cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nestiani Hutami
Contact Email
elereviews.iainsurakarta@gmail.com
Phone
+6281252641594
Journal Mail Official
elereviews.iainsurakarta@gmail.com
Editorial Address
tate Islamic University (UIN) Raden Mas Said Surakarta. Pandawa Street, Pucangan, Kartasura, Central Java, Indonesia, 57168.
Location
Kota surakarta,
Jawa tengah
INDONESIA
English Language Education Reviews
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27982793     EISSN : 27978877     DOI : https://doi.org/10.22515/ele-reviews.v1i2.4300
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The main focus of ELE Reviews is on the development and innovation of the following subjects: Current Trends of English Language Teaching and Learning English Language Education and Assessment Studies on English Educational Linguistics Studies on English Educational Literature Innovations of Technology in English Language Teaching and Learning Teacher Education and Professional Development in English Language Education Teaching English for Young Learners (TEYL) English Language Education and Entrepreneurship Local Wisdom Integration in English Language Education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2023): May" : 5 Documents clear
Why Does Academic Enjoyment Affect Foreign Language Proficiency? The Mediating Role of Elaboration Strategies Yajun Wu; Xia Kang
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6421

Abstract

From the perspective of positive psychology, academic enjoyment, a positive achievement emotion, positively impacts school outcomes. However, studies have yet to explore the mediating mechanism between academic enjoyment and achievement. This research investigated the direct and indirect effects of academic enjoyment on foreign language (FL) proficiency. Specifically, this study endeavored to test the role of FL enjoyment on FL elaboration strategies and whether FL elaboration strategies, in turn, affects FL proficiency. Data were collected from 505 Chinese secondary school students aged 12 to 15 using convenience sampling. Structural equation modeling (SEM) and mediation analyses found that FL elaboration strategies partially mediated the relationship between FL enjoyment and FL proficiency. Implications, shortcomings, and directions for further studies are also discussed.
“I am NNEST and I am proud”: Narrative Exploration of ESL Teacher Identity Construction Biaz Dea Nabilla; Dwi Budidarma Sutrisno
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6520

Abstract

The present narrative exploration investigates the factors affecting the language teacher identity negotiation of an international student working as an ESL teacher in an English language program in a research-integrated university. This study uses the qualitative method by drawing on the data from three stages of semi-structured interviews and researchers’ field notes and analyzing it through the perspective of BINF (Bilingual Identity Negotiation Framework). The result reveals the factors influencing the identity negotiation in her trajectory are language competence, educational background, and affirmative discourse at work. These factors led to her investment and participation in the community of practice, where she engaged and included herself in. Overall, this study presents how the ESL teacher identity is linked with the notions of individual agency and public discourse in the community of practice.
Teaching Religious Tolerance Through Critical and Evaluative Reading Course for English Language Education Students Ana Wiyasa Nugrahawati
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6611

Abstract

Religious tolerance is crucial for bridging a good intercultural interaction among people from different religious backgrounds. In the context of teaching, the critical and evaluative reading course is one of the courses that can facilitate students to foster their religious tolerance. This research aims to investigate the implementation of critical and evaluative reading course in building students’ religious tolerance. Taking the case at UIN Raden Mas Said, this descriptive research collected the data through interviews, observation, and document analysis. The findings showed that the fundamental aspects for practicing reading comprehension in critical and evaluative reading course are multimodal text materials addressing religious, cultural, and value practices and beliefs taken from various media, printed or online. The teaching strategy was reading to learn to help students build critical thinking. The students were able to perform religious tolerance understanding during the study period. It implies religious tolerance can be cultivated through reading courses using multimodal texts that can help students in their daily intercultural interaction practices.
Strategies Used by English Second Language Teachers to Cope with Teaching Challenges Isidor Haufiku; Percy Mashebe; James Abah
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6886

Abstract

The main aim of the study is to investigate the strategies used by English Second Language (ESL) teachers to cope with their specific teaching challenges in Senior Secondary Schools in Ohangwena Region, Namibia. The study used the phenomenological qualitative research design to collect data from a purposively selected sample of 33 ESL teachers who have taught for at least two years in the Ohangwena Region. Data were collected using focus group discussions and analyzed using the thematic analysis method. The study found that ESL teachers in Ohangwena Region mainly use strategies such as motivating learners, a learner-centered teaching approach, a group work teaching approach, teachers’ teamwork, and different sources of teaching materials to cope with their respective teaching challenges. While the coping strategies teachers use have been reported to be helpful in ESL teaching, there is still a need to build the teachers’ capacity on the good practices in using such strategies to mitigate their teaching challenges.
Unpacking Writing Assessment Tasks for Junior High School Students: A Comprehensive Analysis Hidayah Nor; Saadillah; Nada Afifi
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6979

Abstract

This research addresses the issue of using course books as the sole source for writing assessment tasks in junior high schools without considering students’ diverse learning needs and capabilities. The study aims to identify and describe the assessment tasks employed by teachers to evaluate the writing skills of junior high school students and investigate students’ perceptions of these tasks. A descriptive qualitative method was used, focusing on MTs Hidayatullah Bahaur in Central Kalimantan as the research setting. Two English teachers and ten students of Class VIII from MTs Hidayatullah Bahaur participated in the study. The data collection techniques included observation, interviews, and documentation. The findings reveal that the English teachers primarily used two categories of assessment tasks: imitative writing, encompassing handwriting, spelling, and punctuation tasks, and intensive writing, which involved grammatical transformation, picture cues, vocabulary assessment, ordering, short-answer, and sentence-completion tasks. Furthermore, interviews with student representatives indicated that the overall quality of the assessment tasks was satisfactory. However, students emphasized the importance of teachers actively explaining the task requirements, as understanding the tasks was crucial for successful completion. Consequently, this study highlights the significance of well-designed assessment tasks accompanied by clear explanations to ensure students’ comprehension and accurate task execution.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2023): November Vol. 3 No. 1 (2023): May Vol. 2 No. 2 (2022): November Vol. 2 No. 1 (2022): May Vol. 1 No. 2 (2021): November Vol. 1 No. 1 (2021): May