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ELT Forum: Journal of English Language Teaching
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 27214532     DOI : https://doi.org/10.15294/elt
Core Subject : Education,
Other
Final decision of articles acceptance will be made by Editors according to reviewers comments. Publication of accepted articles including the sequence of published articles will be made by Editor in Chief by considering sequence of accepted date and geographical distribution of authors as well as thematic issue.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 13 No. 3 (2024): Special Issue" : 5 Documents clear
ICTs in English language teaching: Positive teachers’ beliefs of ICT and their insufficient uses Mitiku Garedew Tessema
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.1955

Abstract

Information and Communication Technologies (ICTs) are playing an important role in the teaching learning processes in the Ethiopian higher learning institutions. The purpose of this study was to investigate University English as Foreign Language (EFL) teachers’ beliefs and usage of ICTs in English language teaching. The study participants were English language teachers from a university in Ethiopia. Concurrent mixed methods research design and was employed in the study. Participants of the study were 29.  They were selected using total population sampling. The data were collected using a questionnaire and semi-structured interviews tools. The interview was conducted with teachers who were selected using purposive sampling. Then an interview was conducted with the selected teachers. The quantitative data were analyzed using descriptive statistics, tables and verbal descriptions. Next up, the qualitative data obtained from the interview were analyzed. The analysis was made based on the themes obtained from the research questions. Finally the discussion of the data was made by mixing both the quantitative and qualitative data. The findings of the study indicated that teachers' beliefs about the use of ICTs in English language teaching were positive; however, their practice was not to as their stated beliefs. Finally, the study recommended that English teachers should improve their utilization of the ICTs for ELT according to their stated beliefs. The university should also fix the technical problems of the language labs and provide English teachers with consecutive and practical training on how to use the available ICTs to improve the current ELT practices.
EFL teacher educators’ writing assessment literacy: Knowledge, beliefs, and practices Yosieka Maharani; Dyah Sunggingwati; Effendi Limbong
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.5143

Abstract

In the Indonesia context, there have been merely a small number of studies exploring teacher educators’ writing assessment literacy. The study aimed to identify and address teacher educators’ writing assessment literacy, as assessments serve two primary objectives: evaluating what students have accomplished in writing and improving their writing learning processes. This study adopted Crusan et al., (2016) framework, which focuses on knowledge, beliefs and practices. Two teacher educators from a private university and an Islamic private university participated to provide the data of their writing assessment literacy which were gathered from questionnaire, interviews and documents. The findings revealed that teacher educators’ knowledge is shaped by their course writing activities, which focus on teaching academic writing, preparing students for IELTS, attending prior education programs, gaining teaching experience, and engaging in self-learning. Hwoever, their beliefs about writing assessment vary, influenced by challenges such as students’ poor organization of ideas, disorganized structures, grammatical errors, limited class time, and low vocabulary mastery. Additional factors such as heavy workloads, subjectivity in grading, and maintaining accurate assessment practices also shaped their beliefs. In practice, teacher educators commonly used IELTS Writing Tasks and self-assessment for student reflection, but only one utilized portfolio assessment. Scoring rubrics were mostly adapted from research papers and the IELTS Writing Band Descriptors. These findings highlight the need for targeted professional development to enhance teacher educators’ assessment literacy, particularly in diversifying assessment tools and addressing subjective and workload challenges. Supporting teacher educators in these areas could lead to more consistent and effective writing assessment practices.
Exploring technologies and challenges in English writing classes in a rural area by millennial lecturers Rafita Tioria Sianipar; Mahmud Layan Hutasuhut
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.8665

Abstract

Research on the use of technology in English writing instructions has indeed been extensively conducted. However, studies examining the utilization of technology in writing classes by millennial lecturers in rural areas are still scarce. Hence, this research addresses the underexplored domain of technology integration in writing classes by millennial lecturers in colleges within a rural area, focusing on the types of technology used and associated challenges. Conducted in North Tapanuli, North Sumatra, Indonesia, the study involves six participants chosen through purposive sampling based on specific criteria. Data collection utilizes semi-structured interviews and open-ended questionnaires, employing thematic analysis for interpretation. Findings reveal eight technology categories employed by millennial English lecturers in a rural area, including social media, video conferencing platforms, AI-powered software, language learning apps, word-processing software, online creative platforms, email, and web-based publication. Challenges faced are categorized into student, lecturer, and university constraints, covering economic limitations, technological unfamiliarity, grading difficulties, professional development needs, and resource constraints. Overall, the study provides relevant contributions for educators, institutions, and policymakers striving to enhance technology integration in rural college areas, emphasizing inclusivity and effective learning environments.
Collaborative reading in a “lecture-less” class of college students Bethany Marie Cabantac-Lumabi
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.9257

Abstract

Young and adult Filipinos are mostly into reading according to the results of the 2017 Readership Survey. However, the reading interest of Filipinos does not follow relative results in their reading comprehension based on the low proficiency level of the Philippines in the Programme for International Student Assessment (PISA) both in 2018 and 2022. The reading habits and comprehension levels of young students are carried on to their higher education. Previous studies have shown that reading in tertiary education is usually done as an assignment and assessment in the classroom instead of as a means for class discussion and facilitation of learning. Thus, this mixed-method study was conducted to revive and normalize reading in a “lectureless” college classroom or with limited lectures from the faculty. Guided by collaborative strategic reading (CSR) – a reading strategy to improve students’ reading comprehension with the help of peers in a group, this mixed-method study assessed the college students’ reading through a pretest in the first semester and a posttest in the second semester after collaborative reading and limited lectures. The results posited progressive reading scores among college students with continuous use of collaborative reading and facilitated learning of the college faculty. According to the college students, the FGD and class observation described the advantages of collaborative reading in a “lecture-less” class.  This study implies the progressive effect of reading and collaboration on students’ learning and college faculty’s facilitation of their learning instead of lecturing.
Exploring EFL learners' perception toward the difficulties in oral presentation Bunrosy Lan; Vireak Keo; Rany Sam; Wen Roeut
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.9662

Abstract

This study investigated the challenges in oral presentations, strategies to improve these skills, and the influence of lecturers in enhancing students' oral presentation abilities. The researcher employed quantitative research. Descriptive and inferential statistics were applied using SPSS to analyze data from a sample of 200 EFL students out of 400 at a university in Cambodia. The questionnaire was slightly adjusted to align with the study's objectives and context. The findings indicate that EFL students face obstacles such as insufficient time to prepare for presentations, presentation nervousness, and discomfort with peer judgment. The results of an independent sample t test revealed no significant difference between genders, t (198) = 1.062, p = 0.289, while one-way ANOVA revealed that there was a statistically significant difference in oral difficulties among the different class levels (f (3, 196) = 3.294 & p=.022). There was no statistically significant difference among the different class levels in terms of coping strategies (f (3, 196) =2.220 & p=.087), and there was a statistically significant difference among the different class levels (f (3, 196) = 4.328 & p= .006). Additionally, EFL learners employ various strategies to enhance their oral presentation skills, including observing others, building confidence, using visual aids, and relying on concise notes rather than scripted content. Educators play a crucial role in students' improvement by allowing ample preparation time, promote supportive environments, and providing constructive feedback. Understanding these specific challenges in oral presentations enables educators to effectively adjust instructional approaches with greater precision.

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