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Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development Budi Waluyo
International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Despite the crucial role of vocabulary in foreign language acquisition, little is known about its influence on speaking and writing development from self-regulated learning concept. Thus, by employing a path analysis, this study examines the influence of vocabulary acquisition through self-regulated learning on beginner (N = 215) and intermediate (N = 195) students’ speaking and writing development at Walailak University, Thailand. The findings suggest significant paths from vocabulary acquisition to students’ speaking and writing development, but noting the influence of proficiency level. These findings contribute to the development of research in vocabulary acquisition and self-regulated learning with regards to speaking and writing development.

Promoting Self-Regulated Learning with Formative Assessment and the Use of Mobile App on Vocabulary Acquisition in Thailand Budi Waluyo
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Despite extensive studies on self-regulated learning in the past three decades, there is still little research exploring self-regulated learning on foreign language vocabulary acquisition. Therefore, in a classroom-based context, this study explores the effectiveness of a course design that promotes self-regulated learning coupled with formative assessment and the use of Socrative on students’ vocabulary acquisition. The study involves the first-year students (N = 136) taking a general English course at Walailak University, Thailand. On CEFR levels, 68 of them are considered basic users (beginner), while the others are independent users (intermediate). Students’ pre- and post-tests scores as well as students’ total scores from 10 vocabulary tests were examined by using Wilcoxon signed-rank and Mann-Whitney tests. The results disclosed the effectiveness of the course design in enhancing EFL learners’ vocabulary acquisition (Z = -4.055, p = .001, r = .35); however, significant differences were also found across basic and independent users (U = 448.5, p = .001, r = .70). The findings support the ideas that formative assessment reinforces students’ self-regulated learning strategies and students’ levels of English proficiency influence the extent of their self-regulated learning development and involvement.

Teachers' beliefs and classroom practices on the use of video in English language teaching Budi Waluyo; Aisah Apridayani
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

In the last decade, there has been a growing interest in exploring why teachers decide to and not to use a technological tool in their teaching practices. Teachers’ beliefs have appeared to be one of the influential factors, yet still little is known about what causes both consistencies and inconsistencies between teachers’ beliefs and their classroom practices, especially on the use of technology. Thus, to address such a gap, this study examined teachers’ beliefs about video and their use of video in English Language Teaching (ELT) along with the key factors causing the inconsistencies between teachers’ pedagogical beliefs about video and their classroom practices. A qualitative research design with semi-structured interviews involving English teachers at a private educational institution in Indonesia was employed. The collected data were analyzed by using individual topic codes and emerging themes. The findings revealed that teachers’ beliefs about the use of video in ELT were positive but inconsistent with their use of video in practices. Four key factors underlying the inconsistencies between teachers’ pedagogical beliefs about video and their use of video in classroom teaching were identified, which involved teaching philosophy, teacher’s knowledge and skill, facility, and reading literature. Therefore, pedagogically, the findings implicate that teachers’ beliefs and classroom practices can be bridged by addressing the four underlying factors.

Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand Budi Waluyo; Rahmah Bakoko
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Recently, Willingness to Communicate (WTC) has been explored and proposed to be one of the key concepts for identifying when one decides to initiate communication in the target language. The attention, nonetheless, has been concentrated on how WTC interacts with other learners’ variables. This study, on the other hand, intends to offer empirical evidence on the direct roles of affective variables (self-confidence, anxiety, motivation, and grit) and WTC variables (WTC inside the classroom, WTC outside the classroom, and WTC in a digital setting) in Thai students’ English-speaking performance. The data were obtained from 35 undergraduate students (17.1% males; 82.9% females) using a survey questionnaire. Then, a speaking test was taken from an English Communication Skills course and was analysed using correlation and hierarchical regression. The results disclosed positive correlations among self-confidence, motivation, grit, WTC in a digital setting, WTC inside the classroom, WTC outside the classroom, and speaking performance, and negative correlations among self-confidence, anxiety, and grit. However, motivation was the only significant predictor of speaking performance. The findings offer some implications for English teachers in improving students’ English-speaking performance.

Learners’ attitudes and perspectives towards English pronunciation abilities with different religious backgrounds in Thailand Rahmah Bakoko; Budi Waluyo; Kritsadee Songkhai
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27524

A plethora of studies has examined EFL learners’ attitudes towards and perceptions of English pronunciation, yet little has been discussed about the influence of religious backgrounds on one’s pronunciation abilities, especially in the Thai context. This study aims to extend the research area by studying Buddhist and Muslim EFL learners’ attitudes and perspectives about their English pronunciation abilities in Thailand. Using a mixed-method design, it collected survey data from 60 undergraduate students (50% Buddhist, 50% Muslim) at a university in south Thailand. An English pronunciation test was conducted to gather data on the students’ English pronunciation performances. The quantitative findings revealed that Buddhist and Muslim Thai EFL learners possessed moderate levels of attitudes towards their English pronunciation and perceived indirect influences of their religion on their English pronunciation. Although the learners’ attitudes and perceptions were connected, they were not significant predictors of their actual English pronunciation. Religion and gender had no direct impact on the learners’ attitudes; however, their frequent religious practices have led to the awareness that students from some religious backgrounds can have an advantage in pronouncing some English sounds, letters, or words over their friends with a different religion. The results of this research also suggest that there is much more to be learned about the effects and contributions of religious backgrounds on learners’ English pronunciation among learners.

Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand Budi Waluyo; Rahmah Bakoko
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21090

Recently, Willingness to Communicate (WTC) has been explored and proposed to be one of the key concepts for identifying when one decides to initiate communication in the target language. The attention, nonetheless, has been concentrated on how WTC interacts with other learners’ variables. This study, on the other hand, intends to offer empirical evidence on the direct roles of affective variables (self-confidence, anxiety, motivation, and grit) and WTC variables (WTC inside the classroom, WTC outside the classroom, and WTC in a digital setting) in Thai students’ English-speaking performance. The data were obtained from 35 undergraduate students (17.1% males; 82.9% females) using a survey questionnaire. Then, a speaking test was taken from an English Communication Skills course and was analysed using correlation and hierarchical regression. The results disclosed positive correlations among self-confidence, motivation, grit, WTC in a digital setting, WTC inside the classroom, WTC outside the classroom, and speaking performance, and negative correlations among self-confidence, anxiety, and grit. However, motivation was the only significant predictor of speaking performance. The findings offer some implications for English teachers in improving students’ English-speaking performance.

Teachers' beliefs and classroom practices on the use of video in English language teaching Budi Waluyo; Aisah Apridayani
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.19214

In the last decade, there has been a growing interest in exploring why teachers decide to and not to use a technological tool in their teaching practices. Teachers’ beliefs have appeared to be one of the influential factors, yet still little is known about what causes both consistencies and inconsistencies between teachers’ beliefs and their classroom practices, especially on the use of technology. Thus, to address such a gap, this study examined teachers’ beliefs about video and their use of video in English Language Teaching (ELT) along with the key factors causing the inconsistencies between teachers’ pedagogical beliefs about video and their classroom practices. A qualitative research design with semi-structured interviews involving English teachers at a private educational institution in Indonesia was employed. The collected data were analyzed by using individual topic codes and emerging themes. The findings revealed that teachers’ beliefs about the use of video in ELT were positive but inconsistent with their use of video in practices. Four key factors underlying the inconsistencies between teachers’ pedagogical beliefs about video and their use of video in classroom teaching were identified, which involved teaching philosophy, teacher’s knowledge and skill, facility, and reading literature. Therefore, pedagogically, the findings implicate that teachers’ beliefs and classroom practices can be bridged by addressing the four underlying factors.

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