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English Language Teaching and Research Journal (ELTAR-J)
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 6 Documents
 1 
Search results for , issue "Vol 2, No 1 (2020): February 2020" : 6 Documents clear
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (347.512 KB) | DOI: 10.33474/eltar-j.v1i2.6413

Abstract

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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (162.645 KB) | DOI: 10.33474/eltar-j.v1i2.6815

Abstract

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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.392 KB) | DOI: 10.33474/eltar-j.v1i2.6415

Abstract

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. 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (312.854 KB) | DOI: 10.33474/eltar-j.v1i2.6433

Abstract

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.
Navigating issues of inequity in ELT: An interview with Associate Professor Nathanael Rudolph M. Faruq Ubaidillah; Mutmainnah Mustofa
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 1 (2020): February 2020
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.664 KB) | DOI: 10.33474/eltar-j.v1i2.6731

Abstract

Nathanael Rudolph is an associate professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan. His research interests include translingual practice, critical approaches to language teacher and learner identity, and (in)equity in (and beyond) language education. 
Students’ attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners Ehsan Namaziandost; Meisam Ziafar; Leila Neisi
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 1 (2020): February 2020
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (264.785 KB) | DOI: 10.33474/eltar-j.v1i2.6411

Abstract

Flipped classroom is an engaging, student-centered approach that has been built to enhance the quality of the classroom time. Generally speaking, this approach, whose implementations are performed mostly in physical sciences, has also recently attracted the attention of educators and scholars in various disciplines. Flipped classroom technology is an advancement that helps learners to enhance engagement, increase motivation and develop their communicative abilities. The current study aimed to examine Iranian advanced EFL learners’ attitudes toward using flipped classroom model. To fulfil this objective, 80 advanced EFL learners answered an attitude questionnaire after 10 sessions instructed in a flipped classroom. After collection the data and analyzing them, the results indicated that the learners’ attitude toward using flipped classroom was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences.

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