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ELT Forum: Journal of English Language Teaching
Published by Universitas Negeri Semarang
ISSN : 22526706     EISSN : 27214532     DOI : https://doi.org/10.15294
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging inquiries into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: first, second, and foreign language teaching and learning; language in education; language planning, language testing; curriculum design and development; multilingualism and multilingual education; discourse analysis; translation; clinical linguistics; literature and teaching; and. forensic linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 364 Documents
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The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle Prasetya, Rizky Eka
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.66613

Abstract

The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzing trace data. The study analyzed trace data from 1523 English language learners in a Moodle course and identified several behavioral factors. The final course point in English language learning is significantly predicted, including the number of completed quizzes, middle course points, engagement with course materials, time spent on tasks, completion score quizzes, access time in total, and pacing. The study found that completing quizzes was the strongest predictor of the final course point, followed by time spent on task, access time in total, and middle course point. The findings suggest that educators can use the identified behavioral factors to promote self-regulated learning online and develop interventions to support students struggling with self-regulated learning. The studies include using trace data to analyze behavioral patterns and focusing on self-regulated learning factors in online language learning. The study provides important insights into self-regulated learning factors and behaviors in English language learning through Moodle LMS, which can inform the development of effective interventions to support students in online language learning environments.
Web-based elaborative feedback provision and the development of reading skills Atalay Lulie Biresaw; Berhanu Haile Bogale
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.67591

Abstract

The purpose of this study was to find out whether web-based feedback can improve students’ reading comprehension. Fifty first-year students participated in the study: 25 in the experimental group and 25 in the control group. The study used a quasi-experimental design. Data was collected via a web-based reading comprehension test and a paper-based test. Moodle Cloud server was used to organize the training tasks and to administer the post-test for the experimental group. Data were analysed using mean, frequency, independent samples t-test, and paired samples t-test. The pre-test score indicated that students were at elementary comprehension level with a percentage of 34%, and 37% for the treatment and the comparison group, respectively. There was also a statistically significant mean difference in the post-test scores between the experimental and the control groups (t= 6.174, df= 48, and p= 0.000) with mean scores of 17.84 and 13.16, respectively. This shows that web-based feedback has significantly improved students’ reading comprehension.
Using Reflective Journal Writing to Develop Undergraduates’ Metacognitive Awareness in ESL Writing Muhammad Mukhtar Aliyu; Mohammed Sani Ya'u; Halima Sadiya Yakubu; Yusuf Muhammad Jika; Ahmed Tanimu Jibril
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.68175

Abstract

Studies have shown that many undergraduates face various challenges in ESL writing, especially academic writing. Most of the students lack the basic knowledge and skills required for them to achieve their writing task which is known as metacognition. Therefore, this study employs a reflective journal writing strategy to develop undergraduates’ awareness of metacognition in ESL writing. The study adopts a pre-and-post quasi-experimental research design with an intact class of (87) third-year undergraduates in a creative writing class. The study employed two instruments for the data collection: a writing task and a metacognitive questionnaire. Both instruments were used before and after the reflective journaling for 12 weeks. The pre-and post-test mean scores of the two instruments were compared using a paired-sample t-test. The results of the study show a significant improvement in the participants’ metacognitive awareness level and writing skills after writing the reflective journals. The study makes some recommendations for further studies and practice.
Exploring critical digital literacy in a higher education EFL classroom: Teachers’ views and practices Hapsari Mutya Rini; Salim Nabhan
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.69160

