vol. 2 No. 3 (2019) Vol. 2 No. 2 (2019) Vol 2, No 2 (2019) Vol. 2 No. 1 (2019) Vol 2, No 1 (2019) Vol 1, No 3 (2018) Vol 1, No 3 (2018) Vol. 1 No. 3 (2018) Vol 1, No 2 (2018) Vol. 1 No. 2 (2018) Vol. 1 No. 1 (2018) Vol 1, No 1 (2018) Vol 1, No 1 (2018) More Issue