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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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Integrating synchronous and asynchronous sessions in a blended writing course: Indonesian students' perspectives Rojabi, Ahmad Ridho; Gatcho, Al Ryanne Gabonada; Croft, Sebastian Francis
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (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.v14i3.20610

Abstract

In a blended writing course, synchronous and asynchronous sessions can be utilized by instructors to support students’ writing activities. Although several studies have discussed the context of blended learning (BL) in EFL or ESL context, few have specifically explored students’ perceptions of the combination of synchronous and asynchronous sessions in writing instruction. Guided by Self-Determination Theory (SDT), this study was conducted using a qualitative approach through semi-structured interviews with five students, complemented by digital record observation to enhance data triangulation, with thematic analysis undertaken to identify key findings. The results revealed that combining synchronous and asynchronous sessions in writing assignments can increase student engagement. These two types of sessions complement each other; for example, synchronous sessions allow immediate feedback that asynchronous sessions cannot provide. The recommendations from this study provide implications for developing learning strategies that integrate synchronous and asynchronous sessions in the context of writing instruction in higher education.
Enhancing writing skills through a genre-based approach in O level classrooms in Uganda WANALE, SALAMA
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (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.v14i3.22586

Abstract

In this globalized era, communication is essential across all fields, with language as the key tool for interaction. In Uganda, English is both the medium of instruction and a bridge to national and global opportunities. The secondary school English curriculum emphasizes communicative competence and encourages teaching various text types, but it lacks a structured framework to guide students in mastering different genres of writing. This study investigates the role and impact of implementing the Genre-Based Approach (GBA) in a Senior Three English classroom, focusing on its potential to enhance students' writing skills and academic literacy. Using a qualitative research design, including literature review and classroom-based case studies, the study examines how GBA influences students' ability to produce coherent, well-structured texts. Findings suggest that GBA improves genre awareness, writing proficiency, and students' confidence. However, challenges such as inadequate teacher training, limited resources, and curriculum rigidity may hinder full implementation. Addressing these challenges through teacher development, resource provision, and gradual curriculum reform could maximize GBA’s impact. This study offers valuable insights into strengthening writing instruction in Uganda, equipping students with the skills needed for academic success and effective communication in diverse contexts.
College EFL students’ perception toward AI assistance in academic writing assignments Agustin, Navila Zamzam; Cahyono, Bambang Yudi; Agustina, Febrina Rizky
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (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.v14i3.23636

Abstract

The rapid development of Artificial Intelligence (AI) has influenced many sectors, including education, which raises a question about how students interact with AI tools. This study explored the English as a Foreign Language (EFL) college students’ perspectives on AI-assisted tools in academic writing assignments. Implementing a mixed-method approach, this study examined 76 students’ awareness of the benefits of AI and their preference for the types of AI which can assist them in academic writing assignments. The quantitative data were derived through a Likert-scale questionnaire, while the qualitative data were derived through open-ended responses. The findings revealed that most students have perceived positive benefits from AI-assisted writing. The study also highlights ChatGPT, Gemini, and Perplexity as the most preferred AI tools for accessibility and accuracy in assisting the students with their assignments. However, the findings of this study show that while the students perceive AI positively, its use also raises concerns about overreliance and academic integrity. Therefore, it is recommended that future researchers address the negative potential of AI.
A case study of EFL students’ beliefs about English language learning Do, Hieu Manh
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (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.v14i3.24099

Abstract

Students’ beliefs about learning English play a crucial role in both learning and teaching. This study, therefore, examines Vietnamese EFL students’ beliefs about learning English across five different factors: self-efficacy, the roles of teachers and students, the nature of learning, and expectations. A total of 121 undergraduate students majoring in English from universities in Ho Chi Minh City were invited to complete an online survey via Google Forms. Their ratings were compared across the five belief areas, and independent T-tests were performed to identify any significant differences between male and female students' ratings. Results showed that students' perceptions of their own roles and self-efficacy were rated much higher than those of teachers, the learning process, and traditional learning expectations. Additionally, gender had little influence on beliefs about learning English. However, there was a significant difference in beliefs about self-efficacy and traditional learning orientation. Specifically, male students demonstrated higher confidence in their self-efficacy, while female students preferred traditional approaches more. The findings are discussed in terms of implications for teaching methods, especially the use of task-based language teaching and learner-centered instruction.
Barriers affecting the English language speaking fluency of Bachelor of Arts in Communication students Sorveto, Joyce P.; Ebenga, Timothy S.; Quinto, Joseph B.
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (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.v14i3.25773

