IJoLE: International Journal of Language Education
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
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<![CDATA[NOTE-TAKING OF ENGLISH LESSONS AT TERTIARY LEVEL: A CONTEXT OF BANGLADESH ]]>
<![CDATA[Islam, Farzana Sharmin Pamela]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.4314
<![CDATA[Note-taking is a common and an important classroom activity. Notes that students create in class while listening to the lectures given by lecturers, or while they review course material, become an important means of learning. It is a general perception of many learners and many of their instructors as well that note-taking is a common manifestation and intuitive skill to have, yet a few considers differently and encourage best practices for better performance. Unfortunately, many students are unaware of its benefits and so fail to appreciate that effective note-taking contributes to a great extent to their learning, and so the importance of cultivating their note-taking skills in course of their education period. This paper based on qualitative analysis provides an overview of how Bangladeshi students follow different strategies to take down notes in lecture sessions at tertiary level. The primary data for this paper has been collected from 35 students’ paragraph writing on a topic ‘How to take notes in a lecture’ in which the students were asked to reflect on their own note-taking strategies, how they get benefit from their notes, and their subsequent retrieval of information from the notes later on. The participants were from a ‘Basic English’ course as well as from English core courses at a highly rated private university in a metropolitan city in Bangladesh. This case study evolves around four aspects of note taking: firstly, the principal functions of note-taking; secondly, the main strategies students used for note-taking; thirdly, the benefits that the students derive through various approaches to note-taking; and lastly, the initiatives to improve the art of note taking as a successful tool in learning target subject matter. While some of the findings are in line with earlier studies, a few of them have their own uniqueness.]]>
<![CDATA[NOTE-TAKING OF ENGLISH LESSONS AT TERTIARY LEVEL: A CONTEXT OF BANGLADESH ]]>
<![CDATA[Islam, Farzana Sharmin Pamela]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v2i1.4309
<![CDATA[Note-taking is a common and an important classroom activity. Notes that students create in class while listening to the lectures given by lecturers, or while they review course material, become an important means of learning. It is a general perception of many learners and many of their instructors as well that note-taking is a common manifestation and intuitive skill to have, yet a few considers differently and encourage best practices for better performance. Unfortunately, many students are unaware of its benefits and so fail to appreciate that effective note-taking contributes to a great extent to their learning, and so the importance of cultivating their note-taking skills in course of their education period. This paper based on qualitative analysis provides an overview of how Bangladeshi students follow different strategies to take down notes in lecture sessions at tertiary level. The primary data for this paper has been collected from 35 students? paragraph writing on a topic ?How to take notes in a lecture? in which the students were asked to reflect on their own note-taking strategies, how they get benefit from their notes, and their subsequent retrieval of information from the notes later on. The participants were from a ?Basic English? course as well as from English core courses at a highly rated private university in a metropolitan city in Bangladesh. This case study evolves around four aspects of note taking: firstly, the principal functions of note-taking; secondly, the main strategies students used for note-taking; thirdly, the benefits that the students derive through various approaches to note-taking; and lastly, the initiatives to improve the art of note taking as a successful tool in learning target subject matter. While some of the findings are in line with earlier studies, a few of them have their own uniqueness.]]>
<![CDATA[INTERCULTURAL COMMUNICATION AT HIGHER EDUCATION CONTEXT: PORTRAITS AND PRACTICES ]]>
<![CDATA[Wello, Muh. Basri]]>;
<![CDATA[Nur, Sahril]]>;
<![CDATA[Azis, Astuti]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.4310
<![CDATA[Intercultural communication focuses on the importance of understanding other’s language and cultural background in order to create appropriate and effective communication. This article reviews several studies on intercultural competence from five different countries. The objective of this review is to present research from different context, models of intercultural communication developed in those settings and posÂsible adaptive models to develop in Indonesian higher educational settings. Data were obtained from a careful review of international articles on the study of intercultural communication using inclusion and exclusion criÂteria. Result of the review reveals that culture is still the biggest issue that could block effective and relevant communication. For that reason, intercultural communication, (IC) positively contribute to the development of cultural sensitivity and is open for adaptation to work in different context. Suggestions on effective model of intercultural education at university level and applicable sample of collegial relationship among academics are also provided.]]>
