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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 209 Documents
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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.
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 The impacts of blended corpus-based instruction on enhancing writing proficiency of Thai university students Satchayad, Patcharin; Charubusp, Sasima
English Language Teaching Educational Journal Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i2.7872

Abstract

Collocational competence is gaining more attention in the field of second language acquisition as it indicates a higher level of target language proficiency. However, Thai university students have been reported as obtaining a low degree of collocational competence which affects productive second language writing (Boonyarattanasoonthorn et al., 2020). The current study aimed to examine the impacts of blended corpus-based instruction (BCBI) on enhancing Thai university students’ writing proficiency and to examine the students’ attitudes towards the implementation of BCBI. A mixed-methods one-group experimental study was conducted with 43 first-year English major students at an autonomous university in Thailand for 8 weeks. The data were gathered utilizing a pre-test, a post-test, an attitude questionnaire, and a semi-structured interview. The results revealed significant differences between the scores before and after the implementation of BCBI at 0.05. Despite there being no drastic change in their collocational competence, the students were highly positive towards the instruction, in particular the use of corpus-based data to assist their writing as well as the awareness of gaining collocational competence. To effectively integrate corpus-based instruction into a writing pedagogy, tasks should be manageable and achievable by the 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.
Enhancing Student Learning Autonomously: Exploring the Global Impact of Artificial Intelligence Djoko Sutrisno; Inawati, Iin; Hermanto, Hermanto
English Language Teaching Educational Journal Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i2.9100

Abstract

This study investigates the global impact of Artificial Intelligence (AI) on enhancing student learning autonomously through a mixed-method approach. By combining both qualitative and quantitative data collection and analysis methods, this research provides a comprehensive understanding of the role of AI in autonomous learning as perceived by teachers. The study involves 25 teachers from SD Muhammadiyah Kebumen as participants, representing a diverse educational context. The qualitative analysis delves into the rich tapestry of educators' experiences and perspectives, shedding light on the multifaceted nature of their interactions with AI in the classroom. This qualitative component allows for an in-depth exploration of how teachers perceive and engage with AI in their teaching practices. Additionally, the quantitative analysis quantifies teachers' perceptions and offers statistical evidence of the impact of AI on student learning outcomes. Through surveys and data-driven analysis, the study assesses the extent to which AI influences student learning autonomously. The triangulation of these findings validates and complements each other, reinforcing the positive perception of AI's role in education. However, the research also highlights the need for addressing ethical concerns surrounding AI implementation and the importance of providing comprehensive support mechanisms for teachers navigating the integration of AI in the classroom. These findings contribute to the ongoing discourse on AI in education, offering insights into its potential benefits and challenges while emphasizing the importance of teacher training and ethical considerations in leveraging AI for autonomous student learning.
Developing ESP learning materials for airport ground handling services students: A needs analysis Olivia Azhar, Herida Panji; Masyi’ah, Anita Nur
English Language Teaching Educational Journal Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i2.9111

Abstract

English for Specific Purposes (ESP) plays a pivotal role in enhancing the communicative competence of students preparing for careers. In order to develop the ESP learning materials for ground handling students, this study focuses on the needs analysis. The needs analysis will capture two aspects: 1) The participants’ perspectives on the development of ESP learning materials 2) the use of the English language by the airport ground handling crews. A mixed-method design was employed, incorporating surveys and interviews. The 397 participants involved students, instructors, and airport ground crews. Descriptive statistics were used to unveil the trends in the findings, and simultaneously, data reduction, data display, and drawing verification were used to delve into the participants perspectives. The validity and reliability of the survey questionnaire were tested, and member checking was used to justify the credibility of the qualitative findings. The findings provide valuable input for the development of ESP learning materials that are contextually relevant and aligned with the needs of airport ground handling services students.
The impacts of the global pandemic on online learning in Vietnam Bao, Dat
English Language Teaching Educational Journal Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i2.9217

Abstract

The global outbreak of COVID-19 has caused tremendous disruptions in the field of education, including in Vietnam. In response to the ongoing pandemic, online learning has emerged as the primary mode of education delivery, transforming the traditional learning landscape. This article reports a study that adopts a combination of reflection and text-based research. The project explores the impacts of the pandemic on online learning in the new normal within the Vietnamese education system. The work focuses mainly on learning motivation, student engagement, and digital competence. While the pandemic has led to increased acceptance and utilization of online learning platforms, it has also presented challenges, including issues of digital inequality and limited social interaction. Findings suggest that the Vietnamese education system needs to adapt to fully harness the potential of online learning in the new normal.
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.
Developing sociolinguistic context-based English-speaking materials for Islamic senior high school students Susilawati, Endang
English Language Teaching Educational Journal Vol. 7 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i1.10065

Abstract

This research was conducted for two purposes: (1) to describe the process of the design and development of English materials for conversation practices based on the sociolinguistic contexts for Grade X students at Islamic Senior High School Students (ISHS), and (2) to analyze the usability level of the product of materials’ development for the students. It is a study using research and development method which applied the stages of ADD out of ADDIE from Aldoobie, (2015) and Branch, R. M. (2009). The materials development focused on English-speaking materials in the form of conversation practices, which included the conversations of interpersonal and transactional communication whereby the sociolinguistic contexts are embedded. Additionally, communicative tasks were also presented for engaging students with the practice of the real English use. They were packed in the form a textbook which consisted of six units. The presentation of the materials in the units was following the features of CLT approach. The feasibility and the usability of the product was tested through internal validation using the three criteria (psychological, pedagogical, and content) of validity by Rubdy (2014). The result shows that the English-speaking materials are valid meaning usable for Grade X students of ISHS.

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