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All Journal Indonesian Journal of Integrated English Language Teaching Vision: Journal for Language and Foreign Language Learning Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JETLi Tamaddun Journal of English Teaching and Linguistics Studies
Tiwari, Hari Prasad
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Learning English Across Borders: Nepali Students’ Experiences in Nepal and Australia Tiwari, Hari Prasad
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i2.9348

Abstract

The students’ experiences, perceptions, and outcomes of learning English may be affected by the different methods and practices of English Language Teaching (ELT). Methods and strategies used in ELT may differ from one country to another due to various factors. This qualitative study employed an interpretive framework and narrative inquiry approach to explore the way Nepali students learned English in Nepali and Australian contexts. The participants involved five Nepali students who studied an advanced-level English for Academic Preparation (EAP) course at Melbourne City College Australia (MCCA). The researcher employed snowball sampling to select the subjects. The technique used in data collection was a semi-structured interview. All the interviews were audio recorded and transcribed verbatim. The data was coded and categorized using thematic analysis to find common themes and patterns. The findings revealed significant differences in the teaching methods, vocabulary instruction, feedback practices, and technology use. The study emphasized the importance of using pedagogical strategies that foster communication skills, contextual vocabulary learning, constructive feedback, and technology integration for effective ELT.
Use of First Language in English Language Teaching: EFL Teachers’ Perspectives Tiwari, Hari Prasad
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i1.11357

Abstract

First language (L1) is seen as a tool that aids in teaching the second language (L2). However, an over-reliance on L1 can slow down the learning process and prevent the achievement of true L2 fluency. This qualitative study aims to investigate the role of the L1 in L2 instruction, particularly its potential to both aid and hinder the learning process. The study employs an interpretive approach, focusing on the perspectives of 14 college-level English as a Foreign Language (EFL) teachers. These participants were selected using judgmental sampling. Data was collected through semi-structured interviews and subsequently analyzed using a thematic approach. The findings indicate that teachers utilize L1 in various ways, including enhancing comprehension, assisting lower-level students, saving time, recapturing students’ attention, and introducing new vocabulary. The study concludes that while L1 can serve as a valuable tool in L2 instruction, its use should be strategic to optimize learning outcomes. It highlights how L1 can act as a bridge to aid L2 learning, indicating the need for a balanced usage.
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