An Investigation into the Pragmatic Competence of the Front-Office Trainees of Valombola Vocational Training Centre

This study aimed to analyze the front-office trainees' pragmatic competence at Valombola VTC. The trainees were tested on their ability to formulate and implement strategies for requests, their politeness principles in the speech acts of refusal and apologetic responses, and the factors that impact their pragmatic competence. Fifteen out of thirty (2022) front-office trainees enrolled in the Hospitality Department's program were chosen for the study using a systematic random sampling method. A Written Discourse Completion Task (WDCT) and a questionnaire were utilized as data collection devices. Qualitative and quantitative analyses were conducted on the data about the students' pragmatic abilities. According to the study's results, the trainees' pragmatic competence was a dismal 30% when it came to the verbal act of refusing. It can be concluded that the trainees at the front desk lacked the pragmatic competence necessary to effectively respond to requests, offer apologies, and employ a refusal approach. Taking into account the outcomes of the three speech acts of asking, apologizing, and refusing, their pragmatic competence was found to be fairly low. This is in line with their preference for using their vernacular language when interacting with others, as shown even in the questionnaire. Furthermore, the results show that trainees employ various aggressive apologetic methods and reaction styles when asked to apologize. Finally, the results show that pragmatic competence is affected by several underlying issues, such as a lack of education, a low level of everyday activities involving English, and the misunderstanding of pragmatic implicature. Finally, the TVET sector as a whole and front-desk trainees in particular were advised to take English for Specific Purposes with an emphasis on pragmatic skills

Multilingualism in Bugis Language Context: A Case Study on English Language Teaching Interactions

This study explores the intricate dynamics of multilingualism within the Bugis language context and its impact on English Language Teaching (ELT) at UPT SP SDN 251 Pae-Pae. With a focus on the Bugis community in Indonesia, the research delves into the complexities of language interaction in daily life and the teaching process. The Bugis language, embedded in rich cultural heritage, coexists with Indonesian and English, presenting a unique multilingual tapestry. The study employs a qualitative case study approach, including in-depth interviews with an English teacher. Findings reveal variations in language use within the family, community, and classroom contexts. Challenges arise in understanding nuanced meanings between languages, particularly in higher grades. The English teacher supports a multilingualism approach in teaching, emphasizing its role in enhancing students' adaptability and cultural sensitivity. The study contributes valuable insights to the broader discourse on language education and multilingualism in a globalized world, affirming the significance of a multilingual pedagogical approach in preparing students for diverse communication scenarios

Practice Beyond the Classroom: Vietnamese University Students' Perception of Using Songs to Learn English

English songs are believed to be a helpful tool in teaching and learning English. Literature shows that the use of this vigorous tool not only facilitates students’ language development, but also enlarges their knowledge and motivation to learn. While applying songs in teaching has been widely studied, little is known about what learners think of this practice. The present study was therefore conducted to address this question. The study had a participation of 49 students majoring in English at Can Tho University, Vietnam. Using a questionnaire to survey learners’ opinion, the study found that Vietnamese university students have a positive attitude and high motivation towards listening to English songs in their study outside the classroom. Students’ preference regarding trendy songs and favorite singers and listening challenges were also identified and discussed. The study suggests a number of implications that add to the current literature on songs and their application in education

Developing Basic English Module for Secondary Level: Task Based Language Teaching

The purpose of this study is to provide a suitable English-language curriculum for SMP Negeri 1 Bone-Bone. The five steps of the ADDIE model—analysis, design, development, implementation, and evaluation—are used in research and development as part of the research design. It used Ellis's (2017) Task Based Approach as a model to create the module. This research uses instruments such as observation, a questionnaire and interview for need analysis, expert validation, and a questionnaire for student and teacher perception. That designed module was tested on ten students of SMP Negeri 1 Bone-Bone. Therefore, the students' perception results obtained an average score of 3.64 which shows that the English module design is suitable for SMP Negeri 1 Bone-Bone. These results are supported by the results of the student questionnaire at SMP Negeri 1 Bone-Bone which are summarized as follows: the module consists of three themes, covering student needs, attractive design and layout, various integrated activities and skills, and providing guidelines for use. With modules, students can learn independently because they are adaptive and the instructions are easy

An Exploration into the Interrelation between EFL Learners’ Self-Regulated Learning, Self-Determined Motivation, and Academic Persistence

Self-determined motivation, self-regulated learning, and academic persistence are recognized as pivotal non-cognitive factors shaping students’ academic advancement (Watts-Martinez, 2015). The increasing public interest in higher education outcomes propels researchers to explore the factors contributing to persistence and successful college completion. Motivation may function as a mediating factor between self-regulated learning and academic persistence. Despite their significance, the interrelation between these factors, particularly in the context of learning English as a foreign language, has not yet been thoroughly examined. This review delves into the theoretical foundations of this interrelation, shedding light on its importance and potential impacts, especially in non-English-speaking contexts such as Iran. The literature suggests that understanding how orientations of self-determined motivation, whether intrinsic or extrinsic, influence EFL students’ academic persistence is crucial. This gains particular significance in the context of English language education, especially at the tertiary level, warranting further analysis

