ASIAN TEFL
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.
Articles
50 Documents
<![CDATA[Extrovert versus Introvert Students: What EFL Learning Strategy do They Use? ]]>
<![CDATA[Eko Noprianto]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(2), 2017 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v2i2.34
<![CDATA[Since Indonesian students come from different cultures, languages and personality traits as well, recognizing their personality traits and their language learning strategy choice might be effective to help teacher design an effective teaching strategies to achieve learning objectives. This study was intended to find out (1) what personality traits Indonesian senior high school students fell into, and (2) to investigate what language learning strategies introvert and extrovert students used highly frequently. The 58 participants aged from sixteen to eighteen years old who were from the third grade of senior high school and were all from science class were given eighteen statements of McCroskey’s introversion scale to categorize them into extrovert and introvert and were administered with 32 statements of English Language Learning Strategy Inventory or ELLSI to see their learning strategy. The data were analyzed by means of descriptive statistics in terms of mean frequencies and statistical differences. The finding revealed that majority of senior high school students majoring science study program fell into introvert with 89.6% (52 students). Besides, extrovert students used more language learning strategy highly frequently than introvert students with eight items compared to introvert students with only five items. Interestingly, both extrovert and introvert students share four strategy items in common. Although it is statistically not significant (ρ > 0.05), the finding also shows that extrovert students seemed to use affective strategy more than introverts who used memory strategy highly frequently.]]>
<![CDATA[Portfolio Keeping Ends to a Good Product: The Cases of Reading and Motivation ]]>
<![CDATA[Azadeh Nemati]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v1i2.21
<![CDATA[Portfolio has been in use from the past in other disciplines. But there are growing bodies of research which document its importance in foreign language teaching. The current study was implemented on selecting 91 undergraduate students passing their general English course in Iran. Traditional reading program was administered for control group whereas; portfolio keeping was integrated into experimental group. The result of ANCOVA showed that portfolio keeping has a positive effect on reading ability of the students in experimental group. The better reading result is explained by this argument that a good product is justified by a good process. Furthermore, portfolio keeping increased their attitude/motivation towards learning English; especially it increased integrative motivation of the students more than instrumental and attitude.]]>
<![CDATA[Challenges in the Application of Genre Theory to Improve L2 Academic Writing: Effective Reports and Assessment ]]>
<![CDATA[Maria Martinez Lirola]]>;
<![CDATA[Derek S. Irwin]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v1i1.4
<![CDATA[This paper examines the application of a systemic-functional linguistic (SFL) Genre Theory approach to an L2 classroom in Spain, where English systems and their formal and functional characteristics were explicated in the teaching-learning process in order to help students improve their writing skills. It analyses various facets of the effectiveness of this approach through a careful consideration of student report writing, first by analysing the assessors’ marking parameters and concentration, and second by thoroughly going through the papers themselves to summarise the nature and quantity of the various writing issues, paying particular attention to areas in which the existing assessment was questionable, incorrect, or not indicating errors in standard English.]]>
<![CDATA[The Use of Grammar Learning Strategies by Libyan EFL Learners at Sebha University ]]>
<![CDATA[Safia Mujtaba Alsied]]>;
<![CDATA[Noura Winis Ibrahim]]>;
<![CDATA[Mustafa Mubarak Pathan]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v1i1.40
<![CDATA[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.]]>
<![CDATA[In-Class Online Discussion Activities to Enhance EFL Learners’ English Self-Efficacy and Language Learning Strategies ]]>
<![CDATA[Pei-Ling Yang]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v1i2.16
<![CDATA[The study aims to investigate the effect of in-class online discussion on EFL college low-achievers’ English self-efficacy and their language learning strategies. It integrates the features of quasi-experimental research to examine whether online discussions would enhance college low-achievers’ English self-efficacy and their learning strategy application. Two classes of the college learners from one university were randomly recruited in the study. Two questionnaires (English self-efficacy and language learning strategies) were administered both before and after the intervention. Besides the descriptive analysis of the learners’ background information, a series of inferential statistics were conducted to demonstrate findings from the quantitative data. The study results reveal two significant findings. First, the participants applied language learning strategies more frequently. Second, the participants had higher levels of English self-efficacy.]]>
