TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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DEVELOPING LANGUAGE ASSESSMENT LITERACY OF FILIPINO PRE-SERVICE TEACHERS: REFLECTIONS FROM A LANGUAGE ASSESSMENT COURSE
Many educational and language scholars in the field have remarked the need to strengthen assessment and testing academic courses in the undergraduate teacher education programs, more specifically in highlighting the importance of language assessment literacy (LAL). With several findings indicating insufficient or impractical assessment components in many of these programs, academics and teachers alike agreed with the significance of developing pre-service teachers’ LAL to reinforce their theoretical knowledge and practical skills of assessment which would enable them to effectively construct and administer language assessments. In order to contribute to the discussions on LAL, this qualitative case study reports on the reflections made by the pre-service teachers (PSTs) of English language education (n=13) on their learning process during a university-based academic course on language test development in the Philippine setting. Guided by an assessment literacy framework, this study aims to explore PSTs’ LAL development and the contribution of the assessment course to this development. Findings revealed that the course produced extensive modifications in understanding the definition and principles of assessment, the various strategies and tools of assessment, and purposes and construction of language assessments. Additionally, the current research offers discussions into the influence of language assessment training on PSTs’ LAL development
UNLEASHING THE POWER OF SUPERVISORY FEEDBACK IN ACADEMIC WRITING: STRATEGIES FOR TIMELY UNDERGRADUATE THESIS COMPLETION
Despite its critical importance in academic writing, effective feedback strategies in undergraduate thesis supervision remains under-researched. This case study aims to address this gap by examining the experiences of five English department students who completed their theses and the strategies their supervisors employed to facilitate timely completion. Utilizing semi-structured interviews and text analysis, the study addresses three key research questions: 1) how feedback is formulated; 2) what strategies are employed by supervisors; and 3) what are the students’ perception of the strategies. The findings indicate that most feedback was formulated as directive, and the supervisors’ strategies include timely, personalized feedback and additional supervision time. The strategies help improve student engagement, motivation, and thesis outcomes. The students also positively perceived the supervisors’ strategies. This study contributes mainly by highlighting the role of emotional support in thesis supervision, the dominance of directive feedback in fostering timely completion, and the importance of personalized, timely feedback for student engagement. Additionally, it emphasizes that supervisors need to employ strategic, multifaceted approaches that combine academic guidance with emotional encouragement
EXAMINING INTERNATIONAL AND INTERCULTURAL ISSUES IN PALESTINIAN ENGLISH TEACHING TEXTBOOKS
This study examines international and intercultural issues in the English for Palestine textbook series, specifically evaluating intercultural comparisons, mutual representations, and relations in terms of their effectiveness in enhancing students’ cross-cultural communication skills. The examination of the textbooks employed a qualitative methodology, enriched by the inclusion of quantitative components. The findings show that the textbooks under investigation comprise an insufficient and inadequate amount of international and intercultural issues, consisting of celebratory topics of surface culture with very little attention paid to conflictive aspects of deep culture. This study is a reminder of the importance of appropriate intercultural components in developing students’ critical thinking skills and minimizing intercultural misunderstandings. Hence, it aims to sensitize stakeholders and teachers to the potential losses associated with poor representations of international and intercultural issues in English teaching textbooks. Consequently, it urges them to take action by either amending the textbooks or using supplementary material to compensate for the identified lapses
PLS-SEM MULTI GROUP ANALYSIS: UNCOVERING THE INTERPLAY OF FACTORS AFFECTING ACADEMIC WRITING SELF-EFFICACY OF EFL POSTGRADUATE STUDENTS
This cross-sectional study investigates the factors influencing writing self-efficacy among EFL postgraduate students in Indonesia. It employs a quantitative analysis facilitated through partial least squares-structural equation modeling (PLS-SEM). The study engaged 150 master’s and doctoral EFL students as participants, examining the variables of writing enjoyment, research literacy, and teacher clarity and teacher immediacy in feedback, in relation to writing self-efficacy. The findings revealed that research literacy significantly improves writing self-efficacy, particularly among doctoral students. This demonstrates the crucial role of research literacy in building students’ confidence in their writing abilities. Furthermore, writing enjoyment was found to be a key factor in enhancing writing self-efficacy, especially for master’s students. This pinpoints the necessity to nurture joy in the writing process.
