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Contact Name
BAMBANG WIDI PRATOLO
Contact Email
bambang.pratolo@pbi.uad.ac.id
Phone
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Journal Mail Official
eltej@pbi.uad.ac.id
Editorial Address
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Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
English Language Teaching Educational Journal
ISSN : -     EISSN : 26216485     DOI : 10.12928
Core Subject : Education, Art,
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 162 Documents
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.  
On the interrelationships between Iraqi EFL learners’ classroom environment, foreign language classroom anxiety and willingness to communicate: A SEM approach Alyaa Abdulkareem Obaid; Mitra zeraatpishe; Akram Faravani
English Language Teaching Educational Journal Vol. 5 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i2.2806

Abstract

Different factors play their roles in communication especially when the concern is a foreign language such as classroom environment, foreign language classroom anxiety and willingness to communicate. The purpose of the present study is to investigate the relationship among EFL Iraqi learner’s classroom environment, foreign language classroom anxiety and willingness to communicate. First, from among the available 260 English university students at Babylon university, 204 EFL intermediate language learners who studied English language were selected. The selection was based on their score in Cambridge Quick Placement Test 2004(QPT). The participants, then filled three questionnaires of anxiety, classroom environment, and willingness to communicate. The three questionnaires were filled out by the participants.  To consider the extent of the interrelationships among classroom environment, willingness to communicate and speaking anxiety, a model of associations among them was proposed. To analyze the obtained data, structural equation modelling (SEM) was used and the model was probed using AMOS. Results of SEM indicated a complete fit and significant interrelationship among the variables were found. The findings have several implications for EFL teachers and learners.
Conditions for teaching English to young learners: Indonesian teachers’ perspectives Diah Royani Meisani
English Language Teaching Educational Journal Vol. 5 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i2.4989

Abstract

English teachers’ beliefs are one of the captivating topics to study as they contribute the quantity of input for reflection and the enhancement of English teaching and learning. This case study aims at investigating the teachers’ beliefs about the role of exposure, motivation, and practice in English class in elementary school and how they translate their beliefs into routine instructional actions. Semi-structure interviews and classroom observations were conducted to collect the data involving three English teachers at a selected private elementary school in Malang, East Java, Indonesia. The findings show that all of the participants were aware that the role of exposure was essential in learning a foreign language, motivation was a vital factor to achieve the objective of the learning and practice was a central part of proficiency development, and consistent with this, a great deal of effort has been conducted to provide exposure to English, to motivate students, and to create opportunities for students to use English. Hence, the results of the study are expected to give a worthy contribution to teachers of English as a second language, especially at elementary schools and other researchers dealing with exposure, motivation, and practice in learning English.
Developing Islamic-values-based PowToon learning media for Muhammadiyah kindergarten teachers: COVID-19 and TEYL Rifky Dora Wijayati; Khafidhoh
English Language Teaching Educational Journal Vol. 5 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i2.6475

Abstract

In response to the COVID-19 epidemic, this study intends to establish a digital learning media for children based on Islamic values utilizing PowToon for Muhammadiyah kindergarten teachers. Online learning has replaced traditional classroom for teaching and learning. During the COVID-19 pandemic, an online discussion with TK ABA Nitikan teachers established the significance of this research. They were concerned about propounding digital learning materials with Islamic values to students. The Islamic fundamentals, such as greetings and du'a (prayer), are crucial for the development of Islamic character in young learners. In addition, the digital learning resources were transformed into videos that could be easily accessible, shared, and used publicly to promote the da'wah practice in accordance with Muhammadiyah's guidance. This research employed a Research and Development (R&D) approach utilizing the ADDIE model known as system approach developed by Dick and Carey (2015), which entails a development process comprising five primary stages, namely analyze, design, develop, implement, and evaluate. The research findings indicate that the digital learning materials created using PowToon met the needs of TK ABA Nitikan teachers were relevant. The manufactured product provides a solution to teachers' needs by merging both general English knowledge and Islamic beliefs. Based on the review, it has been determined that the created content is of excellent quality. This material allowed teachers to teach English in an engaging manner.
Digital Literacy readiness: Voices of Indonesian Primary and Secondary English Teachers Bambang Widi Pratolo; Nur Fatimah; Soviyah Soviyah; Zuraina Ali
English Language Teaching Educational Journal Vol. 5 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i2.6562

Abstract

The ways students learn nowadays have changed significantly since the Covid 19 pandemic in 2019. Students today need different ways of teaching as they also have different learning styles. This study is intended to investigate how much the Indonesian primary and secondary English teachers are technologically literate, identify the challenges they face in teaching using technology and describe their hopes and expectation in their professional work as English teachers. Questionnaires in the form of google form were used to collect the data from all the participants, while interview was used to collect the data from the selected participants. The findings showed that most of the participants possessed high level of digital literacy, suggesting that they had the skills needed to help them teach online classes using the available online teaching platforms. They seemed to enjoy teaching online classes as they were capable of exploiting the online resources as the teaching materials, developing the available resources and even creating the digital teaching materials and using it in their online classes. The most serious problem they had was lack of IT knowledge in regard with the new online teaching platforms and internet connection. If they had to use the new online teaching platform, they had to learn it on their own, usually through YouTube and teach how to use it to their students. The classic problem, the internet connection, still occurred among the teachers and it caused problems in delivering the teaching materials and assessing the students’ work. This implies that the policy makers need to design professional development program which would help the Indonesia English teachers cope with their technological issues.