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All Journal UICELL Conference Proceeding JOLLT Journal of Languages and Language Teaching
Zam, Fakhruddin Zam
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Education Languange, Linguistic, Communication & Media

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The Role of ICT in Enhancing Speaking Skills in Extramural English Context Zam, Fakhruddin Zam
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Information and Communication Technology (ICT) has played a pivotal role in education, particularly in English Language Teaching (ELT), by simplifying students’ learning process and facilitating teachers’ teaching strategies. Numerous ICTs have been utilized and found effective in enhancing speaking skills not just constrained in the confines of the classroom. Thus, this literature review delves into the multifaceted role of ICT in enhancing students’ speaking skills within the unique realm of Extramural English (EE). By synthesizing several relevant studies published within the last 10 years, it navigates through various ICT tools to enhance speaking skills, illuminating the manifold benefits of ICT in EE. The findings underscore the significance of ICT tools such as videoconferencing platforms, Automatic Speech Recognition (ASR), social media, and digital games to enhance students’ speaking skills. The effectiveness of ICT is heightened when integrated into EE activities, which fosters an autonomous learning process, including independent and self-directed learning. Consequently, teachers are highly recommended to provide more opportunities for students to engage in various ICTs in EE. Keywords: ICT, Extramural English, Speaking Skills
Exploring the Correlation between Students’ Perception of Translanguaging and Willingness to Communicate: A Mixed-Methods Study Zam, Fakhruddin Zam; Nurhayati, Lusi; Ashadi, Ashadi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13024

Abstract

Translanguaging offers potential significance in assisting EFL students’ engagement in L2 communication, making it valuable to investigate whether students’ perception of translanguaging correlates with their willingness to communicate in a second language. This mixed-methods study explores the relationship between students’ perception and L2 willingness to communicate in classroom communicative settings. 65 participants from two universities enrolled in an English education program participated in this study. The quantitative data were collected using 5-Likert scale questionnaires and qualitative data through in-depth interviews with subset participants. The quantitative data, including descriptive statistics, correlation, and regression analysis, were formulated in SPSS 26. Meanwhile, the interviews were analyzed using thematic analysis. The findings showed that students’ perception of translanguaging correlates significantly and positively to their L2 WTC (r = .587). Based on the qualitative data, key themes related to the significance of translanguaging, such as facilitation of understanding, self-confidence improvement, reduced anxiety, and promotion of a positive classroom environment emerged as factors contributing to the students’ increased L2 WTC. These findings suggest that students’ perception of translanguaging influences their attitudes toward L2 communication, leading to a decreased or increased WTC level. Thus, translanguaging should be encouraged as an alternative strategy in L2 classrooms to enhance communication in EFL settings, particularly by maximizing L2 understanding and fostering an emotionally safe learning environment. 
Exploring the Correlation between Students’ Perception of Translanguaging and Willingness to Communicate: A Mixed-Methods Study Zam, Fakhruddin Zam; Nurhayati, Lusi; Ashadi, Ashadi
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13024

Abstract

Translanguaging offers potential significance in assisting EFL students’ engagement in L2 communication, making it valuable to investigate whether students’ perception of translanguaging correlates with their willingness to communicate in a second language. This mixed-methods study explores the relationship between students’ perception and L2 willingness to communicate in classroom communicative settings. 65 participants from two universities enrolled in an English education program participated in this study. The quantitative data were collected using 5-Likert scale questionnaires and qualitative data through in-depth interviews with subset participants. The quantitative data, including descriptive statistics, correlation, and regression analysis, were formulated in SPSS 26. Meanwhile, the interviews were analyzed using thematic analysis. The findings showed that students’ perception of translanguaging correlates significantly and positively to their L2 WTC (r = .587). Based on the qualitative data, key themes related to the significance of translanguaging, such as facilitation of understanding, self-confidence improvement, reduced anxiety, and promotion of a positive classroom environment emerged as factors contributing to the students’ increased L2 WTC. These findings suggest that students’ perception of translanguaging influences their attitudes toward L2 communication, leading to a decreased or increased WTC level. Thus, translanguaging should be encouraged as an alternative strategy in L2 classrooms to enhance communication in EFL settings, particularly by maximizing L2 understanding and fostering an emotionally safe learning environment. 
Co-Authors Ashadi Lusi Nurhayati