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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.
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Articles 162 Documents
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Metaverse magic: Unveiling the pedagogical potential and transformative effects on intercultural communication in English language teaching Endro Dwi Hatmanto; Bambang Widi Pratolo; Mariska Intan Sari
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.8627

Abstract

The emergence of Metaverse, a three-dimensional virtual space that enables users to interact in computer-generated environments, has opened up new possibilities for language learning and instruction. This study explored the pedagogical potential and transformative effects of incorporating Metaverse environments in English language teaching, with a specific focus on intercultural communication. Drawing on theories such as social constructivism, intercultural communication, and autonomous language learning, this research investigated the impact of Metaverse on language acquisition, intercultural competence, and learner autonomy. The study employed a qualitative approach, including interviews with experts in Metaverse development and English language instructors. The findings revealed several pedagogical implications, including the promotion of immersive language learning experiences, enhanced interaction and collaboration, personalized learning opportunities, and increased motivation. Additionally, the study uncovered the positive impacts of Metaverse environments on intercultural communication and cultural understanding in English language learning. The research contributed to the understanding of how Metaverse could support language education and provides valuable insights for language teachers and students to optimize their language learning experience in virtual environments.
Scaffolding in the development of learning and innovative skills (4Cs): An action research study in a Chilean teacher education program Jessica Vega-Abarzúa; Camilo Jarpa Gutiérrez; Valentina Palma Pulgar; Vasco Salazar Marabolí
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.8747

Abstract

Situated in an action research study, this investigation describes the impact of scaffolding on the perceptions of preservice teachers of English. An action plan was developed for this group of preservice teachers as they showed concern for some of their communication, critical thinking, creativity and collaboration skills known as learning and innovative skills or 4Cs. The action plan comprised the use of scaffolding as the main means of instruction, which was executed by the design of various evidenced-based scaffolds including group discussions, note-taking, summarizing, comparing, hypothesizing and problem-solving. The group of preservice teachers included 11 students, 4 male and 7 female, aged 20 and 38 of an English education program in a private university in Ñuble, Chile. Data was collected in three main stages using an open-ended questionnaire before, during and after the implementation of the action plan. Findings showed that the use of scaffolding increased participants’ perceptions of their overall 4Cs skills, being critical thinking the most salient area of change. It is hoped that English teacher education programs can incorporate scaffolding as a potential instructional method in the development of academic and crucial skills for future teacher generations.

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