FOSTER: Journal of English Language Teaching
Foster JELTL journal invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to English Language Education, The focus of the Journal is on all levels, stages, and processes of education (e.g., formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education). Which covers textual and fieldwork investigation with various perspectives of: English Language, English Teaching, English Learning
Articles
161 Documents
<![CDATA[Communicative Language Teaching (CLT) in Improving Speaking Skills of Tertiary Level EFL Students of Bangladesh ]]>
<![CDATA[Nisha, Paulomi Rahman]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 2 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of UIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i2.174
<![CDATA[In the English as a Foreign Language (EFL) context, students must be given a proper foundation of communication skills necessary in various dynamic real-world situations. This study investigates learner perception of the effectiveness of Communicative Language Teaching (CLT) in improving the speaking skills of tertiary-level EFL students in Bangladesh. A mixed-methods approach was used to collect and analyze data from 30 students, of different private universities of Bangladesh. The data was gathered by analyzing the results from the survey. The results of the study showed there was a statistically significant improvement in the speaking skills of EFL students after the CLT intervention. The students demonstrated an increase in fluency and complexity in their speaking performance. Furthermore, findings revealed that the students had positive perceptions of CLT and found it effective in enhancing their speaking skills. The findings of this study provide valuable insights into the benefits of using CLT as a teaching method in EFL environments. This suggests the importance of incorporating communicative and interactive activities in language classrooms to promote language learning and student engagement.]]>
<![CDATA[English as an International Language for English for Information Literacy: A Pathway to Knowledge Development ]]>
<![CDATA[Roozafzai, Zahra Sadat]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 3 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i3.176
<![CDATA[In today's digital era, information literacy has become crucial for navigating the vast landscape of knowledge and engaging with diverse sources of information. This research explores the role of English as an International Language (EIL) in the context of English for Information Literacy (EIL) and its contribution to knowledge development. The study seeks to answer three key questions: How does EIL proficiency impact the development of information literacy skills in multicultural and multilingual contexts? What are the most effective teaching methodologies for integrating EIL into information literacy education? How do EIL and information literacy intersect to empower individuals in their personal, academic, and professional pursuits? By employing correlation analysis and case studies, the research examines the relationship between EIL proficiency and information literacy skills development and evaluates the efficacy of teaching practices that integrate EIL into information literacy education. Data is collected through EIL proficiency assessments, information literacy skills assessments, and in-depth case studies involving interviews, observations, and document analysis. The study's findings offer valuable insights into the interplay between EIL and information literacy, emphasizing the importance of equipping learners with both linguistic and information literacy skills. Ultimately, the research aims to contribute to the development of innovative pedagogical approaches and enhance the quality of information literacy education in multicultural and multilingual contexts.]]>
<![CDATA[Android-Based Learning: Developing Easy with Grammar Application to Learn Grammar ]]>
<![CDATA[Syam, Andi Tenrisanna]]>;
<![CDATA[Furwana, Dewi]]>;
<![CDATA[Muhaiminah, Ummul]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 3 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i3.171
<![CDATA[The writers aimed to develop an application for learning grammar namely Easy with Grammar (EWMAR). The writers applied the Research and Development method by adapting the ADDIE Model, which has five stages: Analysis, Design, Development, Implementation, and Evaluation. 70 learners of the first semester of the Shariah Management Business study program answered a need analysis questionnaire. Sixty-six learners were involved in the field try-out and three experts assessed the writers’ product. The instruments consisted of questionnaires and grammar tests. The technique of data analysis included descriptive qualitative and quantitative. Based on learners' perception questionnaire results, the mean score was 4 (100%), classified as "Excellent," which means that the EWMAR application was appropriate for the eleventh graders of senior high school learners. The average score of experts’ assessments was 3.27, and at the percentile, 81.75% met the "Good" criteria to use it with minor revisions. Therefore, the EWMAR application is feasible as a learning medium. The writers recommended another scholar develop more modern Android-based learning to facilitate the educational process.]]>
<![CDATA[The Teachers’ Perceptions of Using Google Translate in the Teaching of English Pronunciation ]]>
<![CDATA[Tiara, Dwi Ayu]]>;
<![CDATA[Irawan, Rifki]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 3 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of UIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i3.175
