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Journal of ELT Research
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 2502292X     EISSN : 25277448     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Journal of ELT Research, Vol 4 Issue 1,Contents: 1) From the Editors, 2) Rhetorical Reading for Writing Strategies, 3) Malaysian Undergraduates’ Behavioural Intention to Use LMS for Online Learning: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM), 3) The Use of Social Media in Designing the Writing Assessment for EFL Students, 4) Contrastive Analysis Hypothesis and Second Language Learning, 5) The Contribution of Facebook Group in Writing Activity, 6) Examining Students’ Response to Student-Centered Classroom Instruction, 7) The Comparison of the Phonological Features of Sikka Language and English, and 8) Linguistic Imperialism: Native-Speakerism from the Perspective of Non-Native English Learners.
Arjuna Subject : -
Articles 156 Documents
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The Correlational Relationship between Morphological Awareness and Vocabulary Knowledge of Saudi EFL Learners: Evidence from King Khalid University Fadi Al-Khasawneh; Ibrahim Huwari
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_Vol5Issue2pp1-15

Abstract

Vocabulary size knowledge is considered as a crucial factor in academic success and it could be enlarged through several ways. The purpose of the present study was to examine the correlation between morphological awareness and vocabulary size knowledge of Saudi participants at King Khalid University. The present study used the correlational research design, which investigates the relationship or correlation between variables. The participants of this study included 67 male students from two sections of Phonology course taught by the researcher. Two research instruments were used to gather the data of this study, Nation’s (1990) Vocabulary Level Test and the Morphological Awareness Test adopted from Alsalamah (2011) which was originally developed by Chang, Wagner, Muse, & Chow (2005). The SPSS software (version 18) was used to analyze the data of present study. The results of the study revealed that the students’ vocabulary size was within 4.000 words level and 5.000 words level (4686 word families). The results have also showed relatively low performance in the Morphological Awareness Test (i.e. Morphological Structure Test and Morpheme Identification Test). Concerning the correlation between the two variables, the results showed no significant correlation between morphological awareness and vocabulary size.
Banning English Language Teaching in Iranian Public Schools: Beneficial or Risky? Hamid Reza Mahboudi
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_Vol5Issue2pp16-23

Abstract

Knowledge of English as a means of communication among nations of the world is regarded as a must have asset by everyone in today’s world. However, many scholars and writers advocate the imperialist view arguing that the globalization of English results in an increasing intrusion of English into the lives of people exerting dominance, power, culture, ideology and language of English speaking countries over the periphery countries. Taking up an anti-imperialist stance, the author of this literature critically examines studies completed on EFL students’ attitudes towards learning English language to date and determines how popular English is in Iran in comparison to other foreign languages. After having discovered the popularity of English in Iran, the author argues against the strict anti-intrusion policies of Iranian government which has so far led to proposed bans or tight restrictions on ELT in Iran. The objective is to call on political extremists to moderate their stance on their anti-intrusion policies. The author collected findings from dozens of studies published in post-revolutionary Iran between 1977 and 2019 and concluded that the participants found English learning beneficial and mostly favoured. Findings highlight highly positive attitudes towards learning English that do not fit the linguistic imperialism paradigm. The paper, therefore, argues against linguistic imperialism, its credibility and the many disadvantages that have been linked to it by highlighting a massive influx of respondents' high inclination towards learning English that show a dramatic increase over time and positive expressions on the positive effects of English on the country's social, economic, and scientific growth. Eventually, the paper prescribes negotiation rather than prohibition. Negotiation and respect are beneficial for both sides, for people and government. The views and opinions expressed in this article promise clear implications for government officials, educators, parents, EFL teachers and policy-makers.
Presenting Materials for Grammar Instruction: An Analysis of Current English Language Textbooks in Sri Lankan universities Lakmini Radeeshanika Basnayake
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2021: Journal of ELT Research, Vol. 6, Issue 1 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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Abstract

