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Teaching English as a Foreign Language Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 29619963     DOI : https://doi.org/10.12928/tefl
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope Aims • The journal provides a formal, well-organised forum for non-native-English scholars to make new academic contributions to research and practice in ELT on a global basis. • The journal serves as a hosting space for both native and non-native academics to share ideas and become involved in novel dialogues, with an emphasis on under-researched areas in the field. Scopes • Local teachers’ beliefs about various aspects of ELT theory and practice • Fresh insights into current debates and controversial topics • Shared research findings from both teachers and scholars in ELT, especially from an outer circle perspective • Case studies in local contexts that enhance the localisation of academic theories in ELT (such as the practice of the lesson study model that originates outside of the inner circle) • Recognition of local teachers’ voices, which are less heard of in the inner-circle discourse, and their practical classroom ideas that are less common but important to not overlooked • Rethinking the transferability of ELT theories across global context (such as the communicative doctrine, the meaning of autonomy, the practice of verbal participation, etc.) • Practical classroom experiments in language education that would expand teachers’ knowledge and skills • Identifying gaps and addressing new topics that have not been strong focuses in previous research discourse in education (such as the use of silence in teaching, the improved alignment between pedagogy and assessment, etc.)
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
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Search results for , issue "Vol. 3 No. 1 (2024)" : 6 Documents clear
Silencing monologic teaching in ELICOS Ekici, Gail
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research focuses on the Adult Silent Period in Second Language Acquisition (SLA), examining ways to combat proficiency silences from the perspective of advanced speaking bilinguals who reflected on how they ‘broke their silence’. The paper argues that proficiency-oriented silence in language-learning adults can improve through repetitive speaking practice in ELICOS. The pedagogical approach needs to fit the purpose of improving proficiency. The data collection included three stages, a survey with 148 advanced level bilinguals, analyses of a publicly available YouTube video of a pre-intermediate class, and teacher interviews. Findings from bilingual students’ self-reports on their early experiences in learning the English language in pre-intermediate classes showed that when the silent period in adult language learning is ignored by teachers due to their silencing monological teaching, language production is unnecessarily delayed. These students argued that their teachers emphasized the study of form above opportunities for meaning-making. The study suggests that acknowledging and addressing the silent period in adult language learners is crucial for facilitating language proficiency. Effective pedagogical strategies that prioritize repetitive speaking practice and meaningful interaction over a rigid focus on grammatical form can accelerate language production in adult learners. The findings imply that language educators in ELICOS programs should adapt their teaching methods to incorporate more communicative practices, thereby reducing the silent period and enhancing learners' speaking proficiency. The conclusion drawn from this research is that a balanced approach, which combines form-focused instruction with ample opportunities for meaning-making, can significantly improve the language acquisition process for adult learners.
Students’ perceptions of teachers’ translanguaging practices in Indonesian EFL classrooms Fadila, Deandra Jeihan; Agustin, Dery Tria; Widagsa, Rudha; Yana, Pramugara Robby
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.916

Abstract

In Indonesia, where more than 700 languages exist, EFL teachers make use of students’ linguistic repertoire (e.g., utilize the Indonesian language [hereafter ‘Indonesian’] which functions as the national and official language) during the English instruction. While previous studies have focused on various aspects of EFL teachers’ cognition, little has been known concerning students’ perceptions of teachers’ utilization of languages other than English during the EFL instruction. Therefore, the present study aims to further understand this issue by investigating students’ perceptions of translanguaging practices performed by their teachers during English lessons at a junior high school in Yogyakarta. A qualitative study with case study design was conducted to address the objectives. Three teachers’ classroom practices were observed and five students were purposively invited for interviews. Results showed that translanguaging practices performed by the teachers functioned as explanatory and rapport-building strategies. While students demonstrated positive attitudes towards such practices and stated that the teachers’ translanguaging practices supported their learning goals and helped to boost their motivation in language learning, they seemed to be concerned that uses of languages other than English during English lessons would not only reduce their exposure to the target language but also decrease their opportunities to improve their English-speaking skills.   
High school students' perceptions of using social media in learning English: A quantitative study Ayudia Fauziah; Djoko Sutrisno
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.974

