Journal of Foreign Language Teaching and Learning
The journal focus and scope of JFLTL is to publish research articles within the field of an advanced understanding of strategies in learning English, strategies in teaching English. The scope research based paper on the interactions about: teaching skills communication learning strategies writing strategies
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<![CDATA[Storytelling through Picture Description to Enhance Very Young EFL Learners' Oral Production ]]>
<![CDATA[Arguello San Martin, Diana Elizabeth]]>;
<![CDATA[Ramirez-Avila, Maria Rossana]]>;
<![CDATA[Guzman, Irma]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.5250
<![CDATA[This study aimed at improving oral development in the primary school of Ecuador, where teaching English at an early age focuses mainly on expanding reading and writing as productive skills. The purpose of this action research was to individually examine how the use of storytelling through picture description as visual support could benefit communicative skills among a group of second-grade students from a private school in Guayaquil. The study considered vocabulary, organization, and fluency as the basis of oral development using quantitative and qualitative instruments. A pre and post-A1 level speaking assessment measured the improvement of vocabulary and fluency. Results showed that there was an improvement of four points in the descriptive statistics (minimum, maximum and mean). The paired T-samples test revealed the study was highly reliable with a score of p = 0.000. There are few studies related to teaching English as a foreign language in early education worldwide and South America. In Ecuador, no studies were found. Therefore, the implications of this study are addressed to school authorities and other EFL teachers to upgrade the proficiency of their students from early grades.]]>
<![CDATA[Communicative Language Teaching in the Moroccan Classroom: Perception, Practices, and Difficulties ]]>
<![CDATA[Diouani, Azz-Eddine]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.5251
<![CDATA[Research on the teaching practices of EFL teachers has revealed that teachers' beliefs are often at odds with their actual classroom practices. Accordingly, the present investigation compared teachers' perceptions and classroom practices of the Communicative Language Teaching principles (CLT) in the provincial directorate of Jerada. This exploration is an attempt to examine teachers' practices, thereby draw a line between what they think they do and what they do in the classroom. To this end, ten teachers were interviewed. Out of this number, only two teachers were observed. The data gathered via semi-structured interviews have shown that the teacher respondents were well-informed about the principles of Communicative Language Teaching (CLT). However, the data collected by the classroom observations revealed that the teachers were not teaching English communicatively. Factors such as learner's language proficiency, lack of knowledge as to how to implement the approach, unsuitable textbooks, and lack of motivation on the part of the learner, contributed enormously to the non-use of the CLT. To overcome these obstacles, the findings of the current study suggest that EFL teachers "should" motivate students, use simple fluency-oriented tasks, simplify, model, and scaffold the learning activities. They also recommend to adapt the textbooks to students' needs, research their practice, and invest more in their professional development. The Ministry of National Education is required to provide high-quality training to help teachers cope with the demands of the Communicative Approach.]]>
<![CDATA[Speaking Skill in Correlation with English Speaking Learning Habit and Self Confidence of Vocational High School Students ]]>
<![CDATA[Mega, Iful Rahmawati]]>;
<![CDATA[Sugiarto, Dody]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.5253
<![CDATA[The purpose of conducting this study is based on problem identification asking whether there are correlations among English speaking learning habits and self-confidence toward English speaking skills in promoting local tourism and culture of Bangka Belitung. The first-grade students of SMKN 3 Pangkalpinang in the academic year of 2018/2019 majoring in Tourism Travel Business Agent became the population in this study, and it took 50 students as the sample using a purposive random sampling technique. This correlational study used questionnaires and oral tests in collecting the data. The oral test was used to obtain English speaking skill data, while the questionnaires were used to obtain English speaking learning habits and students’ self-confidence data. The data were then analyzed using Simple and Multiple Correlation and Regression. The results of this study revealed that (1) there was a relationship between English speaking learning habit and English speaking skill, (2) there was a correlation between students’ self-confidence and English speaking skill, and (3) English speaking learning habit, confidence, and English speaking skill was simultaneously and positively correlated. In short, this study leads to a recommendation to the teachers and students to be aware of having good English speaking learning habits and high self-confidence to enhance English speaking skills.]]>
<![CDATA[Creative Teaching in EFL Classrooms: Voices from Afghanistan ]]>
<![CDATA[Kakar, Ahmad Fawad]]>;
<![CDATA[Sarwari, Kawita]]>;
<![CDATA[Miri, Mir Abdullah]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.5252