<![CDATA[This study aims to investigate and describe teachers’ perceptions toward the use of Google Translate as a medium for teaching English pronunciation. This study applies a qualitative method, with data collected through observation and interviews. In getting data, the writer examined three English teachers from different schools in Yogyakarta who have used Google Translate in their classrooms. The result of this study showed that teachers have both positive and negative perspectives on using Google Translate as a medium for teaching pronunciation. The positive points of using Google Translate as a learning medium are that it is suitable and effective for helping students improve their pronunciation and ease of access and use. They believe that using Google Translate as a learning media has a good effect on students, increasing their interest in and motivation to learn pronunciation. In addition, the negative points of using Google Translate are that it depends on an internet connection, and using smartphones to access Google Translate in the classroom can be a distraction for students. Although there are some negative perceptions, it can be concluded that teachers have more positive perceptions towards using Google Translate as a learning medium to teach English pronunciation.]]>
<![CDATA[Teachers' Reasons for Adopting the Bilingual Approach to English Language Teaching ]]>
<![CDATA[Sagita, Yusti]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 3 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i3.179
<![CDATA[The use of L1 in foreign language classes still has pros and cons in some circles of education. Although there are still pros and cons, the use of L1 in education, especially in teaching foreign languages, is now increasingly recognized and considered by many people, so it continues to be used. This study aims to find out the reasons for English teachers using L1. A qualitative approach with a case study research design was adopted to explore teachers' reasons and opinions. The findings of this study are based on interview data (semi-structured interview) and observations collected in two junior high schools located in the Special Region of Yogyakarta. This study examined three junior high school English teachers. The results revealed that the teachers had clear reasons for using L1 (Bilingual Approach). The reasons used by the teachers are as follows; (a) to explain the material, (b) for class management, and, (c) because the students' level of English is still limited.]]>
<![CDATA[The Ghanaian Perspective of Attitudes towards Francophones Learning English as a Second Language ]]>
<![CDATA[Gyamera, Vera]]>;
<![CDATA[Frimpong, Fauna]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 3 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i3.181
<![CDATA[The study investigates the attitudes of Francophone students learning English as a Second Language (ESL) at the Ghana Institute of Languages (GIL), focusing on the influence of gender and age. Using a quantitative approach, the research surveyed 267 students from various Francophone countries through questionnaires. Statistical analysis, including descriptive statistics and ANOVA, revealed that students generally hold positive attitudes toward learning English. Female students demonstrated significantly more favorable attitudes (M = 4.46, SD = 0.36) than their male counterparts (M = 4.21, SD = 0.77), while age showed a negative correlation with attitudes. Younger students (16–20 years) exhibited the most positive attitudes (M = 4.39, SD = 0.45), which declined in older groups. These findings highlight gender and age as critical factors in shaping attitudes toward second language learning. The study underscores the importance of attitudinal factors in ESL acquisition, offering practical and theoretical insights for policymakers and educators. It calls for targeted interventions to sustain positive attitudes across demographic groups and further research incorporating qualitative methods to explore factors like anxiety and cultural adaptation. The findings contribute to the growing body of literature on language attitudes, particularly within multilingual African contexts.]]>
<![CDATA[Comparing Perceptions of Oral Corrective Feedback Between Beginner and Intermediate Level EFL Undergraduate Students ]]>
<![CDATA[Ferreiro, Graciela]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 4 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i4.182
<![CDATA[This study investigated the preferences of adult English as a Foreign Language (EFL) learners regarding Oral Corrective Feedback (OCF), an essential component of language teaching and learning. The research addressed a gap in the existing literature by conducting a cross-sectional, mixed-methods study with a sample of 21 intermediate-level university students in Costa Rica. The study aimed to determine the participants' overall perception of OCF, the types of errors they considered worthy of correction, and their preferences for different modes of oral correction. The findings were then compared to the results of a previous study conducted by the researcher in 2023 with beginner-level EFL learners. Statistical analysis revealed that, like their beginner counterparts, the intermediate-level students have a significantly positive perception of OCF in language development. Both cohorts appreciated correcting all types of errors, with intermediate students placing slightly more emphasis on pronunciation-related errors. In both groups, the preferred feedback type was an explicit correction, while the least preferred was no correction, metalinguistic indication, and non-verbal cues. These findings contribute to the limited research on adult EFL learners' preferences for OCF in Latin American contexts, providing valuable insights for language instructors and researchers.]]>
