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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 5 Documents
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Search results for , issue "Vol. 6 No. 3 (2023)" : 5 Documents clear
First-year-students' perceptions of asynchronous media platform (AMP) for learning English Sunjayanto Masykuri, Edi; Vlаdimirоvnа, Vоrоnushkinа Olesya; Evgenevichc, Mezentsev Ivan
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.6661

Abstract

This study investigates the attitudes of first-year university students toward the use of asynchronous applications in learning reading comprehension. The primary objectives were to determine students' perceptions of using smartphone-based asynchronous media platforms (AMP) for reading comprehension, assess how these applications enhance student engagement, and understand the rationale behind their use. Data were collected via a questionnaire administered to twenty-seven first-year university students. A case study approach was employed, and the data were analyzed using descriptive statistical methods. The findings indicate that students have a positive attitude toward the use of asynchronous applications for reading comprehension, with high average scores on the questionnaire demonstrating favorable assessments of these tools. The positive student attitudes toward asynchronous applications suggest that integrating these tools into the EFL curriculum could significantly enhance reading comprehension and engagement. The use of asynchronous media platforms provides flexibility and accessibility, enabling students to learn at their own pace and on their own schedule. In conclusion, the findings of this study highlight the potential benefits of asynchronous applications in EFL learning environments. By adopting these tools, educators can create more dynamic and interactive learning experiences that cater to the diverse needs of students.
The implementation of Project-based Learning in higher education: Students and lecturers' perspectives Riyanti, Dwi
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.9012

Abstract

Project-based learning, which has been widely claimed to be helping students build skills needed in the 21st century, has been implemented in various teaching and learning contexts, including in higher education settings. This research was intended to explore how Project-based Learning (PBL) was implemented in a university setting from both students' and lecturers' perspectives in an Indonesian University. This qualitative research involved 17 students who participated in various projects while taking university courses and two lecturers who taught using PBL. The data were gathered from students' written reflections and lecturers' interviews. Teachers' semester plans were analyzed to triangulate the data. The obtained data were analyzed thematically based on emerging themes. The findings show that both students and lecturers consider PBL to be beneficial in strengthening the development of 21st century skills. In particular, the students consider PBL to offer them some benefits, such as improving their critical thinking skills, promoting creativity, fostering collaboration, and expanding their knowledge. Despite its usefulness, PBL has some constraints that are time-consuming and provoke tensions among group members as they have different ideas to work on the project. In contrast to the students' perspectives, the lecturers have slightly different views on PBL. The lecturers consider PBL as a good teaching approach, yet monitoring students' progress and assessing the product were two challenges, especially during the pandemic time.
Engaging future educators: Perceptions of project-based learning among pre-service EYL teachers Soviyah, Soviyah
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.9702

Abstract

In a globalized era with very rapid changes in life nowadays, project-based learning is considered as one of the most suitable learning models. Project-based learning provides learning that develops students' skills in communication, collaboration, critical thinking, and creativity. Therefore, EYL teacher education programs should provide opportunities for pre-service EYL teachers to improve their knowledge and skills in project-based learning. The purpose of this study was to determine pre-service EYL teachers' perceptions of project-based learning and its implementation. Conducted in 2022/2023, a total of 55 pre-service EYL teachers from TEYL PD   course who were purposively selected participated in this study. Data were collected using a 25-item perception of project-based learning scale. Descriptive quantitative analysis was used to analyze the data. The results showed that out of 55 student respondents, 18 respondents (33%) had a very positive perception, 33 respondent (60%) had a positive perception, 4 respondents (7%) had a neutral perception, and no respondents had a negative perception.
Extensive reading: The vocabulary levels of English-subtitled Korean, Japanese and Chinese drama series Hsu, Wenhua
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.10068

Abstract

‘Drama fever’ has been riding high with increasing consumer usage of OTT streaming services and prevalence of Internet-connected mobile devices, leading to the phenomenon of binge-watching on college campuses in Taiwan. This study targeted English subtitles as a source of input, since they offer EFL leaners a channel for exposure to English. The researcher compiled four corpora with each having approximately 2.5 million English-subtitled words from Korean, Japanese, American and Chinese TV series across a couple of genres with high viewership ratings on OTT services for comparison. The operational measures involved vocabulary levels along the word-frequency scale of the British National Corpus and the Corpus of Contemporary American English. Results showed that English-subtitled Korean, Japanese and Chinese dramas reached the 2nd—3rd 1000 word-family levels at 95% text coverage and the 4th—5th 1000 levels at 98% coverage, while American series extended to the 7th—8th 1000 levels at 98% coverage from the 3rd—4th 1000 levels at 95% coverage. The data may serve as a reference concerning the vocabulary goal within the first 5000 word families for EFL learners if they continually binge-watch drama series at their leisure time.
Capturing Moments to Analyze Students’ Transformative Thinking through Photovoice in an English Language Teaching Classroom: Students’ Transformative Thinking in ELT Afifah, Wiwiek
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.10077

Abstract

This study aims to explore how students’ thinking evolved during joining the ELT class, how their insights changed, what moments lead students to undergo the transformation, and what ELT students believed about the TT contribution to ELT. Photovoice, a participatory research method was employed to these determined research purposes. Approximately 75 students, aged 19-20 years old were invited to participate in this study. They were instructed to submit two pictures. Each picture was given 5 questions: what you saw here, what really happened, how did this relate to your life, why did this occur, and what could you do regarding EL II. A questionnaire was designed to be filled out by the students using Google Forms, which was used as the second data to complete the pictures’ interpretation. Data analysis then used the model from Erlingsson and Brysiewicz (2017) consisting of four steps: condensation, coding using MAXQDA, categorization, and finalizing the themes. This study provided insightful information about the dynamics of transformative thinking in ELT classrooms through photovoice. The results helped us understand the cognitive and affective aspects of English language learning, which guided the pedagogical strategies used in ELT classes to promote students’ transformational thinking.

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