<![CDATA[This qualitative research aims to explore the reported experiences of five Afghan EFL instructors at the English Department, Herat University, concerning the creative teaching of English. It specifically investigated the challenges and the opportunities regarding the creative teaching of English that these teachers have encountered in their courses. The researchers employed constructivist perspectives of learning in which learners make meaning out of their previous experiences and knowledge (Hill, 2014) as the theoretical framework to analyze and interpret the data. The data were collected through semi-structured interviews and analyzed by using thematic analysis. The findings indicated that creative teaching made the learning process fun. It also revealed that creative teaching increased students’ participation and motivation because it put students in the center of the learning process. The findings also demonstrated that some students showed resistance toward change—moving from a teacher-centered approach to a student-centered approach—when creative teaching was implemented. It also showed that some instructors needed the support of higher education administrators to incorporate creative teaching into their courses as there was a conspicuous lack of professional development needs in this regard. The study argued that the creative teaching of English positively impacted students’ academic achievements. This study could serve as a significant way to introduce information and strategies on creative teaching to L2 instructors in similar contexts as Afghanistan. The results provided implications for creative teaching in EFL classrooms as well as for the future of teaching English in ESL and EFL contexts.]]>
<![CDATA[Creative Teaching in EFL Classrooms: Voices from Afghanistan ]]>
<![CDATA[Kakar, Ahmad Fawad]]>;
<![CDATA[Sarwari, Kawita]]>;
<![CDATA[Miri, Mir Abdullah]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
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DOI: 10.18196/ftl.5252
<![CDATA[This qualitative research aims to explore the reported experiences of five Afghan EFL instructors at the English Department, Herat University, concerning the creative teaching of English. It specifically investigated the challenges and the opportunities regarding the creative teaching of English that these teachers have encountered in their courses. The researchers employed constructivist perspectives of learning in which learners make meaning out of their previous experiences and knowledge (Hill, 2014) as the theoretical framework to analyze and interpret the data. The data were collected through semi-structured interviews and analyzed by using thematic analysis. The findings indicated that creative teaching made the learning process fun. It also revealed that creative teaching increased students’ participation and motivation because it put students in the center of the learning process. The findings also demonstrated that some students showed resistance toward change—moving from a teacher-centered approach to a student-centered approach—when creative teaching was implemented. It also showed that some instructors needed the support of higher education administrators to incorporate creative teaching into their courses as there was a conspicuous lack of professional development needs in this regard. The study argued that the creative teaching of English positively impacted students’ academic achievements. This study could serve as a significant way to introduce information and strategies on creative teaching to L2 instructors in similar contexts as Afghanistan. The results provided implications for creative teaching in EFL classrooms as well as for the future of teaching English in ESL and EFL contexts.]]>
<![CDATA[An Investigation of Afghan Undergraduate English Major Students’ Academic Writing Difficulties ]]>
<![CDATA[Noori, Abdullah]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.5249
<![CDATA[Academic Writing is a core subject that undergraduate students take during their four years of study. However, many students find the subject challenging. Several studies have been conducted to explore the difficulties students face, yet in Afghanistan, little to no research is available. Hence, this project is a small attempt to address this gap. This research aims to look into the difficulties of undergraduate English major students face in Academic Writing. The writing difficulties were investigated in terms of content, structure, and language. A quantitative descriptive method was employed for this study, and a questionnaire was given to 121 undergraduate degree students from the English Department at Kabul University. The research data were analyzed using SPSS. The research findings revealed that the students faced several challenges in Academic Writing in terms of language, structure, and content. Finally, some recommendations to overcome the difficulties and suggestions for future research are provided.]]>
<![CDATA[An Investigation of Afghan Undergraduate English Major Students’ Academic Writing Difficulties ]]>
<![CDATA[Noori, Abdullah]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
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DOI: 10.18196/ftl.5249
