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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 78 Documents
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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.
Doodle diaries for enhancing students’ writing amidst technological era: A mixed methods study Panggih Rahardi; Lilia Indriani
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i1.10554

Abstract

The use of technology can help students' current writing activities inside and outside the classroom. However, based on previous studies, there is still conflicting debate whether technology can help or hinder students in writing. As a result, some developed countries such as Australia and Sweden are de-emphasizing the excessive use of technology in academic settings and are turning back to printed books and texts to get students used to writing manually by hand. In this case, this study investigates deeply manual writing instruction using doodle diaries via paper and pencil in writing classes then how to correlates to their motivation. However, university students as participants in this study were not prohibited from using technology. Through mixed methods study, it was seen that some students were still looking for a technology assistant to help with their writing in their weekly doodle diary. Nevertheless, it was also shown that students have a positive view of this instruction and there is a significant improvement in their writing skills. On the other hand, this study also found that students' writing scores did not correlate significantly with their writing motivation. To obtain these findings, survey through questionnaires, interviews, and documentation along with inferential statistics and descriptive statistical techniques were employed. These findings also implicated that such manual writing instruction can still be employed in this technological era, but other aspect than writing motivation also need to be considered.
Formulating academic word lists of English reading tests for Indonesian undergraduate students Homsatun Nafiah; Gusti Ayu Praminatih
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i1.10560

Abstract

The present study aims to bridge the gaps in the scarcity of academic word lists by constructing specialised English reading test word lists and their significance in enhancing English as a Foreign Language students’ abilities. In reading, students usually experience problems with so much vocabulary available. The International English Language Testing System (IELTS) with 32.819-word tokens was selected using AntFileConverter to formulate the academic word list. Subsequently, AntWordProfiler was utilised to compare the data with 250 words inside General Word List 1, 250 words outside General Word List 2 and the overall words outside Coxhead’s Academic Word List. The 500 highest-frequency words established the Academic Word List for the English reading test. The constructed word list was formulated using several tools, i.e. Familizer+Lemmatizer, Cambridge Dictionary, Sketch Engine, and AntConc. To evaluate the significance of the word list, thirty students from second and third-year Indonesian undergraduate students majoring in English literature were segregated into control with regular materials and experimental groups with the specialised materials and taught using Graves’ vocabulary principles for fourteen meetings in one academic semester. Eventually, the finding demonstrates that word list significantly affects Indonesian students’ reading performance. It confirms that the formulated word list is suitable to be implemented for English reading test purposes. The score results show that students from the control and the experimental groups both improved, whereas the improvement in the experimental group is more significant. This suggests the need for academic word lists for students in the reading test.
Students’ speaking skill self-efficacy, participation level, and speaking skill achievement: A Correlational Study Melkamu Dessalegn Jara; Hailu Gutema
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i1.10623

Abstract

Even though the English language is a medium of instruction in Ethiopian education, English major students hardly speak the language. Many researchers have conducted studies addressing these problems since the beginning of English language education. However; learners didn’t overcome their problems. Thus, the present study aimed to assess the relationship between students’ speaking skill self-efficacy, participation level, and speaking skill achievement in higher education. A Mixed-method approach and a correlational research design were employed to answer the research questions. The data were collected using questionnaires and an interview which were analyzed using both quantitative and qualitative method. For the results, students believe that their speaking skill self-efficacy positively and moderately influences their speaking skill achievement in spoken course. The result also suggests that the relationship between students’ speaking skill self-efficacy and speaking skill achievement was a strong positive relationship and was statistically significant. Additionally, the findings showed that students’ level of participation determines their belief in their ability to do tasks and to improve achievement. Finally, it is recommended that further research be conducted addressing the effect of students’ speaking skill self-efficacy on students’ speaking skill achievement. The study is significant in implying English language teachers improving students speaking skill ability and achievement by fostering their self efficacy.
Developing theory on sustainable integration of GenAI in tertiary English language teaching: The triadic GenAI integration theory Gendolf Niepes
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i1.11033

Abstract

Artificial Intelligence (AI) revolutionizes tertiary language education with innovations, cautions, and questions. It also raises significant ethical and pedagogical concerns that impact both educators and future professionals. This led to a decline in future professionals' critical thinking, creativity, and values. This study aims to develop a strategic framework that would describe the sustainable integration of GenAI in tertiary English language teaching. A deductive approach to theory development was utilized, where scholarly literature is the foundation for generating a theory. Secondary analysis was used to analyze the data collected from research studies and literature. The theory was developed based on the readings and discussion of the process of integrating GenAI into tertiary language education. Axioms were generated to come up with propositions. The following propositions are posed: 1) GenAI integration should be aligned with language proficiency; 2) The development of language skills should be alongside AI literacy; 3) core educational values and sustainability principles should guide GenAI integration. The propositions concluded that the strategic approach for sustainably integrating GenAI in tertiary English language education has three key elements: aligning AI tools with language proficiency levels, embedding AI literacy within the higher education curriculum, and ensuring implementation is guided by educational values and long-term sustainability. This framework, known as the Triadic GenAI Integration Theory, aims to guide teachers in effectively incorporating GenAI into their teaching practices while focusing on language learning objectives and ethical considerations of future professionals.
EFL teachers' teaching with video-conferencing and additional technology: A systematic literature review Ibrahim Mohammad
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.16306

