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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 18 Documents
 1   2 
What’s in a flash?: Teaching reading and writing (and beyond) through flash fiction Veronico N. Tarrayo
English Language Teaching and Research Journal (ELTAR-J) Vol 1, No 1 (2019)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.058 KB) | DOI: 10.33474/eltar-j.v1i1.4773

Abstract

Literature teaching (and the teaching of reading, in general) is challenged by many rivals with which it competes for the attention and interest of the younger generation called the ‘digital natives.’ This article introduces flash fiction as one possible way to regain the interest of the young to journey and explore the interesting world of literature. Flash fiction as bite-sized stories may be a less intimidating yet challenging (because it requires rich language) venue for learners to develop their creative reading and writing skills.This article begins with a concise discussion on the problem of reading among young people nowadays, and then proceeds with an introduction of flash fiction as a literary genre. Most importantly, the paper discusses the place of flash fiction in the academe and offers practical knowledge on the use of the said literary genre in the teaching of reading and writing.
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.
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. 
A comprehensive approach to developing L2 speaking competence Robbie Lee Sabnani; Willy A. Renandya
English Language Teaching and Research Journal (ELTAR-J) Vol 1, No 1 (2019)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (833.742 KB) | DOI: 10.33474/eltar-j.v1i1.4769

Abstract

Speaking is important to language learners. The ability to structure talk facilitates effective communication with fellow interlocutors. A strong spoken command positions them to participate actively in interactions with their teachers and peers to hone their academic mastery. This article presents a principled approach to improve the accuracy and fluency of learners’ utterances through the teaching speaking cycle (Goh & Burns, 2012). It comprises seven strategically sequenced stages to increase learners’ knowledge of language and discourse, enhance their core skills and heighten their awareness and use of communication strategies. Based on a methodological framework underpinned by cognitive, metacognitive and socio-affective domains, the model provides for rehearsal, task repetition and focused teaching to strengthen learners’ oral competence in a holistic manner. Complementing explicit instruction with contextualized practice develops learners’ introspective awareness of the elements and processes in speaking to gain greater autonomy over their progress.
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.
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.
The place of silence in second language acquisition Dat Bao
English Language Teaching and Research Journal (ELTAR-J) Vol 1, No 1 (2019)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.233 KB) | DOI: 10.33474/eltar-j.v1i1.4771

Abstract

The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence. 
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 | 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.

Page 2 of 2 | Total Record : 18

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