Comparing Grammar Translation Method and Communicative Language Teaching in EFL Context: A Qualitative Literature Review

Teaching English as a foreign language (EFL) differs greatly from teaching English as a first language (L1). To ensure that teaching and learning are successful and efficient, teachers must possess a broad range of pedagogical expertise. Each method needs to be adjusted to the particular educational and environmental setting. The primary objective of this article is to provide comprehensive insights into two prominent language teaching methods, namely the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). While GTM has been historically prevalent, CLT has recently gained widespread popularity. This paper focuses on the understanding of educational practitioners, particularly in the domain of English Language Teaching (ELT) setting, by conducting a comprehensive comparison of GTM and CLT thoroughly, focusing on teaching techniques, characteristics of both teaching methods, and the way the instructor addresses students’ mistakes. Although CLT is recognized as the more realistic and advantageous method in contemporary contexts, it is still acknowledged that GTM possesses certain positive attributes. Additionally, since every country has its own unique set of circumstances, social norms, and background, the teacher must be aware of the most suitable teaching-learning method

Navigating Leadership and Identity: A Qualitative Exploration of Class Monitor Roles among Vietnamese English-Major Students

This qualitative study delves into the impacts of taking on the role of a class monitor among Vietnamese English-major students, focusing on the nuanced experiences and growth trajectories stemming from this leadership position. Conducted within two higher education institutions in the Mekong Delta, the research employed semi-structured interviews to capture the voices and narratives of 15 participants. Grounded in the Constructivist Grounded Theory and the Phenomenological Approach, the study unearthed several pivotal themes. These included feelings of empowerment through leadership responsibilities, the intricate balancing act of cultural mediation and dual identities, enhancement of English communication skills, the evolution of prioritization skills, profound introspective journeys towards self-realization, and a deep-seated desire to inspire and create a lasting legacy. The findings not only shed light on the multifaceted impacts of the class monitor role but also underscore the transformative potential of such positions in fostering personal and academic growth. The study contributes uniquely to the discourse on student leadership, offering educators, policymakers, and institutions a deeper understanding of the experiences and challenges faced by student leaders in a Vietnamese context. It emphasizes the importance of recognizing and harnessing the profound personal and collective journeys these roles can initiate

Oral Feedback for English Language Learners Development

In ELT there are many types of oral feedback that can be used by teachers to respond and correct the mistakes of language learners. However, there are still many teachers who have difficulty or less reflection in choosing the appropriate feedback for students. Therefore, this study aimed to identify the important role of the types and ways in giving oral feedback by an English teacher in language learner development. This study uses a content analysis method using secondary data taken from the previous study in the form of journal articles and thesis published in Indonesian and International journal sites in the past two decades. The result of this study revealed that from 2009 to 2021 there were many changes regarding the application of oral feedback. However, it was found that corrective feedback always be used continuously from year to year, while one of the most dominant types of oral feedback used was explicit feedback.   &nbsp

Students’ Anxiety in Learning English Writing Skills in Senior High School Level

The purpose of this study was to investigate the factors that contribute to students' English writing anxiety in the Science 11 class at UPT SMAN 11 Luwu. Students' levels and causes of writing anxiety in English are described (cognitive anxiety, somatic anxiety, and avoidance behavior). Descriptive statistics were used for this investigation. Simple random sampling was used to select a sample of 68 students from the population of eleventh-grade students in a science class. The Causes of Second Language Writing Anxiety Inventory (CSLWAI) by Rezaei and Jafari was used to describe the main factors that contribute to students' writing anxiety, and the Second Language Writing Anxiety Inventory (SLWAI) by Cheng was used to analyze students' anxiety levels. SPSS version 22 and Microsoft Excel 2019 were used to find the mean and percentage of the data, respectively. Students who reported high levels of writing anxiety were statistically typical (M=73.06>65). Inadequate writing technique, linguistic difficulties, a lack of practice, and time constraints are also major contributors to students' writing anxieties

Turning English Language Teaching into Service Learning: Transformative Education for Fourth Industrial Revolution

This research article means to academically elaborate the imperativeness of establishing a pragmatic convergence between English Language Teaching (ELT) and Service Learning (SL) as a worthwhile way of ensuring Transformative Education (TE) which, eventually, has a rewarding prospect of buttressing the ensuing as well as the currently-functioning Fourth Industrial Revolution (4IR). The researchers delineate some feasible models for incorporating service-learning into ELT arrangements at the program offering entity, and thereby, illustrate how these SL and ELT combinations might result in TE, and, somehow or other, instigate FIR