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Acuity : Journal of English Language Pedagogy, Literature and Culture

acuity
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Published by Universitas Advent Indonesia

ISSN : 25410229 EISSN : 25410237 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

Journal of English Language Pedagogy, Literature and Culture (Jelpedlic) is the research journal for the Teaching of English, Literature & Culture. It publishes research-based articles, reviews and poems, which reflect on every aspect of English teaching. The journal also considers new developments in literacy, drama, film, literacy studies, literature, language, media, and new technologies as they pertain to the teaching of English.

Arjuna Subject : -

Articles 284 Documents

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Pre-Service English Teachers Ponder Over Asking Referential Questions to Increase Student Talking Time Koşar, Gülten Koşar
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Teacher talk could be maintained to be a pivotal component of language classroom discourse. Language learner learning is substantially contingent upon teacher talk in that it can be regarded to be a valuable and reliable source of input for students. Teacher questions constitute a considerable proportion of teacher talk, and thus, could impinge upon student talking time. Encouraged by the lack of research into exploring the impact of using referential questions on student talking time and pre-service English teachers’ viewpoints on the functions of teacher talk, what student talk indicates, and what to do to increase student talking time, the researcher decided to conduct this research. The data was gathered from the audio recordings of the lessons taught by two Turkish pre-service teachers of English, post-lesson and end-of-the-study meetings, and field notes. The findings indicated asking referential questions helped increase student talking time. Moreover, the participants believed teacher talk performed various pedagogical functions and student talk carried many positive implications. The participants also offered suggestions for increasing student talking time while decreasing teacher talking time.

A Meta-Analysis of Word Walls' Effectiveness in Improving English Vocabulary Among Junior High School Students. Panjaitan, Nelson Balisar
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Language plays a crucial role in interpersonal communication, especially in social situations. To communicate effectively, learners need to expand their vocabulary, as vocabulary is the foundation for the four language skills of listening, speaking, reading, and writing. Teaching English as a foreign language can be challenging, especially when it comes to teaching vocabulary, and thus, the teacher needs to find ways to make the learning process more engaging. This study is a meta-analysis that utilizes a literature review to examine the effectiveness of using the Word Wall in enhancing students' English vocabulary. The sample consists of English foreign language learners who used the Word Wall, predominantly from Junior High School levels. The researcher utilized effect size calculation, based on various journal articles and research studies, to determine the effectiveness of the Word Wall strategy. The results of this study, derived from the discussion and conclusion, suggest that the use of the Word Wall has a significant effect in improving English vocabulary, particularly among Junior High School students. Effect sizes, calculated from multiple studies across different regions such as Bandar Lampung, Purworejo, Jakarta, Bandung, Tarakan, and Jakarta, indicate substantial improvements in vocabulary outcomes. Specifically, the Word Wall strategy demonstrated effect sizes of 1.183 and 1.18 at Junior High School and High School levels respectively, with an overall effect size of 3.0 across various regions in Indonesia.

Responses to an EIL-oriented General English Course: Views of Internal and External Stakeholders Erbay Çetinkaya, Şakire; Kayaoğlu, Mustafa Naci
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i2.3075

Teaching English as an International Language (TEIL) refers to teaching English as a truly international medium via exposing learners to diversity, adopting a broad culture view, fostering sensitivity and responsibility, being sensitive to local culture of learning, and equipping learners with communication strategies. To put this lately popular paradigm into actual teaching practice, a 10-week EIL-oriented General English course was devised for 53 English-majoring preparatory programme students at a public Turkish university as a part of a PhD study. The current report, as the qualitative part of that quasi-experimental PhD study, intended to evaluate the course with all its possible strengths, weaknesses, and ways to improve it for better future use based on both insider and outsider responses. While the data from internal stakeholders (N=25) were drawn from individual retrospective interviews, weekly written self-reports and a final open-ended questionnaire, the data from external ones (N=2) were gathered from peer classroom observation. The course appears to be a valuable experience as it increased learners’ world knowledge, enhanced their oral production in English, and provided an enjoyable and motivating atmosphere yet with some limitations regarding course content, materials and instructional choices. It is hoped that drawing such a field-tested picture will inspire others to make instructional decisions in line with the changing sociolinguistic landscape of English.

Examining EFL Pre-service Teachers’ Use of Classroom Discourse Moves and Factors Affecting Their Choices Kani, Zeynep Gülşah; Türkmen, Gökçe Nur
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i2.3121

There are many factors that affect a teacher's classroom behavior. What these effects depend on, where these effects come from, and how they affect the teacher vary from teacher to teacher. This mixed-method descriptive case study aimed to examine the classroom behaviors of twelve Turkish EFL pre-service teachers at a western state university and to understand their thoughts about what the classroom discourse moves that they use depend on. With this aim, the classroom behaviors of EFL pre-service teachers were examined through observation and interviews in complementary to each other. The frequencies of selected classroom discourse moves, which are “eliciting, extending, facilitating, clarifying, supporting and omitting” were observed, and the most frequently used moves were revealed. The pre-service teachers’ opinions evident in their extracts from interviews pointed out the effect of personal and social factors on their behaviors in the classroom and their views on the classroom discourse moves. As a result of the research study, it was found that the pre-service teachers frequently used the facilitating and clarifying discourse moves, and the factor that most affected them was their prior teachers and university education.