Abstract

For communication students, effective speaking is a vital skill since it directly shapes how they convey ideas and engage diverse audiences in global contexts. While English serves as the language of international communication, barriers in language learning can hinder their ability to communicate clearly, confidently, and professionally across cultures. To that effect, the preparation for aspiring professionals in the field of media, public relations, advertising, and other related areas should commence promptly. With these considerations, the researchers opted to conduct a study that aims to identify the barriers affecting the English-speaking fluency of Bachelor of Arts in Communication (BACOM) students in one prime university in Cordillera Administrative Region in the Philippines. A quantitative-descriptive study was used with two hundred and seventy (274) randomly selected participants. The study revealed that BACOM students experienced linguistic barriers, specifically the inability to produce specific words to express their thoughts, as well as psychological barriers, particularly those associated with a lack of self-confidence which affects their English-speaking fluency. Moreover, there is no significant difference in the level of agreement of BACOM students in the barriers affecting their English-speaking fluency according to sex or year level, implying that the students' sex and year level have no influence on their English language proficiency. Ultimately, this study provides recommendations for future research directions.
Narrative inquiry study: Teacher’s and students’ experiences on using vocabulary self-collection strategy Barata, Miftha Nugi; Hapsari, Christianti Tri
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (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.v14iSpecial Issue.30670

Abstract

The vocabulary self-collection strategy, considered effective in enriching students' vocabulary and motivating them to continue learning, is a topic worthy of research. Most previous research findings on the effectiveness of this strategy were obtained through pre-tests and post-tests administered by researchers to respondents. The primary focus of the current research was on the experiences of the teacher and students regarding the use of the Vocabulary Self-Collection Strategy, which is considered a practical approach for improving students' vocabulary and motivation. This also creates a research gap between this study and several other studies. Narrative inquiry is the approach used by the researchers in this study to obtain more in-depth information from respondents. Interviews conducted by the researchers with an English teacher and several fourth-grade students at an elementary school in Ungaran Timur, as well as narratives written by respondents, served as the two main instruments in this study. Both instruments presented experiences in the form of positive impacts and obstacles experienced by students in using this strategy. Thus, the implementation of this strategy not only has a positive effect but also gives rise to several obstacles encountered by teachers and students.
Unlocking ESP students' views on outcome-based education in marketing skills development: A survey study Yunita, Sri; Darwis , Riadi; Susilawati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (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.v14i3.35246

Abstract

Acquiring professional skills in the ESP class is key to a successful future career. Unfortunately, many students find difficulties in balancing the need for theoretical and practical skills, including the marketing skills for management students. OBE is trusted to provide solutions to balance the students’ intake and practical activities, including marketing skills. This present research aims to shed light on the students’ perceptions of OBE-based ESP courses implemented for marketing skills. A survey method was employed, involving 68 students from the management study program at one private university in Garut, West Java. The results indicated students’ positive perception regarding lecturer support and interaction, active participation in learning, social and critical skills development, assessment and transparency, effectiveness of methods and clarity of learning objectives, planning and motivation for self-study, and learning facilities and resources. However, some areas need to be improved, including discussions or interaction with lecturers, student internal motivation, and accommodating facilities. It is recommended that lecturers and university management work together on these matters to boost students’ potential by developing strategic instructional plans, adequate facilities, an interactive learning environment, and accommodating students’ need for self-study.
Do ESP teachers need to be subject specialists? A critical examination Reswari, Girindra Putri Ardana; Patria, Aditya Nur; Alfarisy, Fitri
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (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.v14i3.36643

Abstract

This study examines the necessity of subject-matter expertise for effective English for Specific Purposes (ESP) instruction within higher education. Using a qualitative document analysis approach, twenty theoretical and empirical studies published between 1977 and 2025 were synthesised through thematic analysis. Three dominant themes emerged: (1) collaboration and interdisciplinary insight, (2) teacher attitudes toward subject knowledge, and (3) teacher training and professional development. The findings indicate that effective ESP instruction in universities does not depend primarily on teachers becoming subject specialists. Rather, authenticity and disciplinary relevance are most successfully achieved through structured collaboration with field experts, instead of individual mastery of specialised content. Teacher disposition, particularly openness, adaptability, and respect for learners’ disciplinary expertise was found to strongly mediate instructional success in tertiary classrooms. In addition, corpus-based pedagogy, discourse and genre awareness, digital literacy, and intercultural communication emerged as core areas of professional preparation for ESP teachers. The study concludes that ESP teacher competence in higher education is best characterised by collaborative engagement, pedagogical flexibility, and reflective professionalism rather than disciplinary expertise alone underscoring the need for universities to establish sustainable collaboration frameworks and continuous professional development systems to support the academic and professional demands of ESP in higher education.

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