<![CDATA[NOTE-TAKING OF ENGLISH LESSONS AT TERTIARY LEVEL: A CONTEXT OF BANGLADESH ]]>
<![CDATA[Islam, Farzana Sharmin Pamela]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
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DOI: 10.26858/ijole.v1i2.3400
<![CDATA[Note taking is a common and an important classroom activity. Notes that students create in class while listening to the lectures given by lecturers, or while they review course material, become an important means of learning. It is a general perception of many learners and many of their instructors as well that note-taking is a common manifestation and intuitive skill to have, yet a few considers differently and encourage best practices for better performance. Unfortunately, many students are unaware of its benefits and so fail to appreciate that effective note-taking contributes to a great extent to their learning, and so the importance of cultivating their note-taking skills in course of their education period. This paper based on qualitative analysis provides an overview of how Bangladeshi students follow different strategies to take down notes in lecture sessions at tertiary level. The primary data for this paper has been collected from 35 students? paragraph writing on a topic ?How to take notes in a lecture? in which the students were asked to reflect on their own note-taking strategies, how they get benefit from their notes, and their subsequent retrieval of information from the notes later on. The participants were from a ?Basic English? course at a highly rated private university in a metropolitan city in Bangladesh. This case study evolves around four aspects of note taking: firstly, the principal functions of note-taking; secondly, the main strategies students used for note-taking; thirdly, the benefits that the students derive through various approaches to note-taking; and lastly, the initiatives to improve the art of note taking as a successful tool in learning target subject matter. While some of the findings are in line with earlier studies, a few of them have their own uniqueness.]]>
<![CDATA[USING INNOVATION AND ACTION RESEARCH TO BUILD TESOL TEACHER CAPACITY IN VIETNAM ]]>
<![CDATA[Andrew, Martin Benedict]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.4311
<![CDATA[Critical insights from educational innovation research inform TESOL educators in Vietnam that pedagogical interventions should be particular to their context and environment. This paper presents a qualitative descriptive analysis of four teachers who are students in a Master of Education (TESOL) program delivered in Vietnam by within a partnership between an Australian and a Vietnamese University. The study draws on the assessed work of students in the unit Innovation which aims to encourage its students, all of whom are experienced professional educators, to identify a research problem specific to their teaching and learning environment and design a research question built around a pedagogical or curricular intervention they can ethically implement and evaluate within their workplaces. This activity, serving as both curriculum and assessment, empowers students to apply a segment of an action research cycle to their classrooms. The study presents four narratives of teacher/researchers engaged in innovation research, identifying research problems, developing topics and lines of enquiry and ultimately evaluating their projects reflectively. This pedagogical approach articulates the idea that the best people to know what innovations are required in Vietnamese educational contexts are the teachers themselves. Additionally, the findings support the use of an action research-focused pedagogy as an appropriate approach for use in TESOL programs in such developing nations as Vietnam.]]>
<![CDATA[USING INNOVATION AND ACTION RESEARCH TO BUILD TESOL TEACHER CAPACITY IN VIETNAM ]]>
<![CDATA[Andrew, Martin Benedict]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.3013
<![CDATA[Critical insights from educational innovation research inform TESOL educators in Vietnam that pedagogical interventions should be particular to their context and environment. This paper presents a qualitative descriptive analysis of four teachers who are students in a Master of Education (TESOL) program delivered in Vietnam by within a partnership between an Australian and a Vietnamese University. The study draws on the assessed work of students in the unit Innovation which aims to encourage its students, all of whom are experienced professional educators, to identify a research problem specific to their teaching and learning environment and design a research question built around a pedagogical or curricular intervention they can ethically implement and evaluate within their workplaces. This activity, serving as both curriculum and assessment, empowers students to apply a segment of an action research cycle to their classrooms. The study presents four narratives of teacher/researchers engaged in innovation research, identifying research problems, developing topics and lines of enquiry and ultimately evaluating their projects reflectively. This pedagogical approach articulates the idea that the best people to know what innovations are required in Vietnamese educational contexts are the teachers themselves. Additionally, the findings support the use of an action research-focused pedagogy as an appropriate approach for use in TESOL programs in such developing nations as Vietnam.]]>
