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English Language Teaching and Research Journal (ELTAR-J)

LTAR
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Published by Universitas Islam Malang

ISSN : 27154890 EISSN : - DOI : 10.33474

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

The focus and Scope of this Journal related to the following topics. Those are English as a Lingua Franca (ELF), assessment and testing in ELT, Computer Assisted Language Learning (CALL), and Teacher Professional Development (TPD). This journal is of interest to a wide-ranging international audience of English teachers, researchers, teacher educators, and scholars who are professionally involved in English teaching and research on ELT.

Arjuna Subject : Umum - Umum

Articles 18 Documents

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Supporting Ecuadorian teachers in their classroom research: Reflections on becoming a research mentor Erzsébet Ágnes Békés
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 1 (2020): February 2020
Publisher : Universitas Islam Malang

Classroom-based research has flourished in the past 15 years, often introduced institutionally, as part of teachers’ Continuous Professional Development. Supporting teachers in their classroom research requires facilitation and scaffolding. Therefore, teacher trainers are often assigned the tasks of research-mentoring. However, this activity requires special skills and sustained mentoring of the mentors themselves. Mentoring, as an activity, has a rich literature, but mentoring teachers, and more specifically, mentoring language teachers researching their classrooms has not been widely documented as yet. The present self-study constitutes a reflective account of an experienced teacher trainer’s journey into mentoring. By simultaneously taking part in an online mentoring course as well as putting the newly gained knowledge into practice, the author was able to mentor 11 English language teachers and 5 English major students that came together to carry out tasks related to mentoring action research projects and / or accomplish their own classroom research as required by the Ecuadorian state university where they teach or study. The self-study draws on the first three months of the year-long program, and presents the process of growing into the mentoring role by using the author’s reflective journal, email exchanges with her lead-mentor, posts on the online EVO Mentoring course and feedback from participants. The author concludes that mentoring teacher-researchers is a two-way activity that benefits both the mentor and the mentee, but the value of mentoring should be acknowledged institutionally, and its practice extended.

The Starbucks® School of Language Acquisition: A Cheap,CaffeinatedPlan to Prepare for Academic Study Jeff McQuillan
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 2 (2020): Volume 2 Number 2
Publisher : Universitas Islam Malang

Many international students enroll in yearlong Intensive English Programs (IEP) in English-speaking countries in the hope of acquiring the language proficiency necessary for academic study. Nation (2006) estimatedthatthese students need to know between 8,000 and 10,000 of the most commonly used word families in English to havegood comprehension of adult-level texts. There is considerable evidence, however, that reading for pleasureis at least as effective as formal study inboosting vocabulary knowledge (Krashen, 2004), including academic vocabulary (McQuillan, 2019).

Language task design: Teachers’ understanding and practices in teaching writing Laxman Prasad Bhandari
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 1 (2020): February 2020
Publisher : Universitas Islam Malang

This study was designed to explore English language teachers’ understanding of task-based language teaching and their practices of designing tasks for teaching writing. In the first part, I discuss the concept of task-based language teaching, tasks, and task design connecting with my experiences within the framework of the socio-cultural approach to second language acquisition. I used both unstructured and semi-structured interview questions to explore the lived experiences of secondary level English teachers of community schools of Nawalparasi district in Nepal. The study reveals mixed responses of participants in understanding task-based teaching and language tasks though they held positive perceptions toward the phenomenon. The findings suggest that teachers design tasks incorporating textual exercises as well as their (both students and teachers) experiential life events for teaching writing according to their students’ level, need, and interest for teaching writing. The study further reveals that teachers design both different tasks to address the diverse learning abilities of the students. However, the findings also show that more exposure is needed to enable teachers to design more suitable tasks for teaching writing.

Access to books and English reading: A virtuous circle Kyung Sook Cho; Stephen Krashen
English Language Teaching and Research Journal (ELTAR-J) Vol 1, No 1 (2019)
Publisher : Universitas Islam Malang

The hypothesis explored in this paper is whether a “virtuous circle” can be established to promote English language development: providing access to interesting and comprehensible reading material, which in turn will increase reading English books, which in turn will promote English competence and in turn more reading of English books. Specifically, we seek to determine if those with more access to English books at home and through visits to bookstores show more interest in reading, and in turn are more supportive of having an English library at their school. Analysis of responses of sixth graders at four schools in Korea revealed little access to English reading material, but supported the virtuous circle hypothesis, suggesting that the path to high English competence may be easier to establish than we have imagined.

Exploring a language learning history: The journey of self-discovery from the perspectives of individual differences Naoya Shibata
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 1 (2020): February 2020
Publisher : Universitas Islam Malang

Exploring a language learning history can help researchers, teachers, and students to reveal and understand various individual difference factors which positively or negatively influence language learning activities and strategy use. In this paper, I examined my English language learning history and delved into challenges and factors to overcome them and activate my autonomy. Based on the analysis of my learning history, three main themes were indicated: a) motivational shifts and goal-setting theory, b) learning beliefs and goal setting, and c) the relationship between learning strategy use and teachers’ influence. Furthermore, my learning history also illustrated that I tended to change all these features through both successful and unsuccessful experiences. Among them, goal-setting seems to be the most significant factor for me to study the target language. With clear learning objectives, I overcame many challenges and sustained high motivation by utilising various types of learning strategies and having positive learner beliefs. Accordingly, noticeable relationships among motivation, learner belief, and learning strategy use were revealed through my learning history log.

