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English Language Education Reviews
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27982793     EISSN : 27978877     DOI : https://doi.org/10.22515/ele-reviews.v1i2.4300
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The main focus of ELE Reviews is on the development and innovation of the following subjects: Current Trends of English Language Teaching and Learning English Language Education and Assessment Studies on English Educational Linguistics Studies on English Educational Literature Innovations of Technology in English Language Teaching and Learning Teacher Education and Professional Development in English Language Education Teaching English for Young Learners (TEYL) English Language Education and Entrepreneurship Local Wisdom Integration in English Language Education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2024): November" : 5 Documents clear
Unlocking the Secrets of Effective Teaching: An Exploration of Positive Emotions During Telecollaboration Azri, Adlina Nur; Drajati, Nur Arifah
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.8786

Abstract

In recent years, the recognition of teachers’ well-being has gained worldwide attention. Language teacher well-being has a significant contribution to classroom activity. This study explores a pre-service English teacher’s positive emotions of well-being based on PERMA and its impact on future careers. Positive emotions are the presence of positive emotions, lack of negative emotions, and life satisfaction. Telecollaboration provides a beneficial space to get the chance to expand content knowledge, increase techno-pedagogical abilities, improve the methodology of teaching, and achieve a sense of well-being. This study used autobiographical narratives to capture the researcher’s positive well-being experiences. Data were gathered through diaries and artifacts in the form of photos and screenshots during telecollaboration. The researcher used a thematic analysis technique to analyze the data. The findings underscore the presence of positive emotions that influence the outcomes of pre-service teachers, while negative emotions shift into positive feelings, thus contributing to personal development. These experiences lead the pre-service English teacher into an effective prospective educator for the future.
Evaluating Inclusive EFL Instruction for Visually Impaired Students in Beninese Secondary Schools Toboula, Coffi Martinien Zounhin; Hounnou, Azoua Mathias; Videkon, Bidossessi Moïse
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.9661

Abstract

Teaching English as a Foreign Language (TEFL) in an inclusive classroom with visually impaired and able-bodied students presents unique challenges. In particular, appropriate teaching and assessment strategies are critical in ensuring equitable education. This mixed-methods study, conducted at CEG2 Abomey in the Zou Region of Benin, aimed to develop an effective pedagogical approach to address these challenges. The research involved 200 students (57 visually impaired and 143 sighted) and seven teachers. Quantitative data were gathered through questionnaires, while qualitative data were collected through focus group discussions and classroom observations. Using descriptive statistical analysis and inductive method, the study identified a pressing need for reliable and objective assessment methods and teaching strategies to support visually impaired and sighted students. Despite these findings, the study anticipates potential challenges in implementing such approaches. Recommendations and suggestions have been made to address these difficulties and enhance TEFL education in inclusive classrooms.  
Unveiling Online Collaborative Learning and Sense of Community in an English Drama Course: Indonesian EFL Undergraduate Students View Supeno; Febriyanti, Rina Husnaini
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.9781

Abstract

A sense of community enhances the exchange of information, fosters cooperation and support, and strengthens commitment to group objectives. Numerous studies have investigated the importance of community and collaborative learning activities within online environments. However, online collaborative learning and a sense of community in an English Drama Course (EDC) are still under-explored. The current study aims to fill that gap by following a group of 131 undergraduate students participating in a 16-week online EDC. Data was gathered via a questionnaire and a semi-structured interview coded by following the dimensions of the questionnaire. The current study reveals that students view online collaborative learning in an EDC positively and generate interactive engagement, teamwork, creativity, efficacy, social skills, problem-solving skills, idea generation, and enjoyment, which is particularly advantageous for navigating unfamiliar subject matter or foreign language contexts. The collaborative learning process hinges on establishing a robust sense of community, emphasizing shared objectives, effective communication, trust, collective problem-solving, and a supportive environment, highlighting the importance of addressing barriers to fostering this communal ethos for successful collaboration. The implications of this study might catalyze researchers and educators to consider developing a sense of community in online collaborative environments.
Innovative Strategies for Addressing Diverse Learning Needs in Ghanaian English Language Classrooms Agbevivi, Shine Lillian Gifty
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.9848

Abstract

The complexity of contemporary classrooms in Ghana necessitates innovative strategies to address diverse learning needs effectively. Hence, addressing the latter in English language classrooms (ELCs) is critical. This study explored the understanding of English language teachers regarding differentiated instruction and how they addressed the varied needs and abilities of learners in primary schools in Ho Municipality. The study is grounded in the Differentiated Instruction (DI) Theory and utilized a sample of 12 teachers from four primary schools selected through convenience sampling. Data collection involved semi-structured interviews and classroom observations, which were meticulously coded and analyzed thematically to uncover patterns and themes. The study revealed that teachers view differentiated instruction as essential for accommodating diverse learning styles/approaches/dispositions, adapting teaching techniques to individual needs, and promoting inclusive practices. Again, it revealed that primary school English language teachers employed flexible grouping, diverse assessments, action-oriented teaching, technology integration, individualized explanations, and student-centered and peer learning activities. However, the consistent use of tiered assignments to address varying academic levels was notably absent, indicating a gap in the full implementation of DI. The study concludes that employing various innovative teaching strategies in ELCs is crucial for enhancing primary school educational quality and student achievement.
Mood and Modalities Revealing Teacher’s Power in EFL Classroom Discourse: Critical Discourse Analysis Surjowati, Ribut; Wirawati, Bekti; Shalsadita, Ratu Tria; Achmad, Shafira Aulia
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.9969

Abstract

This research aims to describe how power relation is exercised through mood and modality used by lecturers during the teaching and learning process in the classrooms. It is categorized as descriptive qualitative research, and the data were collected from the utterances of the English Education lecturers through non-participant observation. They were then analyzed by following three stages of Fairclough CDA. The analysis was done from textual to social practice analysis to reveal the relation between the utterance and power the lecturers practiced in the classrooms. The research finding reveals that the power is reflected through the use of imperative, interrogative, and declarative mood structures. Modality is realized through modal auxiliaries: will, would, can, must, could, may, should, and verbs; have to, think, had better, need to, be sure, perhaps, and be going to. Those expressions carry the meaning of volition, obligation, encouragement, permission, demand, and possibilities employed by the lecturers in the classes. The above meanings of those expressions represent the lecturers’ power over the students. The built power relation represents Indonesian culture in which those in higher positions play as superiors. Examining modality and mood expressions used in education will hopefully give an insight into how to build good communication.

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