English Language Teaching Educational Journal
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.
Articles
209 Documents
<![CDATA[The effects of different types of written corrective feedback on students’ texting mistakes ]]>
<![CDATA[Hasan Güner Berkant]]>;
<![CDATA[Nuriye Batmaz Derer]]>;
<![CDATA[Ozgur Kursad Derer]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 3 No. 3 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v3i3.3136
<![CDATA[The main purpose of this research was to investigate the effects of different types of written corrective feedback on students' texting mistakes in English lessons. In the study, a mixed model including quantitative and qualitative methods was engaged. Two-factor ANOVA was used for mixed measurements to test the significance of the difference between the error numbers of the three types of feedback except direct feedback. The qualitative data of the study were collected by examining the texts and the interviews about the effect of the four feedbacks were made with the students. Content analysis and descriptive analysis were performed. At the end of the study, in the quantitative findings obtained, the most effective type of feedback is the underlined feedback. As for the qualitative findings obtained from the students' opinions, the feedback type in which the error is coded and the information is given is the most effective type.]]>
<![CDATA[Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement ]]>
<![CDATA[Shahrbanoo Joulide]]>;
<![CDATA[Akram Faravani]]>;
<![CDATA[Ali Akbar Boori]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 3 No. 3 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v3i3.3196
<![CDATA[A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in  educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement. 150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. ]]>
<![CDATA[Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions ]]>
<![CDATA[Piyawan Rungwaraphong]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i1.3227
<![CDATA[The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring Business English program in a Thai university took part in this study. The students were randomly divided into two groups and put into either PPI or PDI training module. Data were collected from direct observations, focused-group discussions, and students’ writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory while students’ writing scores were cross-examined. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations.]]>
<![CDATA[Integrated task on students’ writing quality: Is it more effective? ]]>
<![CDATA[Hieronimus Canggung Darong]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i1.3336
<![CDATA[Integrated tasks are popularly known and accepted as an effective way of improving students’ writing quality. However, it is still not clear to what really accounts for its effectiveness. This study examined whether the students who were facilitated by integrated task achieved higher writing quality than those who were not. Twenty - two students participated within the group experiment utilizing a counterbalance technique in controlling the order effect. In the first session, twelve students were asked to write an essay based on an integrated (INT) task while the other 12 wrote based on an independent (IND) task. Then, the task division was switched in the second writing session. Students’ writing quality were scored by three raters and were analyzed descriptively and inferentially using Wilcoxon signed rank test (WSRT). The results confirmed that the quality of students’ writing using both integrated and independent tasks was not significantly different. There are still other aspects contributing to writing quality. Thus, task types do not guarantee the students’ writing quality.]]>
<![CDATA[EFL students’ perspectives on the employment of language learning strategies ]]>
<![CDATA[Tham My Duong]]>;
<![CDATA[Hang T. T. Nguyen]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i1.3489
<![CDATA[It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy and motivation; however, it is indicated that Vietnamese students, particularly high school students have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school students and underlying reasons at a high school located in Ho Chi Minh City. The study involved 238 EFL high school students in responding to a closed-ended questionnaire and twenty of them in answering the semi-structured interview questions. The quantitative data collected from the questionnaire were processed by SPSS version 25.0 in terms of descriptive statistics, and the qualitative data were analyzed by the content-based approach. The results of the study indicated the EFL high school students’ moderate use of LLSs. Remarkably, metacognitive strategies were the most commonly used category, compared to memory strategies – the least employed category. The findings may serve as a guideline for EFL teachers on facilitating high school students’ English language learning. It is also hoped that the results of this study may contribute to the literature about English language learning strategies in EFL contexts.]]>
<![CDATA[Does class participation predict academic achievement? A mixed-method study ]]>
<![CDATA[Uğur Akpur]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i2.3551