The aim of this paper is to analyse the use of materials for grammar instruction in two English language textbooks practised for the compulsory English language programme conducted by Department of English Language Teaching at Sabaragaamuwa University, Sri Lanka. In this regard, the study questions as to what extent do the materials used for grammar teaching in the textbooks provide learners opportunities to use the language meaningfully in real life situations. To answer this question, the study carried out a detailed content analysis of the manner in which the grammar tasks have been presented in the two textbooks used for the first year students: Communicate in English Year I Semester I and Communicate in English Year I Semester II. Qualitative content analysis was carried out as the methodology of data analysis. The results revealed that the manner of presenting materials for grammar in both textbooks do not motivate students using the target language relevant to the real life situations in meaningful contexts, as both textbooks provide grammar structures in a prescriptive way through explicit grammar instruction. Thus, the study concluded that the two textbooks should be modified in presenting materials of grammar; explicit descriptions of grammar rules and prescriptive mode with mechanical grammar exercises should be replaced by authentic materials for grammar instruction which can provide many opportunities to use the target language in real life contexts. Key Words: English, Textbooks, presenting materials, grammar in context
The Investigation of Teaching Listening Skills in Chinese colleges Chenyang Zhang
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2021: Journal of ELT Research, Vol. 6, Issue 1 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_Vol6Issue1pp31-44

Abstract

Abstract: English as an international language has received the increasing attention of Chinese educators and students. For college students, the proficiency of English could help them to acquire a desirable job or receive higher education. With attention to listening, it is an indispensable channel for students to possess and master language knowledge. However, college students usually show weak performance in listening. More seriously, they tend to feel nervous and anxious in the formal listening tests. Given this issue, through the exploration of the pedagogic reasons, this study aims to support a suitable teaching and learning model- the integrative listening model, in which three listening strategies will be highlighted, namely, bottom-up, top-down and metacognitive approaches.
Professional Development 21.0: Teachers, Second Languages, and CALL Robert C. Kleinsasser
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2021: Journal of ELT Research, Vol. 6, Issue 1 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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Abstract

This manuscript developed from a keynote address focusing on twenty-first Century professional development (PD) for teachers, second languages (L2), and computer assisted language learning (CALL). Participants individually and collectively were challenged to develop 21st Century PD for their language teaching, learning, and technology landscapes. PD features and design elements encouraged opportunities to acknowledge advantages and limitations as participants contemplated their 21st Century PD meaning-making potential, individually and collectively. The keynote was delivered 22 November 2019 at the 3rd UHAMKA International Conference on ELT and CALL 2019 in Jakarta, Indonesia.
Analysis of Thai Undergraduates’ Control of a Generic Structure in Discussion Essays Saowadee Kongpetch
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2021: Journal of ELT Research, Vol. 6, Issue 1 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_Vol6Issue1pp58-76

Abstract

This study analyzed a generic structure in 15 discussion essays written by 15 third year English majors in one public university in the northeast of Thailand. It aimed to find out the extent to which the students were aware of a generic structure typical of a discussion genre and were able to utilize it to construct their essays. Drawing on the works of Sydney genre theorists (e.g. Knapp, 1989; Knapp and Watkins, 1994), the analysis results revealed that most students had a good control of the generic structure because their essays exhibited all three major elements as expected of a discussion genre, namely Issue, Arguments for and against, and Recommendation. Nevertheless, a closer inspection showed that some essays were not as successful as the others. While most were able to write Issue and Recommendation well, their development of Arguments needs to be considerably improved. The study concluded that the students’ ability to execute a generic structure typical of a genre and to develop effective arguments are crucially important for the quality and persuasiveness of a discussion essay. Key words: discussion essays, generic structure, issue, arguments, recommendation
Place of CLT in Language Teaching Ali Akbar Khansir
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2021: Journal of ELT Research, Vol. 6, Issue 1 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_Vol6Issue1pp45-57