Abstract

This systematic review aimed to contribute to insights into the vital role of implementing independent ICT tools in teaching with video-conferencing (VC). The study focused on what technological tools EFL teachers’ use in VC-based contexts, how and why teachers use these tools, and the impact of the tools on the development of students’ language skills. The analysis of 64 studies published between 2010 and 2022 indicated that teachers mostly use learning management systems and various additional tools such as PowerPoint slides, websites, and online quizzes. The results also indicate that the number of studies that targeted speaking skills was higher than those that focused on other skills, with reading being investigated by very few studies. Concerning the challenges, a lack of digital preparedness on the part of both students and teachers was reported. The impact of these tools was mostly positive in terms of raising the interaction and communication elements along with skills improvement. The findings can be beneficial for EFL teachers, course designers and EFL trainers in VC-based contexts by developing their awareness of the necessity of implementing specific technological tools to gain the expected skills-related outcomes.
The relationship between cultural awareness and participation in intercultural societal challenge Winda Wulandari; Iis Sujarwati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i1.17833

Abstract

Student engagement with intercultural societal challenges is investigated for academic programs as the globalizing trend requires students to interact effectively in multicultural settings, yet not all students are capable of doing this. Through explanatory sequential mixed methods, with quantitative data using questionnaires and qualitative data using semi-structured interviews, this study aims to investigate the interplay between cultural awareness and participation in the programs and to findout the challenges. The respondents were seventy-three students who ever followed this program in face-to-face or online meetings. To complete the qualitative data, semi-structured interviews with four students were used. The study revealed that enhanced cultural awareness levels directly influenced student enrollment in intercultural societal challenges. Students involved in the program discussed multiple challenges which included problems with language learning associated with cultural communication issues and differences in understanding between participants. This study both adds to existing academic documents because it demonstrates how cultural understanding drives students to actively participate in international programs, thus demonstrating why formalized cultural competence training should be integrated into university learning. This study brings originality through its examination of experiential intercultural program learning which enhances student adaptability and cross-cultural communication abilities in order to fill knowledge gaps in theoretical cultural awareness research.
EFL pre-service teachers’ excessive use of Google Translate: Blessing or misfortune? Atin Kurniawati; Arief Eko Priyo Atmojo
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i1.19497

Abstract

This study investigates EFL pre-service teachers’ use of Google Translate (GT) on a daily basis under three underlying questions: 1) Why do EFL pre-service teachers often use GT? 2) How do they use it on a daily basis? and 3) What are the drawbacks of using GT? Despite its benefits, debates over its use in educational settings remain a prevailing issue. For this reason, a case study approach involving six EFL pre-service teachers in different semesters was employed. To garner the data, an open-ended questionnaire and an interview that was done in several sessions were deployed. Thematic analysis was then utilized to analyze the data. The findings reveal that the EFL pre-service teachers’ excessive use of GT was caused by their lack of vocabulary, pronunciation, and grammar. Quick and easy use of GT and lack of confidence to express their own sentences also encouraged them to use GT excessively. They used GT on a daily basis for both academic and non-academic purposes. They also incorporated GT with other applications, especially for doing academic assignments, since they realized that GT was sometimes unreliable. Their background knowledge of English played an important role in examining the translation results of GT. The EFL pre-service teachers have been aware that using GT excessively could decrease their learning ability, and they should enhance their English proficiency to effectively use GT. It implies that GT can assist EFL pre-service teachers’ learning by primarily deploying their own knowledge and skills and only utilizing GT for enhancement.
Language teachers’ job-related emotions, emotional intelligence, and outlook on academic life Vez López, Enrique
ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i2.21254

Abstract

Academic work can put a lot of pressure on professors, which can trigger emotional distress. This study attempted to shed light into how a group of language teachers deal with emotions produced by job stress in their academic settings. The objective was to find out how they coped with job-related stress and emotions and whether these impacted their emotional framework, their sense of satisfaction, and their expectations of academic growth. To collect the data, a mixed methods approach was used. Interviews were carried out after two surveys were administered to professors from two universities: one in Brazil and the other in Mexico. The findings point out to mixed feelings on the part of the participants. The feel happy and take pride in working for a university; however, feelings of inadequacy, pessimism, anxiety, discouragement, and stress sometimes set in because of strong competition and difficulty to earn a full-time position.

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