Teacher clarity was found to be essential for enhancing research literacy, whereas teacher immediacy had a lesser impact. This suggests a reduced reliance on teacher guidance during postgraduate studies. The study highlights the critical roles of research literacy and enjoyment in developing writing self-efficacy and illuminates the nuanced role of pedagogical strategies. These insights are valuable for educational institutions and policy-makers in strengthening the EFL postgraduate learning environment. The differences observed between master’s and doctoral students call for further research to develop educational practices tailored to the different needs of these academic stages
UNDERSTANDING OVERREGULARIZATION PHENOMENON AMONG INDONESIAN CHILD L2 LEARNERS OF ENGLISH
Young learners are known to extend verb regularity further than it actually is. When it happens, this children’s overregularization phenomenon can be a result of several reasons: a failed linguistic development due to confusion between rules and memory, a lack of feedback from adults, and problems with cognitive development. The present study attempts to present some quantitative data that may relate to the overregularization issue and bring new findings to the existing debate in the area. The 12-month spontaneous spoken data were collected longitudinally from two Indonesian young learners of L2 English living in England. Utterances containing the use of regular verbs and plural -s were carefully compiled into a database and further classified according to the different types of regularities. From this data, a few overregularization instances were recorded from the research subjects who were between two and 10 years of age. Additionally, it was also apparent that the process of learning English consecutively or successively affected the way learners apply regular rules in obligatory spoken contexts. This study is expected to become a systematic analysis of the typologies of overregularization in Indonesian–English acquisition contexts, a particular nature of the Second Language Acquisition (SLA) issue that has rarely been investigated
AGENCY AT WORK: A METAPHOR ANALYSIS OF LESSON PLANNING AMONG ENGLISH LANGUAGE TEACHERS IN THE PHILIPPINES
Lesson planning is a core skill teachers need to develop in implementing lessons effectively in the classroom. While metaphor research has been used in a range of contexts including in teacher education, metaphors associated with lesson planning among teachers in developing regions in the world remain underrepresented. Due to the importance of lesson planning in the implementation of the curriculum, investigating metaphors of lesson planning provides helpful insights on the beliefs of teachers in classroom practice resulting in effective instruction. This investigation sought to identify the metaphors Filipino teachers associate with lesson planning and their connections to teacher agency. This study, which is part of a larger investigation, examined metaphors from 73 English Language teacher-respondents in professional development workshops. The metaphorical conceptualization process employed in analyzing the data consists of three phases (1) validating and coding data, (2) summarizing and representing codes, and (3) identifying and describing categories. Results reveal eleven distinct conceptual categories, including perceptions of lesson planning as a project-like endeavor, an act of molding, and a form of creative expression, all of which highlight teacher agency in the teaching-learning process. These suggest that teachers take different roles in lesson planning depending on the nature of the subject matter, conditions they face in their work contexts, and their beliefs about teaching and learning. However, some teachers perceive lesson planning as routine and question its purpose, which poses challenges in designing effective professional development programs tailored to their needs
FOSTERING INTERCULTURAL AND ELF AWARENESS IN BUSINESS ENGLISH STUDENTS THROUGH VIRTUAL EXCHANGE
This study examined the impact of a Collaborative Online International Learning (COIL) project on Thai Business English students’ awareness of intercultural communication and English as a Lingua Franca (ELF), along with their communication challenges and strategies. Data were collected through pre-post rating-scale questionnaires, open-ended questions, semi-structured interviews, and reflective journals. The study found that while the virtual exchange did not significantly affect the students’ overall intercultural and ELF awareness, it changed their attitudes toward ELF from negative to positive. The students reported increased confidence when communicating and presenting in English with a Thai accent and demonstrated a growing understanding of cultural differences in business communication. Despite this, the