<![CDATA[Academic Writing is a core subject that undergraduate students take during their four years of study. However, many students find the subject challenging. Several studies have been conducted to explore the difficulties students face, yet in Afghanistan, little to no research is available. Hence, this project is a small attempt to address this gap. This research aims to look into the difficulties of undergraduate English major students face in Academic Writing. The writing difficulties were investigated in terms of content, structure, and language. A quantitative descriptive method was employed for this study, and a questionnaire was given to 121 undergraduate degree students from the English Department at Kabul University. The research data were analyzed using SPSS. The research findings revealed that the students faced several challenges in Academic Writing in terms of language, structure, and content. Finally, some recommendations to overcome the difficulties and suggestions for future research are provided.]]>
<![CDATA[Creative Teaching in EFL Classrooms: Voices from Afghanistan ]]>
<![CDATA[Ahmad Fawad Kakar]]>;
<![CDATA[Kawita Sarwari]]>;
<![CDATA[Mir Abdullah Miri]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.5252
<![CDATA[This qualitative research aims to explore the reported experiences of five Afghan EFL instructors at the English Department, Herat University, concerning the creative teaching of English. It specifically investigated the challenges and the opportunities regarding the creative teaching of English that these teachers have encountered in their courses. The researchers employed constructivist perspectives of learning in which learners make meaning out of their previous experiences and knowledge (Hill, 2014) as the theoretical framework to analyze and interpret the data. The data were collected through semi-structured interviews and analyzed by using thematic analysis. The findings indicated that creative teaching made the learning process fun. It also revealed that creative teaching increased students’ participation and motivation because it put students in the center of the learning process. The findings also demonstrated that some students showed resistance toward change—moving from a teacher-centered approach to a student-centered approach—when creative teaching was implemented. It also showed that some instructors needed the support of higher education administrators to incorporate creative teaching into their courses as there was a conspicuous lack of professional development needs in this regard. The study argued that the creative teaching of English positively impacted students’ academic achievements. This study could serve as a significant way to introduce information and strategies on creative teaching to L2 instructors in similar contexts as Afghanistan. The results provided implications for creative teaching in EFL classrooms as well as for the future of teaching English in ESL and EFL contexts.]]>
<![CDATA[An Investigation of Afghan Undergraduate English Major Students’ Academic Writing Difficulties ]]>
<![CDATA[Abdullah Noori]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
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Original Source
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DOI: 10.18196/ftl.5249
<![CDATA[Academic Writing is a core subject that undergraduate students take during their four years of study. However, many students find the subject challenging. Several studies have been conducted to explore the difficulties students face, yet in Afghanistan, little to no research is available. Hence, this project is a small attempt to address this gap. This research aims to look into the difficulties of undergraduate English major students face in Academic Writing. The writing difficulties were investigated in terms of content, structure, and language. A quantitative descriptive method was employed for this study, and a questionnaire was given to 121 undergraduate degree students from the English Department at Kabul University. The research data were analyzed using SPSS. The research findings revealed that the students faced several challenges in Academic Writing in terms of language, structure, and content. Finally, some recommendations to overcome the difficulties and suggestions for future research are provided.]]>
<![CDATA[Communicative Language Teaching in the Moroccan Classroom: Perception, Practices, and Difficulties ]]>
<![CDATA[Azz-Eddine Diouani]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.18196/ftl.5251
<![CDATA[Research on the teaching practices of EFL teachers has revealed that teachers' beliefs are often at odds with their actual classroom practices. Accordingly, the present investigation compared teachers' perceptions and classroom practices of the Communicative Language Teaching principles (CLT) in the provincial directorate of Jerada. This exploration is an attempt to examine teachers' practices, thereby draw a line between what they think they do and what they do in the classroom. To this end, ten teachers were interviewed. Out of this number, only two teachers were observed. The data gathered via semi-structured interviews have shown that the teacher respondents were well-informed about the principles of Communicative Language Teaching (CLT). However, the data collected by the classroom observations revealed that the teachers were not teaching English communicatively. Factors such as learner's language proficiency, lack of knowledge as to how to implement the approach, unsuitable textbooks, and lack of motivation on the part of the learner, contributed enormously to the non-use of the CLT. To overcome these obstacles, the findings of the current study suggest that EFL teachers "should" motivate students, use simple fluency-oriented tasks, simplify, model, and scaffold the learning activities. They also recommend to adapt the textbooks to students' needs, research their practice, and invest more in their professional development. The Ministry of National Education is required to provide high-quality training to help teachers cope with the demands of the Communicative Approach.]]>
