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English Language Teaching Educational Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 26216485     DOI : 10.12928
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
English Language Teaching Educational Journal (ELTEJ) is an english educational journal published quarterly in April, August, and December. The ELTEJ aims to provide an international forum for researchers and professionals to share their ideas on all topics related to English language teaching and learning, English literature, and linguistics. It publishes its issues in an online (e-ISSN 2621-6485) version.
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Articles 6 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2023)" : 6 Documents clear
Using Augmented Reality technology to improve English language learning by identifying objects around us Nafisah Endahati; Setia Wardani
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.6497

Abstract

Educators are expected to be aware of information technology development. However, many teachers have not integrated technology into teaching strategies. This research aims at developing English learning media by using Augmented Reality (AR) technology and analyzed its effectiveness in learning. The researchers employed Microsoft Solution Framework (MSF) tool to develop the media which consisted of requirement definition, and system & software design. The developed media was evaluated through tests to 30 seventh graders of junior high school. Interview and observation were conducted to know users’ learning needs. Data was obtained by distributing questionnaires and quantitatively analyzed. The results show; 1) AR-based English media has 12 markers which can be downloaded in the application menu. The application display consisted of pre-elemi nary, marker, information, and theory pages. The chapter theory included 8 chapters; 2) The mean score of enthusiasm by implementing AR-based media is 27.07, but the score of non-implementing AR-based learning media is 22.33. It can be scientifically stated that AR-based media is effective to increase students’ enthusiasm in learning English. The AR technology can potentially be utilized to generate English media in productive skills. Thus, further researchers should investigate the integration of English material and AR technology effectiveness in receptive language skills.
Foreign language reading anxiety: Exploring the experiences of EFL students at a state university in Padang, Indonesia Fitrawati; Insan Kamil; David D Perrodin
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7716

Abstract

This study investigates the levels of foreign language reading anxiety among EFL students at a state university in Padang, West Sumatra, Indonesia, to identify the main factors contributing to this anxiety. The study included 30 participants who provided data through two questionnaires. The first questionnaire utilized the Foreign Language Reading Anxiety Scale (FLRAS) to assess anxiety levels, while the second questionnaire aimed to determine the primary factor behind this anxiety. The results indicated that 67% of the students experienced moderate anxiety, 20% experienced high levels, and 13% reported low anxiety. The study identified two main factors influencing foreign language reading anxiety: text features and personal factors. Text features encompassed unfamiliar vocabulary, topics, and culture, while personal factors included concerns about the effect of reading and fear of making errors. The second questionnaire revealed that unfamiliar language ranked as the most dominant factor, followed by concerns about the impact of reading, unfamiliar topics, fear of making errors, and unfamiliar culture. Recognizing that reading anxiety is a common experience among language learners is essential. However, with the proper support and guidance, students can overcome these challenges and succeed in their English language learning journey.
The complexity of speaking anxiety among students in an international university in Thailand Jebamani Anthoney; Jeffrey Wilang
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7876

Abstract

Prior research has shown that English as a Foreign Language (EFL) students often experience speaking anxiety and its detrimental effects. However, there is limited knowledge about the speaking anxiety experienced by international students at a Thai university where English serves as both the medium of instruction and the primary language of communication outside the classroom. This study employed a three-pronged approach: a survey questionnaire to gauge speaking anxiety levels and identify differences based on nationality and geographical location; sorting activities to observe changes in speaking anxiety levels; and individual interviews to gain a deeper understanding of students' speaking anxiety. The descriptive analysis showed that students experienced varying degrees of anxiety. Among the 13 nationalities surveyed, Vietnamese, Cambodian, Thai, and Burmese students displayed higher levels of speaking anxiety. Moreover, students from rural backgrounds were more anxious than those from urban areas. Interviews conducted after the sorting activities revealed that factors such as familiarity, predictability, competence, and social support influenced students' anxiety levels. Pedagogical recommendations include the importance of repetition and practice, scaffolding, familiarity with an activity, building positive relationships, incremental exposure to language activities, regulating emotions and encouraging reflective practices.
Integrating global Englishes activities in a regular English classroom Sirinmas Sangpetch; Punwalai Kewara; Denchai Prabjandee
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7926

Abstract

The purposes of this qualitative study were to integrate Global Englishes (GE) activities into a regular classroom and to explore how GE activities influenced: a) students’ attitude toward Global Englishes, b) respect for the variety of English, and c) the use of English in daily life. The participants were 31 Grade 9 Thai students. Designed GE lesson plans, adapted from the Global Englishes Language Teaching (GELT) framework, video recordings, were used to explore the classroom environment and to observe each activity. The researcher’s reflections were used to see the participants’ attitudes and reactions toward GE activity. The findings revealed that integrating GE-oriented activities in a regular English classroom is possible. The participants respect and tend to have positive attitudes toward the varieties of Englishes. The results, however, revealed that most participants hardly ever use English to communicate in daily life outside of what they learn in the classroom. Furthermore, this study offers examples of GE activities and materials that teachers can use as a model for designing and implementing GE activities that are appropriate for various classroom settings.
Metaverse magic: Unveiling the pedagogical potential and transformative effects on intercultural communication in English language teaching Endro Dwi Hatmanto; Bambang Widi Pratolo; Mariska Intan Sari
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.8627

Abstract

The emergence of Metaverse, a three-dimensional virtual space that enables users to interact in computer-generated environments, has opened up new possibilities for language learning and instruction. This study explored the pedagogical potential and transformative effects of incorporating Metaverse environments in English language teaching, with a specific focus on intercultural communication. Drawing on theories such as social constructivism, intercultural communication, and autonomous language learning, this research investigated the impact of Metaverse on language acquisition, intercultural competence, and learner autonomy. The study employed a qualitative approach, including interviews with experts in Metaverse development and English language instructors. The findings revealed several pedagogical implications, including the promotion of immersive language learning experiences, enhanced interaction and collaboration, personalized learning opportunities, and increased motivation. Additionally, the study uncovered the positive impacts of Metaverse environments on intercultural communication and cultural understanding in English language learning. The research contributed to the understanding of how Metaverse could support language education and provides valuable insights for language teachers and students to optimize their language learning experience in virtual environments.
Scaffolding in the development of learning and innovative skills (4Cs): An action research study in a Chilean teacher education program Jessica Vega-Abarzúa; Camilo Jarpa Gutiérrez; Valentina Palma Pulgar; Vasco Salazar Marabolí
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.8747

Abstract

Situated in an action research study, this investigation describes the impact of scaffolding on the perceptions of preservice teachers of English. An action plan was developed for this group of preservice teachers as they showed concern for some of their communication, critical thinking, creativity and collaboration skills known as learning and innovative skills or 4Cs. The action plan comprised the use of scaffolding as the main means of instruction, which was executed by the design of various evidenced-based scaffolds including group discussions, note-taking, summarizing, comparing, hypothesizing and problem-solving. The group of preservice teachers included 11 students, 4 male and 7 female, aged 20 and 38 of an English education program in a private university in Ñuble, Chile. Data was collected in three main stages using an open-ended questionnaire before, during and after the implementation of the action plan. Findings showed that the use of scaffolding increased participants’ perceptions of their overall 4Cs skills, being critical thinking the most salient area of change. It is hoped that English teacher education programs can incorporate scaffolding as a potential instructional method in the development of academic and crucial skills for future teacher generations.

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