Abstract

The main aim of this research is to investigate how secondary school students understand the usefulness of social media in English language learning. The research design used in this research is quantitative research, and data was collected through closed surveys and given to 31 students from SMKN 1 Bantul, Yogyakarta. The questionnaire contains 18 items representing the cognitive, affective, and conative dimensions of social media use in ELT. Based on these findings, students generally have a positive attitude toward using social media to learn English. By providing interesting and easily accessible content, social media is useful in improving students' English skills. Listening and reading skills can be significantly improved by using platforms such as YouTube, Instagram, and TikTok. These results suggest that the diverse sources of stimulation and conducive interactive contextual practices offered by social media support learners' needs while presenting challenges with exposure to non-standard language or distractions that may occur during its use.
English language teaching practices and implementations in higher education: Systematical literature review Mihret, Getachew; Joshi, Jagdish S
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.983

Abstract

According to English language teaching (ELT) practices and implementations, the problem-solving approach that puts students at the center of learning should serve as the foundation for the teaching and learning processes. As a result, it was determined that the principles and methods of communicative language teaching should serve as the foundation for English language instruction in higher education. Additionally, it was asserted that employing communicative language teaching methods will raise students' level of English language competency. Consequently, the goal of this methodically examined literature was to evaluate the methods and applications of English language instruction in the system of higher education. The investigator collected previously published works from the Scopus database. He reviewed articles published between the years 2016 and 2024. The researcher carried out six steps to direct the review: a systematic literature review utilizing the PRISMA approach (Mihret et al., 2024). The researcher kept 24 papers out of 139 that were carefully examined. Key words employed by the researcher were English language teaching and teaching, as well as higher education. The items could be retrieved on May 28, 2024. The final papers were used by the researcher instead of articles that were being considered for publishing in press, and the language used to publish those articles was English. The social sciences and the arts and humanities were the subject areas he employed most frequently. The results showed that in practices and implementations of English language teaching in higher education system, some problems such as, learner-related factors, teacher- related factors, socio-cultural influences, time and physical constraints, and shortage of materials are occurred.
Multilingualism in Nigeria: A socio-linguistic investigation of Ewan Alufohai’s The Moto-Boy Okugbe, Monday A.; Ambrose, Lynda
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.1046

Abstract

This study is a socio-linguistic examination of Ewan Alufohai’s The Moto-Boy. The text is a Nigerian novel, pre-occupied with the challenges facing road transportation and those involved in the business. This paper, therefore, attempts to explore the interplay of the linguistic variables of function, use and usage of contextualization and Nigerianization of Nigerian English (NE) in the text, by exemplifying these with some empirical data, drawn from the text. Adopting the sociolinguistic theoretical model, derived from the systemic functional (SF) approach, the selected data in the text are subjected to analytical investigation, to show that Nigeria is a multilingual society. The study reveals that language variations employed in the text, are reflections of the uniqueness and peculiarities of the diverse cultures inherent in Nigeria, with a view to underlying the indispensability of multiple language situation in a multilingual society. The analysis of the features of language variations in the text selected, is aimed at enhancing communication in Nigeria’s diverse cultural setting. Therefore, the findings in the study shows that the use of creative language variations in the text enhances readers’ deep understanding of their meanings in the context of use.
Humour in Indonesia EFL classroom: A qualitative study Purwanti, Eko; Fitria Ulinnuha; Gendroyono, Gendroyono
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.1110

Abstract

  English as a Foreign Language (EFL) lessons can be challenging, particularly for students with limited English proficiency. In Indonesia, creating a relaxed classroom environment is essential for effective language acquisition. Consequently, teachers often incorporate humour as a pedagogical strategy. Despite its potential benefits, the use of humour in EFL classrooms remains underexplored. This study aims to identify the types of humour employed by teachers and examine students' responses to these humorous interventions. Utilizing a qualitative approach with a descriptive research design, this study was conducted in the English Language Education Department of a private university in Yogyakarta. Data were collected through three classroom observations and interviews with six third-year students. The findings reveal six types of humour used in the classroom: 1) teasing, 2) self-disparaging humour, 3) lesson-related humour, 4) sarcasm, 5) hilarious comments, and 6) gestures. Additionally, the study identifies seven student responses to teachers' humour: 1) fostering enjoyable learning activities, 2) stimulating student interest, 3) reducing classroom anxiety, 4) assisting comprehension of materials, 5) motivating class participation, 6) alleviating tension and boredom, and 7) enhancing student engagement. Based on these findings, it is recommended that humour be integrated into EFL classrooms due to its numerous benefits for both students and teachers, as well as its positive impact on the learning environment.

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