<![CDATA[The Roles of the Fanbase Online Game to the EFL Reading Comprehension Skills ]]>
<![CDATA[Nabella, Sandi Nuur Ilma]]>;
<![CDATA[Irawan, Rifki]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 4 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i4.184
<![CDATA[The proliferation of online games and fanbase communities has created new opportunities for language learning outside traditional classroom settings. Games designed for specific fan communities, such as those centred around K-pop groups, incorporate substantial English language content that may influence English as a Foreign Language (EFL) learners’ reading skills. This study aims to investigate the role of the fanbase online game “BTS Island in the Seom” in developing EFL students’ reading comprehension skills among Indonesian university students. A qualitative case study approach was employed with purposive sampling of five Indonesian university students who had reached level 3000 in the game. Data were collected through semi-structured interviews and document analysis, including academic transcripts and gameplay recordings. Thematic analysis was used to identify patterns and relationships in the data. Four significant roles of the fanbase online game were identified: (1) functioning as an English learning medium that contextualizes language acquisition, (2) facilitating vocabulary enrichment and mastery through repeated exposure, (3) enhancing motivation to engage with English content due to fan interest, and (4) directly improving reading comprehension skills as evidenced by academic performance improvements. Fanbase online games can serve as effective informal learning environments for developing EFL reading comprehension when they successfully integrate engaging content with authentic language use. The strong motivational component derived from fan identity appears particularly significant in sustaining engagement with potentially challenging language content.]]>
<![CDATA[Challenges in Implementing Learner-Centered Method for English Language Teaching in Tanzanian Secondary Schools ]]>
<![CDATA[Mhando, Siriel]]>;
<![CDATA[Almasi, Mustapha]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 5 No. 4 (2024): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v5i4.186
<![CDATA[Learner-centred methods (LCM) are vital in improving students’ cognitive, however, they are lowly practised by teachers in Tanzania. This study explores LCM used by teachers in teaching English Language, challenges related to the use of LCM and how teachers respond to the challenges in the selected schools. Fifty (50) teachers from secondary school deemed to use LCM were selected. A descriptive study design was used. Data were collected through interviews and then analysed through content analysis. The findings reveal that teachers in visited schools preferred using debate, group discussions and probing questions and answers. Nonetheless, shortage of study materials, time factor, large number of students in classes and students being uncomfortable with the methods were reported as key challenges. Teachers responded to the challenges by setting separate learning sessions, borrowing learning materials from other schools and setting extra hours. The findings of this study informs the need for interventions to promote the effective implementation of learner-centered methods. This study adds to the empirical evidence regarding the use of LCMs in English Language teaching especially in poor resource countries.]]>
<![CDATA[Metaphorical Hybridity in Knowledge Management ]]>
<![CDATA[Roozafzai, Zahra Sadat]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v6i2.217
<![CDATA[This study investigates metaphorical hybridity's role in shaping knowledge management practices within professional contexts. Metaphorical hybridity refers to blending diverse metaphorical representations that influence knowledge creation, organization, and dissemination within organizations. This research aims to understand how metaphorical hybridity impacts the development of novel knowledge management strategies. Q methodology was employed to analyze the metaphorical representations that shape knowledge management practices. Participants` rank-order statements related to metaphorical hybridity and knowledge management enabled the identification of common viewpoints and distinct perspectives. Key metaphorical constructs include knowledge as a fluid entity, an organic system, and a complex network. The context is the rapidly evolving knowledge landscape in professional environments, presenting challenges to effective knowledge management practices. The rise of digital technologies and globalization has further complicated knowledge management, necessitating innovative strategies. Findings demonstrate metaphorical hybridity's dynamic nature and its potential to foster adaptability, innovation, and resilience in knowledge management practices. The research highlights the importance of understanding the interplay between diverse perspectives, representations, and knowledge management approaches. Implications include recognizing metaphorical hybridity's influence for harnessing diverse metaphors' power more effectively and the practical adaptability to the changing knowledge landscape and address complex challenges associated with managing knowledge in contemporary professional environments.]]>
