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p-Index From 2021 - 2026
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This Author published in this journals
All Journal English Language Teaching Educational Journal Studies in English Language and Education
Dat Bao
Monash University
Arts Education Languange, Linguistic, Communication & Media

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Exploring How Silence Communicates Dat Bao
English Language Teaching Educational Journal Vol. 3 No. 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i1.1939

Abstract

This article argues that silence as communication can be academically practised in the classroom as much as talk, simply because talk and silence are both essential components of everyday interaction (Nakane, 2012). These two constructs are interdependent in the sense that one would not exist without the other. Silence can be practised in two different ways: one is to employ it as a mental processing process in learning; two is to observe and discuss how silence is used in communication. The article begins by sharing the literature review on how silence works in education, how it deserves a place in SLS theorisation, and how it constitutes communication competence. Secondly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Thirdly, the discussion recommends an activity which addresses the value of silence, which was developed by the author through research and experience. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.
How silence facilitates verbal participation Nguyen Thanh-My; Dat Bao
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.3004

Abstract

The article reports a qualitative-quantitative case study of 239 Vietnamese university students’ perspectives on the effects of their silence on the formulation and quality of their talk. It presents participants’ voices with regards to whether and how their silent thinking influences verbal communication in the English language classroom and discusses the dynamics of productive learning strategies that would benefit the quality of speech. Data from an open-ended questionnaire reveal insights into students’ silent and verbal learning with a focus on the logical relationship between the two modes. Three findings coming out of this project include different nuances of the silent learning behaviour, the frequency of success in producing speech after mental processing practice, and a range of practical strategies that helps turn thoughts into verbal output. The study unpacks the importance of silence as autonomous learning and proposes relevant classroom activities for more rewarding outcomes.
Distraction, motivation, and multimodality: Generation Alpha students’ and teachers’ perspectives on interactive English guide design Bambang Widi Pratolo; Eko Purwanti; Dat Bao; Hamdan Anwari; Nur Fatimah; Soviyah Soviyah; Dio Fahmi Al Faradhi
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1611

Abstract

Generation Alpha learners bring distinctive digital habits and expectations to English language learning, while teachers face increasing challenges in integrating technology into classroom practice. This study investigates the perspectives of Generation Alpha students and English teachers in urban junior high schools in Yogyakarta, Indonesia, and examines the convergence and divergence in their perspectives to inform an interactive English teacher guide design. This convergent mixed-methods needs analysis involved 1,205 students, 61 English teachers, one school principal, and one English MGMP (Musyawarah Guru Mata Pelajaran, or Teacher Working Group) coordinator. Data in this study were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings revealed that students were digitally ready and preferred interactive, multimodal, and contextualized English learning supported by clear guidance and timely feedback. However, they engaged less frequently in independent language practices and speaking activities. Teachers expressed a strong need for practical, curriculum-aligned resources, including lesson templates, differentiated activities, authentic materials, and ready-to-use assessment tools. Students identified technological distractions, unclear instructions, and lengthy texts as the main learning barriers, whereas teachers emphasized low motivation, limited attention spans, and classroom management challenges. Despite these differences, both groups highlighted the importance of multimodal resources, scaffolded instruction, timely feedback, and clear assessment rubrics. Therefore, an effective teacher guide should incorporate multimodal and scaffolded learning, formative assessment, differentiated instruction, and low-bandwidth digital resources. By integrating students’ and teachers’ perspectives, this study provides an evidence-based foundation for developing contextually relevant instructional resources for Generation Alpha learners.
Co-Authors Bambang Widi Pratolo Dio Fahmi Al Faradhi Eko Purwanti Hamdan Anwari Nguyen Thanh-My Nur Fatimah Soviyah Soviyah