ChatGPT, the end of L2 academic writing or a blessing in disguise? Hadizadeh, Abbas
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i2.3128

This paper provides an overview of the challenges and opportunities presented by ChatGPT and other AI-based technologies for writing skills, particularly academic writing in English as a second language. The paper includes a descriptive account of my interview with ChatGPT regarding the opportunities that it has presented and the challenges posed for L2 students and teachers. In addition, the paper offers some practical activities that can be implemented in L2 academic writing classes.

Implementing Task Based Approach in ESP Education: Business schools as a Case Study EL ARBAOUI, Fatima Zahra
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i2.3178

It is asserted that task-based instruction improves the environment and makes it easier to teach English. Due to this, many EF language teachers and syllabus developers have recently turned their attention to task-based language education. With a focus on Business English instruction in Moroccan universities, this study examined ESP (English for Specific Purposes) teaching within the paradigm of task-based language teaching. To that purpose, information from a total of 234 students and 21 teachers was gathered using questionnaires. First, questionnaires were created to gather learners’ opinions on the impact of the given assignments on their language development, learning processes, and skill acquisition. This study also tried to investigate how instructors felt about using a task-based approach in ESP classes. The findings indicate that both students and instructors have positive opinions and attitudes concerning (TBLT). They believed that the inclusion of this method, specifically ESP, in language instruction creates favourable teaching and learning conditions because it engages students in tasks that are pertinent to their academic and professional needs. As a result, it is advised to use a task-based approach over an extended length of time and in a manner that is most appropriate while taking into account the talents of different students in a specific classroom.

EFL instructors’ views on the use of phonetic symbols for teaching pronunciation Durukan, Dilek; Gokgoz-Kurt , Burcu
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i2.3183

As a bottom-up approach to pronunciation teaching, the use of phonetic symbols in language teaching classrooms has been controversial. Therefore, the present study aimed at investigating the views of Turkish instructors of English as a foreign language regarding their use of phonetic symbols for teaching pronunciation at tertiary-level institutions. To achieve this goal, semi-structured interviews were conducted with six instructors of English as a foreign language from the same institution. The qualitative findings indicate that while almost all instructors value the role of phonetic symbols they express various teacher-related and student-related concerns which lead to avoidance of using phonetic symbols and make recommendations. Participants also maintain that teacher training, technology integration, and student self-monitoring as a means of assessment are crucial for effective pronunciation instruction using phonetic symbols.

Sense of Gloominess and Despair in Edgar Allan Poe’s Selected Poems: : An Analytical Approach Hasan, Mariwan; Karim, Rayan; Muhsin, Sara
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.3232

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one of his statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

Indonesian Non-English Major Learners’ Attitudes toward Instagram to Practice Speaking in English: A Survey Study Damaryanan, Rama Elrianto; Subekti, Adaninggar Septi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.3240

Speaking skill is often considered one of the most challenging skills for learners, perhaps due to the trial and error nature of speaking shunning shy and unconfident second/foreign language (L2) learners of English. In the meantime, Instagram raises as one of the most popular social media platforms among the young generation, including L2 learners. Hence, the present study aimed to investigate non-English major learners’ attitudes toward the use of Instagram to practice speaking in English. This study involved 102 Indonesian active Instagram user learner participants across Indonesia in an online survey. Through descriptive statistics on SPSS 25, the study found that the participants generally had positive attitudes towards the use of Instagram to practice speaking in English. Nonetheless, even though they considered Instagram a good platform to practice speaking, they were slightly less motivated to actually use it for learning purposes. These findings call for teachers to channel the popularity of Instagram among learners and their familiarity with it for L2 learning purposes through class instruction.

Project-Based Learning: Beyond a Means to Promote Language Skills Aghayani, Behnam
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.3258

Considering the importance of project-based learning in EFL context, the present study first aims to review the studies that have investigated the effect of project-based learning on language skills in the last decade, while the second, using sociocultural theory as a theoretical framework, explores EFL learners’ attitudes toward project-based learning. In addition, the differences between female and male EFL learners’ attitudes toward project-based learning examined in this study. In order to reach this goal, a sample of 210 Iranian university EFL learners both female (n=150) and male (n=60) participated in this study. A project-based learning questionnaire was used to collect the required data using a 6-point Likert scale. The results revealed that EFL learners had positive attitude toward project-based learning. Moreover, based on the data analysis, there were no significant differences between female and male responses to the questionnaire items except two questions in which female learners were more positive than male learners. The results of the study could be of interest both to EFL teachers who want to engage their students in project-based learning and to researchers who seek to investigate on the effect of project-based learning among different genders.

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Caroline V. Katemba

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Caroline V. Katemba

Contact Email ctobing@unai.edu

Phone -

Journal Mail Official jurnal.acuity@unai.edu

Editorial Address -

Location Kab. bandung barat, Jawa barat INDONESIA

Abstract

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Abstract

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Abstract

Abstract

Abstract

Contact Name
Caroline V. Katemba

Contact Email
ctobing@unai.edu

Phone
-

Journal Mail Official
jurnal.acuity@unai.edu

Editorial Address
-

Location
Kab. bandung barat,

Jawa barat

INDONESIA