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All Journal UICELL Conference Proceeding Elsya : Journal of English Language Studies
Cornelia, Uspessy Shuha
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Education Languange, Linguistic, Communication & Media

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Macao, Qatar and Jordan: A Cross-Country Exploration of Three Countries’ Literacy Enrichment Programs Cornelia, Uspessy Shuha; Mayuni, Ilza
Elsya : Journal of English Language Studies Vol. 6 No. 2 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i2.17793

Abstract

When assessing a country’s level of education, referring to their Programme for International Student Assessment (PISA) scores can be stated as an overused trend, one that has been criticised as PISA alone is not the most perfect way to judge a country’s readiness. To address this weakness, this study will also refer to the Progress in International Reading Literacy Study (PIRLS), another world-class test that specifically focuses on literacy, yet has been underutilised in reading-related research. This paper is a case study on three countries which have shown different levels of performances. Using PISA and PIRLS reports as the main data and general literature review to supplement the contextual details of the reported results, the analysis focused on how Macao, Qatar and Jordan employ diverse strategies to cultivate and elevate literacy skills among their students. Results show that Macao is a leader in government-led efforts that focused on developing teacher competence, Qatar develops their children’s literacy through collaboration and competition, and Jordan focuses on all language skills in balance (with few programs exclusively concerned on reading competence). The novelty of the findings is its comparison of two international assessments that have a different scope, as PISA offers a holistic view of contextual factors affecting literacy whereas PIRLS covers information that are crucial for understanding early literacy development.
Challenges in the Integration of Digital Literacy in English Language Teaching Cornelia, Uspessy Shuha; Sulistyaningrum , Siti Drivoka
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

With the tremendous technological developments of this century blurring the line between online and offline activities, the emergence of the digital world is inevitable. By the proliferation of new technologies, digital awareness for the safe, appropriate and efficient selection and management of digital resources for digital learning education is becoming important. In the context of English Language Teaching, the proportion of ICT in the learning process is increasingly high. However, there may be some barriers that affect the familiarity and motivation of the relevant learning components. To answer the research question on challenging aspect of the integration of digital literacy in ELT, a systematic review of 20 articles sourced from Google scholar is executed. It reveals that the challenges are generally resulted from students, teachers, and schools’ preparedness; which involves low operational skill; limited access to computer and internet; and the lack of proper learning materials that covers media literacy. Keywords: Digital Literacy, English Language Teaching, Systematic Literature Review
Co-Authors Ilza Mayuni SITI DRIVOKA SULISTYANINGRUM