<![CDATA[Critical Reflections on the Effective Implementation of ICTs in Moroccan Universities ]]>
<![CDATA[Hicham Laabidi]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(2), 2017 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v2i2.35
<![CDATA[Computers offer several opportunities that encourage the promotion of teaching and learning experiences. Like many other nations, Morocco has understood the importance of using computers in schools and universities. For this reason, the Moroccan government has launched several projects aiming at the diffusion of Information and Communication Technologies (ICTs) in education system. Actually, ICTs are useful for both teachers and students in the sense that they help teachers develop professionally. Also, students can increase their achievements and become independent learners. This paper aims to examine the various factors that have high impact on English professors’ use of computer technologies for pedagogical purposes in Moroccan universities. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, mainly Pearson Product Moment Correlation, were employed to account for this correlation. The findings revealed that lack of institutional support has a big influence on professors’ decision to utilize or refrain from using ICTs in their classroom practices.]]>
<![CDATA[Assessing the Effects of Short-Term Culture and Language Immersion Program: A Hong Kong Case ]]>
<![CDATA[Bertha Du-Babcock]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v1i2.23
<![CDATA[The current study examines the effects of a four-week short-term culture and language immersion program. The Program involves four key curricular components and covered three phases: the pre-trip planning and preparations, implementation of the Program, and the post-trip debriefings. Data were collected prior to, during, and after the students’ taking their four-week immersion program. A 360-degree assessment of the Program was employed to evaluate its effectiveness. The assessment involves triangulation of quantitative and qualitative data. Two statistical measurements (Analysis and Variance and Pearson Correlation Coefficient tests) were employed to assess the Program effectiveness. The results show that the for-week short-term culture and language immersion program achieved all its learning objectives. By all measures, the students experienced increased confidence in using English, demonstrated a greater awareness of culture, were able to identify and explain cultural differences between Hong Kong and the host culture, and learned to apply language learning strategies and to begin to develop intercultural communication skills.]]>
<![CDATA[The Quality of Essay Writing of Indonesian EFL Learners ]]>
<![CDATA[Qonitatun Qonitatun]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v1i1.6
<![CDATA[There is an assumption that the writing ability of the forth semester students have been improved because the students have learned about how to develop paragraph in writing I, writing II, and writing III subject, so they are expected able to develop an essay. The purposes of the study are to describe the organization of the essay developed by the students of Widyagama University and to know the grammar problems found in the sentences of the essay developed by the students of Widyagama University. Based on finding and discussion of the research, the researcher concludes that the organization of the essays that developed by the research subjects is poor. Only one essay has a complete organization. The developing paragraph of each essay is also poor. Most of the paragraphs don’t have concluding sentence. Generally, the essays had covered four types of the sentences; simple sentence, compound sentence, complex sentence, and compound-complex sentence. However, the essays are dominated by only one type of sentences, simple sentence. The grammar problems that found are fragment sentence, the errors of subject-verb agreement, and the errors in using coordinating conjunction]]>
<![CDATA[English Learning Motivation of First-Year Students in Universiti Sultan Zainal Abidin (UniSZA) ]]>
<![CDATA[Azilah Mahammed]]>;
<![CDATA[Rafizah Mohd Rawian]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v1i1.48
<![CDATA[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.]]>
<![CDATA[Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK ]]>
<![CDATA[Li Xin]]>;
<![CDATA[Zhang Jiayi]]>
<![CDATA[ ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017 ]]>
Publisher : <![CDATA[Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi ]]>
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DOI: 10.21462/asiantefl.v2i1.30
<![CDATA[This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.]]>