<![CDATA[ENGLISH LANGUAGE TEACHING AT MAKASSAR PRIMARY SCHOOLS: A CASE STUDY ]]>
<![CDATA[Rosmaladewi, Rosmaladewi]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.4312
<![CDATA[The research aims to describe current practice of English as a foreign language at primary schools. The case study conducted at two favorite elementary schools in Makassar involving 84 students. The data gained through observation, questionnaire and semi-structured interviews. The study revealed that teachers used textbook as the main resources for teaching besides using media and physical objects. The research identifies that there are a lot of challenges faced by both teachers and students in teaching and learning English. From teachers’ perspective, the difficulties are limited availability of materials, allocation of time, class size, and using teaching media. Students preferred variety of teaching method as well as materials. From the learners viewed that time allocation is not enough, and teaching material are not varied. It is suggested that the government should provide a variety of teaching materials that can assist teachers and students in teaching and learning English]]>
<![CDATA[INTERCULTURAL COMMUNICATION AT HIGHER EDUCATION CONTEXT: PORTRAITS AND PRACTICES ]]>
<![CDATA[Wello, Muhammad Basri]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.4196
<![CDATA[Abstract : Intercultural communication focuses on the importance of understanding other?s language and cultural background in order to create effective communication. In terms of a subject studied at higher education setting, It is not only concern about mark and result of study but also about quality relationship between lecturers and students. This ideal situation appears to be unbridged well due to the practice of learning for examination. Several studies on effective learning have been conducted, these include study about effective learning, how to create it and how it influenced by teaching pedagogy or other aspects such as those conducted in high school or at higher education settings. This article reviews several studies on intercultural competence from five different countries. The objective of this study is to present research from different context, models of intercultural communication developed in those settings and possible adaptive models to develop in higher education settings. Data were obtained from a careful review of international articles on the study of intercultural communication using inclusion and exclusion criteria. Result of the review reveals that intercultural communication is the effective pathway for developing teachers? intercultural sensitivity and professional identity, important aspects to teach in the lecture include emotional intelligence, personal competencies and social competencies that is relevant to future workforce. These studies also encourage lecturers to be curriculum developer rather than merely being curriculum implementer. Implications and suggestions for further study are also provided. ]]>
<![CDATA[INTERCULTURAL SENSITIVITY IN ENGLISH DEPARTMENT STUDENTS OF AN INDONESIAN HIGHER EDUCATION INSTITUTION ]]>
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Talib, Ahmad]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.4313
<![CDATA[This study aimed at identifying intercultural sensitivity elements perceived by English department students in an Indonesian university. Broadly, this study used mix-methods: quantitative and qualitative data. Quantitative data were obtained through questionnaires. The questionnaires were sent to 100 participants and followed by semi-structured interview of 10 participants. For this paper, only quantitative data were used. The findings show that there were three important intercultural sensitivity dimensions: cultural engagement, respect to cultural differences and interaction enjoyment. This study contributes to the more understanding of intercultural dimensions and debates across the globe about intercultural issues. In addition, this study provides methodological contribution on the set of criteria to determine the scale of intercultural sensitivity. This study has further implication of the teaching and learning as one of the key elements on English curriculum. The study suggested that the research on wider participants can further enhance the sounding of this findings and provide overarching understanding of intercultural sensitivity.]]>