students identified several challenges, including language barriers, technical barriers, time zone differences, delayed responses, and non-compliance with established deadlines. To overcome these challenges, the students employed five effective communication strategies: developing cross-cultural communication skills, optimizing virtual meeting experiences, enhancing communication efficiency and collaboration, cultivating effective communication and relationship building, and practicing effective communication and conflict resolution. This study emphasizes the significance of virtual exchange for Business English students, as it enhances their intercultural communication skills and fosters acceptance of ELF, which is crucial for achieving success in today’s globalized business landscape
PINOYLISH: THE AWARENESS AND NOTIONS OF UNIVERSITY STUDENTS IN NORTHERN LUZON
Pinoylish (Philippine English) has made a mark in the literature, although research on the perspectives of university students on Pinoylish is still scarce. As a result, a sequential explanatory mixed-methods design was undertaken to investigate the awareness and notions of 761 university students in Northern Luzon, Philippines. The results revealed that university students were not oblivious; however, they were marginally aware of the meanings, features, and uses of Pinoylish, implying that they do not possess a complete understanding of this variety of English. This study also unveiled that university students disagreed on negative notions while agreeing on positive notions of Pinoylish; this consensus can be interpreted as a positive attitude toward Pinoylish. Drawing on the findings, this study has implications for the pluricentric model of English Language Teaching (ELT) and suggests possible research trajectories
THE SOUNDS OF INDONESIAN ENGLISH: ACOUSTIC PHONETIC ANALYSIS OF THE MONOPHTHONG VOWELS ACROSS GENDERS
This study explored the production of 11 English vowels by Acehnese Indonesian EFL students. Ten undergraduates (five males and five females) from the Pidie District, Aceh, participated, with Acehnese and Bahasa Indonesia as their first languages, and English learned formally at school since the 7th grade. Using PRAAT, recordings of vowel elicitations were measured and analyzed, revealing distinctions in vowel pairs. Statistical tests were employed to compare vowel productions between the males and females. The results showed that the females produced many of the vowel pairs similarly: /i:/-/ɪ/, /ɛ/-/æ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/. The pairs they differentiated were /ɜ:/-/ʌ/ and /ɔ:/-/ɒ/. However, the female students could not discriminate between the long and short vowel pairs. Meanwhile, the male students could distinguish the following pairs: /i:/-/ɪ/, /ɜ:/-/ʌ/, /ʌ/-/ɑː/, and /ɔ:/-/ɒ/. The others, /ɛ/-/æ/, /u:/-/ʊ,/ and /ɑː/-/ɒ/, were produced similarly. Additionally, they could distinguish the long and short vowels in the /ɜ:/-/ʌ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/ pairs, but not /i:/-/ɪ/, /ɛ/-/æ/ and /ɔ:/-/ɒ/. This study has shown complex distinctions in the production of English vowels by Acehnese Indonesian EFL students. These findings underscore the importance of considering gender-specific phonetic patterns in English language acquisition, providing valuable insights for language educators and researchers
ENGLISH AS A MEDIUM OF INSTRUCTION IN AN INDONESIAN ISLAMIC UNIVERSITY: LECTURER’S, STUDENT’S, AND ALUMNUS’ VOICES
This study investigates voices of a teacher, student, and alumnus of an International Class (ICP) which employs English as a medium of instruction (EMI). Data were collected through semi-structured interviews with three participants focusing on their positioning towards English and EMI, followed by document studies including teaching materials and course outlines. The inclusion of alumni is important to understand the extent that they might support, negotiate, or resist EMI in ICP and to uncover key issues such as beliefs and promise of EMI and its workplace realities. Besides, the graduate has a prominent role in this study to see the possible role of EMI in the university as to whether EMI does warrant promised linguistic capital. Our study suggests that EMI in ICP is often valorised and commoditised as a marketing strategy to attract more students. However, inadequate preparation and planning results in insufficient development of either English proficiency or content subject comprehension. We recommend that the adoption of EMI along with desirable internationalisation of Higher Education (HE) be critically (re)envisioned and appropriated to advantage multilingual speakers with English. Pedagogical and professional supports need to be explicitly provisioned to help teachers and students navigate and respond to linguistic and pedagogical challenges in EMI