<![CDATA[The present study’s aim is to identify whether class participation is a significant predictor of English language achievement among university students and their views concerning class participation and academic achievement. A sequential mixed method design was applied and a total of 2013 university students (813 female 40.3%; 1200 male, 59.7%) participated in the quantitative portion of the study. Course Participation Grade (CPG) criteria and English Proficiency Exam (EPE) held at the end of the academic year by the institution were used as data collection tools. The qualitative data were analysed through content analysis of a focus group interview with a group of seven participants. The findings suggested that the relationship between academic achievement and CPG was positive and significant. Correspondingly, the qualitative data revealed similar results with the quantitative data by showing that the class participation has powerful impact on academic achievement.]]>
<![CDATA[The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes ]]>
<![CDATA[Tilen Smajla]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i1.3702
<![CDATA[This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard†CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft†CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.]]>
<![CDATA[In-service teachers’ challenges to implementing an approach to critical thinking and critical reading in Chile ]]>
<![CDATA[Leonardo Veliz]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 3 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i3.3733
<![CDATA[The present study reports on the challenges of implementing an approach to critical thinking and critical reading in English language teaching (ELT) in Chile. Participants in this research are in-service teachers of English enrolled in a Master’s course in Teaching English as a Foreign Language (TEFL) in Chile. In order to develop and construct a thorough understanding of the participants’ past and present academic literacy experiences, they were invited for one-to-one meetings (semi-structured interviews) where, rather than reminiscing about past literacy experiences, they were encouraged to engage in narratives about their experiences with and challenges of developing a socially critical awareness of literacy at university, and in their current teaching practices. Analysis of the participants’ accounts revealed, first and foremost, the pervasive presence of literacy practices that reflect and favor a strong culture of compliance over critical reflection, and, secondly, great concerns about the lack of systematic preparation in English teacher education (ETE) programs to develop and implement a more critical stance toward critical thinking and critical reading. The paper concludes by interrogating and challenging current university practices that, based on the participants’ views, seem to replicate a culture that reproduces both social and cultural inequalities.]]>
<![CDATA[Views of Turkish EFL teacher trainees toward technology-integrated PBL practices ]]>
<![CDATA[Yasemin Kırkgöz]]>;
<![CDATA[Burcu Turhan]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i1.3748
<![CDATA[Problem-Based Learning (PBL) is increasingly becoming popular in teacher education, just like the prevalence in the use of Modular Object Oriented Dynamic Learning Environment (Moodle) which is an instructional socio-constructivist online tool providing collaborative learning. PBL where learning occurs through real-life problem solving practices is also included in the constructivist approach. This study was designed as a mixed methods research which English as Foreign Language (EFL) teacher trainees were involved in PBL through Moodle with the aim of solving problems related to language teaching and learning which they encountered at practicum schools. Participants were 93 EFL teacher trainees studying at a state university in Turkey. The study aimed to reveal the participants’ views of their PBL experiences within the scope of a Materials Evaluation and Adaptation Course. Data were collected through questionnaires and interviews; and analyzed through descriptive statistics and content analysis consecutively. Results demonstrated that the teacher training activities delivered through PBL yielded promising benefits for EFL teacher trainees’ professional development despite some minor flaws faced in the process. Thus, PBL can be considered as a useful method to deliver such courses offered in any branches of teacher education.]]>
<![CDATA[Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic ]]>
<![CDATA[Julia Sevy-Biloon]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v4i1.3935
<![CDATA[Due to the pandemic, classes have moved online for 2020-2021, and a return to face-to-face classes in the National University of Education (UNAE) in Ecuador is unknown. Students studying in the undergraduate program to be English language teachers are slowly adapting to this new form of E-learning, and some have found that they prefer online classes, while many are waiting for the day they return to classes. The objective of this study is to look at the pros and cons given by 69 students discussing why taking classes virtually or face to face is a better option for EFL and being an ELT professional in these turbulent times. Some prefer online learning for various reasons such as safety, comfort, economic reasons, and having more time in general. While some find E-learning difficult and want to return to synchronous classes because they feel there is little interaction between classmates and teachers, cannot practice English authentically, cannot get clarification from the teacher, have a hard time concentrating online, and there are constant internet connection issues. In conclusion, this information has great importance for teachers today who are struggling to teach in this new medium and teach to the needs of their students to aid in their planning and will contribute to future teachers who will teach online. ]]>