Extensive Reading Programme as a Strategy to Improve English Language Proficiency among Young Adult Learners: Initial Perceptions Mei Lick Cheok
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 2 (2020): Volume 2 Number 2
Publisher : Universitas Islam Malang

With the amount of empirical evidence available to prove the benefits of Extensive Reading (ER) for the development of language proficiency and literacy, those outside the teaching fraternity would think that language teachers and schools would be scrambling to embrace and adopt ER. This is not what I have experienced in a number of primary and secondary schools, including the institution that I am currently teaching. From my own experience as an avid reader and the research papers I have read, I am convinced of the magic of ER. This paper described the process and challenges in planning and developing ER through a 15-minute Silent Reading Programme (15-min SRP) that was carried out in a class of 18 pre-university students and preliminary findings on students’ perceptions towards the implementation of the programme. The paper concluded with recommendations that can help other ER start-ups especially schools in Malaysia.

Malaysian English language teachers’ satisfaction level of their professional development Muhammad Kamarul Kabilan
English Language Teaching and Research Journal (ELTAR-J) Vol 1, No 1 (2019)
Publisher : Universitas Islam Malang

Professional development is an integral aspect of a teacher’s professional life. Effective professional development activities enable teachers, among others, to update and enhance their pedagogical knowledge and skills, and allow teachers to be creative and critical in their teaching approach. But the question is, to what extent the professional development activities and programmes satisfy the teachers’ needs? This nationwide study aims to determine and identify the level of the Malaysian English language teachers’ level of satisfaction of their professional development – whether English language teachers are satisfied with the professional development experiences and opportunities that are provided by the Ministry of Education and the respective State Education Departments. Schools were randomly chosen and the questionnaires were mailed to the headmasters and principals of the schools to be distributed to all English teachers. A total of 2586 (1038 secondary teachers and 1548 primary teachers) questionnaires were received from teachers all over Malaysia. This paper will highlight and discuss the main findings, and provide some critical implications and suggestions in terms of teacher education and planning and implementation of future professional development activities.

Global citizenship education and English as a lingua franca Fan (Gabriel) Fang
English Language Teaching and Research Journal (ELTAR-J) Vol 1, No 1 (2019)
Publisher : Universitas Islam Malang

Currently, how English is being used as a lingua franca (ELF) has caused linguistic and cultural norms to be revisited in relation to language use. The issue of global citizenship has emerged when English is used as the main medium of instruction in higher education; as achieving global citizenship is a main goal of international universities, the ELF paradigm has assisted in the realization of this goal because English is used in a fluid and dynamic perspective. This paper uses interview data (N=6), which was collected from Chinese students from the Chaoshan area who obtained their master’s degrees abroad, to analyze how these students developed their senses of global citizenship. Although their ELF experiences play an important role in understanding global citizenship, many did not receive a formal education regarding global citizenship at home or abroad. This paper concludes by emphasizing how the ELF paradigm can aid higher education institutions raise people’s awareness of global citizenship.

Formative Assessment: English Teachers’ Perspectives and Practices Bhim Lal Bhandari
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 2 (2020): Volume 2 Number 2
Publisher : Universitas Islam Malang

The study explores English language teachers’ perspectives and practices of formative assessment. In order to achieve the objective, the qualitative research design was used. I adopted the interpretive research paradigm and the qualitative phenomenological research method to bring the lived experiences of the participants. Four teachers from two campuses of Rupandehi were purposively selected as the research participants. The semi-structured interview and open-ended questions were used in order to draw out information from them. The study was carried out within the theoretical framework of constructivism theory. This study reveals English teachers’ good perspectives and practices of formative assessment as they are aware of the value, purposes, and various types of formative assessment. Since their perspective is clear, they use it to improve student's weaknesses, modify their existing practices, and bring desirable changes in time. However, in practice, teachers do not implement all forms of formative assessment to engage students due to their inadequate practical knowledge, time constraints, and large classrooms.

Venezuela in times of social, economic and political strife within TESOL affiliate grassroots advocacy initiatives: Implications for other contexts Kara Mac Donald; Jose Franco; Orangel Abreu
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 1 (2020): February 2020
Publisher : Universitas Islam Malang

Settling in a new region may imply a plethora of challenges for Students with Interrupted Formal Education (SIFE) and for any migrant or immigrant, no matter their background. Such challenges are as diverse as the individuals and their nationalities. Some SIFE have common experiences as immigrants relocating to a new country of residence, regardless of the status of migration. The range of constraints and situations that impact students’ access to formal education and/or its continuity in host countries is broad and deserves our attention as teachers and researchers. In this sense, the analysis of interviews conducted with SIFE from different universities and host countries has led to the consideration of particular difficult situations such as the reasons that pushed them to interrupt their studies and how it has impacted them personally, their access to employment, language, and home country return expectations. Taking into account the value of SIFE ́s own testimony obtained by means of interviews, this article addresses some of the diverse challenges they face in their host countries to raise awareness of the similarities and differences of their experiences, to promote socio-political advocacy for their needs, and to offer ELT educators ways in which they can respond to these special learners’ needs. It also in part can inform socio-political advocacy for SIFE who remain in their home countries of origin, as they often confront similar challenges as the local, regional or national context has been altered so much that they may also be in a context without adequate support.

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Sonny Elfiyanto

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sonny.elfiyanto@unisma.ac.id

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+6281336603344

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eltarj@unisma.ac.id

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MT Haryono 193 Malang

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Jawa timur

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Sonny Elfiyanto

Contact Email sonny.elfiyanto@unisma.ac.id

Phone +6281336603344

Journal Mail Official eltarj@unisma.ac.id

Editorial Address MT Haryono 193 Malang

Location Kota malang, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Sonny Elfiyanto

Contact Email
sonny.elfiyanto@unisma.ac.id

Phone
+6281336603344

Journal Mail Official
eltarj@unisma.ac.id

Editorial Address
MT Haryono 193 Malang

Location
Kota malang,

Jawa timur

INDONESIA