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.
Articles
306 Documents
<![CDATA[The Learning of Social Multistatus Character Genre to Improve Politeness in Javanese Language ]]>
<![CDATA[Utami, Sudi Esti]]>;
<![CDATA[Kurniawati, Endang]]>;
<![CDATA[Widayanti, Maria Johana Ari]]>;
<![CDATA[Diner, Lispridona]]>
<![CDATA[ International Journal of Language Education Vol. 3, No. 2, 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v3i2.8615
<![CDATA[This research aimed to develop a learning model of social multistatus character genre in Speaking Class at Department of Study Javanese Language in Universitas Negeri Semarang. This model emphasized the performance of the use of the Java language orally. Students practiced in the form of monologue and dialogue by changing the social status of the character. Changing social status of the character offered to stimulate the application of the rules of the Java language in varied diversity. This study used the Research and Development approach. This study was conducted over 2 years. The first year activity was speaking learning model with the guided of various texts by changing the social status character. The products had been validated by several education of Java language experts. In the second year, seminars and application of these models had been conducted in the Speaking Class. The result showed the model was effective because students’ spoken ability increased. Students improved their learning spirit and they participated actively during the learning process.]]>
<![CDATA[EXPLORING STUDENTS’ LEARNING STRATEGIES AND GENDER DIFFERENCES IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Mahmud, Murni]]>;
<![CDATA[Nur, Sahril]]>
<![CDATA[ International Journal of Language Education Vol. 2, No. 1, 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v2i1.4346
<![CDATA[The main objective of this paper is to explore the learning strategies of male and female students and to discuss those strategies in relation to gender differences. This research was conducted in one senior high school in Makassar, Indonesia. The number of respondents was 71 students taken randomly by using Slovin formula among 250 students. The study used quantitative and qualitative data. The quantitative data were collected by using a questionnaire of SILL whereas the qualitative data were taken by using interview. The learning strategies were discussed based on Oxford?s learning strategies (1990) whereas the notion of gender differences in relation to learning strategies was discussed in the framework of gender differences in communication proposed by Lakoff (1975, 1976) and (Tannen, 1990, 1994). Findings from the questionnaire show that female students use cognitive, compensation, and affective strategy more often compared to male students while male students use memory, metacognitive, and social strategy more often compared to female students. Findings from the interview show that female and male students chose different learning strategies. In addition, those learning strategies were influenced by the notion of gender differences in communication. These findings significantly give beneficial inputs to the process of English language teaching in order to create effective teaching and classroom interaction. It also provides significant contribution to the study on language and gender in communication in a setting of education and language teaching.]]>
<![CDATA[FACEBOOK AS A FORMAL INSTRUCTIONAL ENVIRONMENT IN FACILITATING L2 WRITING: IMPACTS AND CHALLENGES ]]>
<![CDATA[Alam, Zahangir]]>
<![CDATA[ International Journal of Language Education Vol. 3, No. 2, 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v3i2.9846
<![CDATA[In this century most of the ESL learners can be considered as digital natives due to the excessive urge and availability of technology. There are hardly any learners who aren?t exposed to any means of social network in their personal life. In use, Facebook is seen to outbalance the rest of the social networks due to its convenience and easy going approach. However, little is known about how Facebook assists learners and teachers to approach for teaching and learning ESL writing though it is found that this form of social media helps learners to socialize in their personal and academic life. Hence, this paper describes the impact and challenges of including Facebook as a formal environment in facilitating this productive skill. Results of this study indicate that using Facebook for the said purpose has had a positive impact on students? writing practices though some challenges and suggestions for future implementation were reported.]]>
<![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[THE IMPACT OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) ON IMPROVING INTERMEDIATE EFL LEARNERS’ VOCABULARY LEARNING ]]>
<![CDATA[Enayati, Fatemeh]]>;
<![CDATA[Pourhosein Gilakjani, Abbas]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 1, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v4i2.10560
<![CDATA[Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners? vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants? previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.]]>
<![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[Preparation Specifics of Students-Philologists: Modern Technologies of Literary and Linguistic Text Analysis ]]>
<![CDATA[Olivia, Ndjelassili]]>;
<![CDATA[Shaklein, Victor]]>
<![CDATA[ International Journal of Language Education Vol. 3, No. 2, 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v3i2.9749
<![CDATA[The article is devoted to the trends and transformations of philological education in the context of modern technologies development. The purpose of the research is to study the preparation specifics of philology students and to develop a new approach to their training, based on an effective educational methodology of literary and linguistic analysis of the text. To achieve this goal, exercises and methods are defined. Such methods were used as: comparison, contextual-interpretative, comparative-historical method and other general scientific methods. The study found that in a globalized world it is necessary to form new core competencies in students-philologists, namely the capacity for independent learning throughout life and motivation. It is possible to achieve this through rethinking pedagogical methods. The authors proved that the text is an important means of modern communication which is dynamically transformed which determines the need for its deep philological research. For this, the authors improved the method of preparing students of philology which is based on the introduction of modern information technologies into the system of literary and linguistic analysis of the text. Software products such as Compleat Lexical Tutor and ABBYY Compreno, in particular Compleat Lexical Tutor, make the process of text analysis easy.]]>
<![CDATA[FACEBOOK AND STUDENTS’ SUB-STANDARD ENGLISH: A CONTEXT OF BANGLADESH ]]>
<![CDATA[Islam, Farzana Sharmin Pamela]]>
<![CDATA[ International Journal of Language Education Vol. 2, No. 1, 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v2i1.5001
<![CDATA[In the 21st century, one of the most frequently used social media is Facebook. This paper is going to focus on the two sides of the same issue. Firstly, the present scenario of Facebook effects on students. During teaching English in a foreign language context for almost a decade, it has been observed that the errors students make in their writing are influenced by many factors, among which the students? Facebook register and rhetoric is one of them. Secondly, this study is going to deal with the other issue that many second language/ foreign language learners have taken Facebook as a means to improve their English language skills. Lastly, the study proposes how Facebook practicing could be used as an English language teaching and learning tool, especially in Bangladesh, where English language enjoys the status of a foreign language. The paper is based on the qualitative analysis of the observations and comments of students collected through purposefully designed writing tasks assigned to students of a few selected classes of ?Basic English? and ?Composition and Communication Skills? courses of English Department in a top ranking private university located in the capital city of Bangladesh.]]>
<![CDATA[EFL PRE-SERVICE TEACHERS’ PERCEPTION TOWARD THE USE OF MOBILE ASSISTED LANGUAGE LEARNING IN TEACHING ENGLISH ]]>
<![CDATA[Nariyati, Ni Putu Linda]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Pratiwi, Ni Putu Astiti]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 1, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v4i2.10052
<![CDATA[In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers? perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.]]>
<![CDATA[The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level ]]>
<![CDATA[Islam, Farzana Sharmin Pamela]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 1, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v4i2.12150
<![CDATA[As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.]]>
