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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 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2020): Volume 2 Number 2" : 5 Documents clear
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (143.175 KB) | DOI: 10.33474/eltar-j.v2i2.8670

Abstract

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).
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.868 KB) | DOI: 10.33474/eltar-j.v2i2.6867

Abstract

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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (179.452 KB) | DOI: 10.33474/eltar-j.v2i2.7117

Abstract

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.
Nepalese Teachers’ Perceptions on Integrating Technology in English Language Teaching Durga Raj Bhusal
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 2 (2020): Volume 2 Number 2
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.231 KB) | DOI: 10.33474/eltar-j.v2i2.8552

Abstract

The best innovative endeavor the teachers of English have assumed so far is to integrate technology in ELT classrooms, to improve increase self-directed learning, learners’ motivation, integrated language skills, and self-learning environment. Accordingly, the integration of ICT in teaching and learning brings innovative learning environments and helps students to deal with knowledge in active, self-directed, and constructive ways. This paper explores the techniques of integrating information communication technology (ICT) in English language classrooms within the theoretical framework of connectivism. It demonstrates that integrating ICT tools in English language classrooms not only constitutes communicative and interactive sound skills but also the opportunity to construct ICT skills to make learners competitive in 21st-century skills. It further shows English language teachers’ in-depth thoughts, beliefs, opinions, and practices of using ICTs in their classrooms. Moreover, it reveals that English language textbooks undervalue integrating ICT lessons and teachers are reluctant to use them and give main priority to the other grammatical and linguistic features.
Exploring the Perceptions of Moroccan EFL learners Towards Teachers’ Use of Humor in the Classroom: the Case of Students of English in Sidi Mohammed Ben Abdellah University, Fez Azz Eddine Diouani
English Language Teaching and Research Journal (ELTAR-J) Vol 2, No 2 (2020): Volume 2 Number 2
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (590.631 KB) | DOI: 10.33474/eltar-j.v2i2.8575

Abstract

For the purpose of enhancing teachers’ effectiveness and students’ learning, unnumbered teaching strategies have been researched and implemented in the area of English language teaching and learning, one of which is the incorporation of appropriate types of teacher’ humor in the classroom. Therefore, the primary aim of this study was to explore Moroccan EFL learners' perceptions’ of teachers’ use of humor in the EFL classroom. To this end, 110 Moroccan EFL learners participated in this study. As such, quantitative and qualitative data were collected via means of questionnaires and semi-structured interviews. The findings gathered seem to suggest that the incorporation of humor in the classroom is highly appreciated by the participants mainly because such incorporation has the potential to help create a relaxed classroom atmosphere, foster a good student-teacher relationship and thus, contribute, more or less, to promoting students’ learning and teachers’ effectiveness.

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