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All Journal Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society)
Sari, Dini Rosita
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Rural EFL Teachers’ Emotions and Agency in Online Language Teaching: I Will Survive Sari, Dini Rosita
Vision: Journal for Language and Foreign Language Learning Vol 10, No 1 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i17727

Abstract

This article explores rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.
Using photovoice to explore students’ emotions of learning to write: "There is something about writing" Sari, Dini Rosita; Sultan, Sultan
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1648

Abstract

The present study aimed to scrutinize how employing photovoice in writing class helped uncover novice writers’ emotions of learning to write. Eight secondary school students voluntarily participated in the two-session writing class. Accompanying the photovoice, the participants were also asked to write a reflective journal for additional data collection. Results indicate that these novice writers, though experienced confusion and encountered various problems, persisted in completing the writing assignment due to their intrinsic motivation. This suggests that teachers should incorporate in their teachings explanation of the importance of enhancing one’s writing competence to grow students’ motivation and interests in writing. HIGHLIGHTS : The participants of the present study found it challenging to generate ideas and revise their writing composition. Despite the struggle, secondary school students developed positive attitudes toward writing class. A good understanding of the importance of writing skill affected students’ determination to finish the writing tasks.
Co-Authors Sultan Sultan