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ASIAN TEFL

asiantefl
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Published by Pusat Pelatihan, Riset, dan Pembelajaran Bahasa Samarinda

ISSN : 25275038 EISSN : 25032569 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

ASIAN TEFL; e-ISSN: 2503-2569, p-ISSN: 2527-5038; Journal of Language Teaching and Applied Linguistics, a peer-reviewed journal, is an interdisciplinary publication of original research on ELTand Linguistics. The journal aims to provide a forum for scholarly understanding and promote the process of knowledge, values, and skills. The journal encompasses research articles, original research report, reviews, and scientific commentaries in Language Learning and linguistics.

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Articles 5 Documents

Search results for , issue "ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018" : 5 Documents clear

Introducing Global Issues in A Language Classroom: Knowing Other Cultures by Analysing Multimodal Texts from NGOs María Martínez Lirola
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This article shows the importance of teaching with texts from Non-Governmental Organizations (NGOs) in which women from other cultures are represented in order to bring global issues in a language classroom and to deepen in the visual representation of women from other cultures so that students develop their gender perspective. Our main objectives with the research presented in this paper are to introduce students to visual grammar and to work with texts that allow students at tertiary level develop critical thinking and respect for cultural diversity, which will contribute to the introduction of global issues into the classroom. Kress and van Leewen (2006) model of visual grammar was introduced in an English language course at University level so that students could read and analyse multimodal texts. Having done this, students were asked to analyse the texts in groups in order to observe the importance of visuals in the construction of meaning and the way in which the women represented appeared portrayed. The analysis using visual grammar shows that the texts under analysis portray a positive image of African women, which breaks the traditional stereotypes of these women being weak, dependent and marginalised. In addition, this research will show that teaching global issues using multimodal texts from the NGO Intermón Oxfam will help students understand how the discourse used by NGOs creates meaning through different visual and linguistic choices.

A Fossilized Language Pattern for the Singular First Person Subject Pronoun in the Saudi Context: I vs. I am Mehmet Bulent Rakab
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

The drive that motivated this study was an English as a Foreign Language (EFL) teacher’s observation of a fossilized grammar pattern produced by students over an extended period of time. The fossilized pattern “I am go” frequently emerges in the EFL context of Saudi Arabia, for which a number of factors could be accountable, including overgeneralization of a grammar pattern, inadequate instruction, lack of negative and corrective feedback, being frequently exposed to peers’ production of the fossilized pattern, and so forth. 155 undergraduate students from a Saudi university responded to a multiple-choice question with three options. The findings revealed that only one third of the participants identified the correct singular first person subject pronoun in English “I”, which corresponded to (انا) in Arabic. Based on the results, pedagogical and methodological recommendations are made as to how the possibility of the emergence of the incorrect pattern in question can be reduced or minimized.

The Use of Grammar Learning Strategies by Libyan EFL Learners at Sebha University Safia Mujtaba Alsied; Noura Winis Ibrahim; Mustafa Mubarak Pathan
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

For most English language learners, grammar can be a very hard subject and some students tend to use different types of strategies to learn grammar. Using learning strategies is very beneficial as they facilitate the learning process and make it more controlled, enjoyable and effective for learners. This study explores the grammar learning strategies used by Libyan EFL undergraduate students at the English Department of Sebha University and the most frequents used strategies. The study also aims to find out if there is a significant difference between the students' use of learning strategies and gender. The population of the study were 121 Libyan EFL undergraduate students who are currently in their first and second years. Data was collected through questionnaire distributed to the participants in the class. The result of the study revealed that Libyan EFL learners used different types of grammar learning strategies which included memory strategies, metacognitive strategies, socio-affective strategies and cognitive strategies which were the least frequent used ones. It was found that the most frequent used strategies were memory strategies. The findings also showed that there is no significant difference between the use of grammar learning strategies and the participants' genders.

English Learning Motivation of First-Year Students in Universiti Sultan Zainal Abidin (UniSZA) Azilah Mahammed; Rafizah Mohd Rawian
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Studies have shown that motivation influences the learning of English as a second language (ESL) where it has not only increased students’ drive in language learning but it also influenced their language performance. However, most of the first-year students in Universiti Sultan Zainal Abidin (UniSZA) were found to have low English performance. This study thus examined UniSZA students’ motivation level in learning English and significant difference in their level of motivation in learning English in terms of gender. The sample for this study comprised of 112 first-year students of UniSZA. The data for this study were gathered through the adapted version of Attitude/Motivation Test Battery (AMTB). The findings revealed that most of the students had high level of motivation and the difference between males and females in terms of their motivation level was significant. Interestingly, females were found to be more motivated than the males. It is hoped that the findings would help English instructors in their teaching as they can plan appropriate motivational strategies for both the male and female students to enhance their potential in learning English and thus increases their English performance.

Promoting Higher Order Thinking Skills in Literature Class via Critical Thinking Module (CTM) Norhezan Che Teh; Nor Hashimah Isa; Ainon Omar
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Advancement in the innovation world, robotics and artificial intelligence as well as heavily globally-connected world among others has led to the impetus of Industrial Revolution (IR 4.0). Hence, work opportunities that exist today might not be available in the future as there is a huge possibility that they might be taken over by machines. This could result in job scarcity. Therefore, the challenge now is to prepare our students with the necessary skills to stay relevant and needed in the job market of the future. The ability to think on the higher level is amplified with IR 4.0. So, it is only wise to teach, train and prepare the students with this skill now. This paper shares the findings of a larger study on how the Critical Thinking Module (CTM) is able to assist higher order thinking (HOTs) among the students in Literature Classes. This research employs case study method and the subjects were selected using purposive sampling. The CTM focuses on the students’ ability to analyse, synthesise and evaluate. The activities included in CTM are everyday activities that will be able to be carried out in an hour and ten minutes period. All of the activities are student-centered and highlight on the importance of group work whereby discussion, collaboration and cooperation are vital. Data were gathered through test scripts and class observation. The participants were 9 students from a cluster school in Ipoh. They were observed for 18 weeks and the result of the study revealed that the students were better at HOTs verbally compared to written. The case study suggests the CTM is capable of aiding the students to think on the higher level.

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
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Location
Kota samarinda,

Kalimantan timur

INDONESIA