Abstract

Critical digital literacy is increasingly an issue in today’s technology-driven world, and it has been implanted into the Indonesian higher education curriculum to equip students with the ability to critically engage with digital information. Research related to critical digital literacy, especially in EFL settings at a higher education level is still under-explored. Therefore, in this study, the researchers aimed to explore teachers' views on critical digital literacy and their practices in integrating critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. The researchers collected data from three EFL classroom teachers at one of the universities in Surabaya, Indonesia. To validate the data, the researcher used data triangulation, where the data were collected from semi-structured interviews, observation, and document reviews. The data were then analyzed using thematic analysis. The data revealed two main themes including teachers' views on critical digital literacy in EFL classrooms and teachers' practices on critical digital literacy in EFL classrooms. Teachers’ views on critical literacy in EFL classrooms included their understanding of the critical use of technology, their recognition of the importance of students’ critical digital literacy, and the inclusion of critical digital literacy in language learning in accordance with technology development. Additionally, teachers’ practices of critical digital literacy entail the provision of various online materials and platforms, the analysis of the internet sources for students’ digital materials, the involvement of multimodal text in the learning process, and the students’ identity development in digital media. The findings of the study shed light on the various dimensions of critical digital literacy, suggest practical insight on the integration of literacy in EFL classrooms, and call for further development on effective instructional approaches that support the use of technology that promotes critical digital literacy at the university level.
An analysis of reporting verbs in master’s dissertations Shirley Banini; Ernest Kwesi Klu; Ramos Asafo-Adjei
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.71292

Abstract

This study was purposed on analyzing reporting verbs in the Literature Review sections of some master’s dissertations in the field of Government and Leadership at the University of Professional Studies Accra (UPSA) in Ghana from the 2017/2018 to 2021/2022 academic year. The study sought to answer the main research question – what is the nature of the reporting verbs used in some master’s dissertations of students of the UPSA in the field of Government and Leadership? 20 dissertations were conveniently selected, and the Literature Review sections were analysed for reporting verbs using Hyland’s (2002) taxonomy which involves Research Acts, Cognition Acts and Discourse Acts as the analytical framework. These dissertations altogether contained 1,044,076 words. Results showed that students used various reporting verbs belonging to – Research Acts (observe, find), Cognition Acts (believe, conceptualize) and Discourse Acts (report, discuss) in their dissertations. Discourse Act reporting verbs were predominant compared to Cognition Acts and Research Acts, implying that the students used more of the reporting verbs associated with their mental processes. It is concluded that lecturers using English language and Research Methodology need to train students more in the use of reporting verbs in order to have their writing more impactful.
The effect of vocabulary learning strategy training on vocabulary strategy use Abebaw Dessalew Bayabel; Nuru Mohammed Tahir
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.71568

Abstract

Nowadays, it is recommended to train students on how to learn vocabulary, for it is not practicable to teach all the English language words. The purpose of this article was to find out the effect of vocabulary learning strategy training on vocabulary learning strategy use of university students. The research design used in this study was experimental. 40 students (20 students in each group) from both experimental and control groups completed the adapted Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) before and after the vocabulary learning strategy training. After the students completed the pre-training questionnaire, only the experimental group learners received vocabulary learning strategy training for 16 hours. The researcher prepared the vocabulary strategy training material by integrating the vocabulary lessons incorporated from different books. Paired samples t-test was computed on SPSS version 24 to find out if there was a statistically significant difference between the experimental and control groups regarding vocabulary learning strategy use. The study found that the experimental group participants improved their vocabulary usage significantly better than the control group participants in the five among six major categories of vocabulary learning strategies (less than the p-value of 0.05). Future researchers can study the effect of training in learning strategies of other language skills and sub-skills and can improve their strategy usage. One of the significance contributions of this study could be curriculum designers might employ this article as an input to incorporate vocabulary learning strategies into English language training materials and improve students’ vocabulary strategy use.
Exploring assessment practices of teachers in Advanced Speech courses Tessera, Endalew Molla; Kassa, Animaw Anteneh
ELT Forum: Journal of English Language Teaching Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i1.73768

Abstract

In Ethiopia, there is a general public concern that most university students lack communicative competence, and hence they could not communicate effectively in English. There are many contributing factors to this and most of these factors are related either to the curriculum, the teaching-learning process, or the assessment practice. Only a few studies have been conducted on the assessment practice of speaking skills since most researchers have focused on the teaching-learning process. This inquiry was made to look into the practice of assessing the Advanced Speech course. Specifically, it focuses on the assessment methods employed by teachers, the extent of measuring the sub-skills of speaking, and the effectiveness of the feedback given by the teachers. Forty-three students and six teachers were included in the study. Data were collected through in-depth interviews, classroom observation, and document analysis. The findings revealed that not many assessment methods were employed to assess the students. Sixty percent of the assessment of the course was covered by written assignments and a written final exam. Only two individual and group presentations were given as practical assessments. In addition, the assessments did not measure the students’ accuracy, fluency, pronunciation, and vocabulary. In the end, the feedback provided to the students was not effective. Students were not given a chance to correct their own errors, and they were not allowed to practice peer correction, either. This implied that teachers’ assessment practices were not effective to measure the students’ speaking performance in the intended manner and this is one of the factors that minimizes the quality of education.
Assessing health science students’ English language lacks: learners’ needs analysis Gayessa, Tessema Gilo; Mohammed, Nuru
ELT Forum: Journal of English Language Teaching Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i1.74952