Abstract

This paper, in briefly reviewing the history of CLT in language teaching, provides background information about language teaching and the history of ELT in language teaching. The first portion of this paper reviews a variety of factors that have been related to language teaching, including language movement, language learning, and language acquisition, language competence and performance. The second portion focuses on CLT and its role in language teaching. In fact, CLT is the results of the changes in the British Language Teaching tradition came back to the late 1960s. The main aim of CLT for language teaching closely related to the approach of communicative competence to teach foreign or second language learners. This approach has been used by applied linguistics as a reaction way from grammar- based approaches. In addition, the grammar –based approaches include the aural –oral approach. The first area of this paper will discuss will be the central focus of this article, communicative competence approach. In 1972 Hymes as a great researcher coined the theory of Communicative competence as a scientific theory for developing the communicative competence in learners along with the grammatical competence and not merely the grammatical competence.
Information Communication and Technology Skills: A Veritable Tool for Principals’ Administrative Effectiveness in Osun State Secondary Schools, Nigeria Busuyi Francis Olowo; Adedapo Adelokun; Bolanle Oluwatoyin Akinola; Tayo Sikiru Subair
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2021: Journal of ELT Research, Vol. 6, Issue 1 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_Vol6Issue1pp77-90

Abstract

The use of Information Communication and Technology (ICT) skills are indispensable and cannot be overemphasized in discharging principals’ administrative functions. This paper investigated the use of ICT skills on principals’ administrative effectiveness in Osun State secondary schools. The study adopted quantitative approach with a correlational research design. The population comprised all 7,767 teachers in Osun State primary schools. Sample of 385 teachers was randomly selected. An instrument was used to collect data. Data were analysed descriptively and inferentially. The findings indicated that principals in Osun State secondary were highly effective in discharging administrative functions and exhibited moderate use of ICT skills. The study further showed that irregular supply of electricity and lack of fund were factors discovered hindering the principals to use the ICT skills. The study further indicated that there was significant relationship between the between the use of ICT skills and principals’ administrative effectiveness. The study concluded that that the principals’ use of ICT skills had positive contribution to their administrative effectiveness in Osun State secondary schools. The study implicates that the principals in Osun State and Nigeria at large should acquire and utilize the ICT skills in their administrative functions which would enable them to compete world-widely.
Developing Preservice Elementary School Teachers’ Beliefs and Practices through TBLT-Based Teacher Education Kazuyoshi Sato; Tomoko Yago
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2022: Journal of ELT Research, Vol. 7, Issue. 2 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_VolIssuepp1-20

Abstract

Although the Japanese government decided to make English a formal subject for fifth and sixth graders from 2020, there has been little discussion about how to prepare English teachers. In fact, Curtain and Dahlberg (2003) pointed out that lack of skillful teachers has been a serious issue in teaching foreign languages to elementary school students all over the world. Moreover, in the research on task-based language teaching (TBLT)† “the role of the teacher has received scant attention” (Van den Branden, 2016, p.164). This study attempts to reveal how Japanese university students who desire to be elementary school teachers transform their beliefs about English language teaching to young learners and develop their teaching skills through TBLT-based teacher education. Keywords: preservice teachers’ beliefs and practices, teacher development, TBLT, beliefs about language learning, beliefs about language teaching
Language Teacher Education: World Stage Patterns Robert C. Kleinsasser
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2022: Journal of ELT Research, Vol. 7, Issue. 2 (In progress)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/JER_VolIssuepp21-30

Abstract

This manuscript developed from a keynote address focusing on patterns in language teacher education. Participants individually and collectively were challenged to consider their role(s) on the world stage of language education through three patterns: context, content, and professional development. They were further encouraged to consider the relationships within and among the three patterns and invited to further sense-make and make meaning during the conference with their presentations and interactions. The keynote was delivered 17 May 2019 at the 36th International Conference on English Teaching and Learning by Taiwan’s English Teaching and Research Association (ETRA) held on the campus of Tunghai University, Taichung, Taiwan.

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