Abstract

English language courses are provided in universities throughout the majority of the world where English is used as a second or first language to address students' English language needs in the target-situation use. However, at all Ethiopian Universities where English is taught as a foreign language, two English language skills courses, dubbed "communicative English language skills I" and "communicative English language skills II," are offered as standard courses in the first year. Large language gaps have been noted, particularly in health science academic and professional settings where English is largely expected. Hence, this study aimed to identify Health Science students’ English language gaps so that English language courses are designed accordingly. This study employed a mixed-methods research design. It was conducted via tests, observations, and interviews. The findings revealed that participant students had good proficiency in grammar and usage as well as reading skills. However, they had poor proficiency in listening skills, which in turn indicated that the students had difficulty understanding spoken English. The findings also indicated that these students demonstrated an inability to write an acceptable essay. The study further revealed that students' failure to describe a patient, the case, the complaints, and the drugs in medical terminology was partially due to a lack of English language skills. As a result, while developing English language course materials for health science students, course designers and practitioners should address these English language gaps existing in students’ academic studies and future professions.
“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools Febrianto, Aziza Restu; Pavita, Maria Dimitrij Angie; Normawati, Afi
ELT Forum: Journal of English Language Teaching Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i1.75290

Abstract

Inspired by the approach of “Teaching Unplugged: Dogme in English Language Teaching” developed by Luke Meddings and Scott Thornbury, this theoretical research introduces and offers a conceptual design of teacher training intended to be relevant to novice Indonesian EFL teachers, especially those working at schools located in the most remote and disadvantaged areas of Indonesia. The training is designed based on the theoretical framework of the approach and critical reviews of several related empirical studies. This article, therefore, focuses on exploring the applications of the approach by examining some other research including the most recent ones about the approach, and investigating its relevance to the context of English education at the most disadvantaged schools in Indonesia. The practical stages and syllabus are also presented in the article so that both teachers as participants and teacher educators can easily follow and understand how the materials can be implemented in their teaching contexts. Considering the theoretical-based materials and well-planned activities that the training offers, novice EFL teachers, after completing the program, are expected to be able to improve their both language and pedagogical skills that are needed in their school contexts and in line with the recent curriculum, the Merdeka curriculum.
Understanding feminist issues by reading Daniyal Mueenuddin’s “In Other Rooms, Other Wonders” in a prose class Sri Sumaryani; Maria Johana Ari Widayanti; Ruly Indra Darmawan
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.76433

Abstract

The teaching of English literary works in a foreign language context remains a textual-oriented activity. Students were required to comprehend the linguistic and thematic features of the texts. However, more often than not, students were not aware of the real sociocultural, economic, and political conditions from which the text was based because they focused more on understanding the textual contents of the text. In Indonesia where English was still considered as a foreign language, the phenomenon was common. This paper examined the results of a contextual approach given to students when discussing a literary text. The contextual approach was implemented in three stages: pre-reading activities; reading, discussing, and analyzing the text by paying attention to its linguistic features and plot; and connecting the text with real-life situations. The study involved 31 English Literature students at Universitas Negeri Semarang from the third semester. The text discussed was a short story titled “In Other Rooms, Other Wonders” which contained feminist issues. The researchers also used questionnaires and observed the students’ activities during the three stages to enrich the data. The results revealed that the approach helped the students to understand feminist issues more comprehensively. They were able to relate the circumstances depicted in the story with the real sociocultural, economic, and political conditions of the society where the story was based. The results also suggested that the method was effective in developing the students’ literacy skills.

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