The Meanings of Silence in Indonesian EFL Classrooms

This study examines the reasons for students’ silence and the beliefs of students and lecturer about silence in EFL classrooms at Indonesian universities. It explores the perspectives of both students and lecturers on this issue. The participants are three students who are currently assigning as students at the second semester of undergraduate program at one of Indonesian universities and the students’ lecture. The study used semi-structured interviews to collect the data. The study found that students' lack of confidence in speaking English was a major factor contributing to their silence in the EFL classrooms. Some expressed fear of making mistakes or being judged by their peers, which hindered their willingness to participate in class discussions. Additionally, foreign language anxiety was identified as another significant factor, with students feeling overwhelmed and anxious about speaking in a language that is not their first language. Furthermore, the use of silence as a form of politeness was also observed, as students believed that interrupting or speaking out of turn was disrespectful. These factors not only affected students' individual participation but also had an impact on the overall classroom dynamics and communication. The study highlights the importance of addressing these challenges in EFL teaching and suggests strategies such as creating a supportive and non-judgmental classroom environment, incorporating activities that promote confidence-building and oral communication skills, and providing opportunities for students to practice English in a safe and encouraging setting. Overall, the study underscores the significance of understanding the role of silence in communication and its implications for effective EFL teaching in Indonesian universities.   &nbsp

Learners’ motivation and learning strategies in english foreign language (EFI) in Indonesian context

This paper focuses on the field of individual differences in English Foreign Language (EFL) teaching and learning. Both motivation and language learning strategies in individual differences of students are emphasized among other factors. Motivation and language learning strategies are important to be understood as parts of student differences in English Foreign Language (EFL) learning in the context of learner-centered instruction. The issue of individual differences becomes important to develop the quality of EFL teaching and learning process. It summarizes the concept of motivation and language learning strategies, constraints in current English curriculum implementation, the importance of understanding motivation and language learning strategies in EFL teaching and learning, and poses those issues for further research on motivation and language learning strategies

A case study on how language learning strategies are fostered in an EFL chilean classroom context

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This mixed-methods case study attempted to explore how Language Learning Strategies (LLS) are fostered within a secondary level Chilean EFL public school context, based on a teacher’s pedagogical actions. Through empirical observation, task analysis, and an interview, this thesis intended to unveil the rationale behind the predominance of certain LLS at expense of others. Previous studies and literature served as a reference to later on determine potential cohesion between background records and first-hand evidence, which proved to be in relative alignment. Accordingly, this paper looked forward to extrapolating thoughts and assumptions the teacher had about that strategy-fostering bias with objective information evidenced through the development of the tasks carried out during the observation period. The results drew a tendency placing Memory strategies among the rest as the most fostered category, whereas Compensation befell to be the least favored LLS category overall.El propósito de este estudio de caso con un enfoque de investigación mixto fue explorar el desarrollo de la promoción de Estrategias del Estudio de la Lengua (Language Learning Strategies) dentro de una clase de Inglés como Lengua Extranjera (EFL) en un curso/nivel de educación secundaria inmerso en el contexto de un establecimiento educacional público chileno basado en las acciones pedagógicas del profesor a cargo. A través de observaciones empíricas, análisis de actividades y una entrevista, la intención de esta tesis fue develar la lógica tras la predominancia de ciertas Estratégias del Estudio de la Lengua en desmedro de otras. Varios artículos, tesis y otros tipos de documentos literarios sirvieron como referencia para posteriormente determinar la cohesión entre estos precedentes y la evidencia empírica recolectada, la cual ha probado estar en relativa concordancia. Por consiguiente, este documento buscó extrapolar la subjetividad de las reflexiones y suposiciones que el profesor-muestra del caso en cuestión fue capaz de dilucidar respecto a la tendencia a parcializar la promoción de ciertas estrategias con información objetiva obtenida a través del análisis de las instrucciones y actividades desarrolladas por el profesor durante el periodo de observación. Los resultados arrojaron tendencias favoreciendo a las estrategias de Memoria por encima del resto como la categoría más fomentada, mientras que las estrategias de Compensación resultaron ser aquellas con menos rodaje

Authentic Materials in Extensive Reading Class at Stain Ponorogo

It is widely believed that English Foreign Language (EFL) learners need to develop their language proficiency by getting so much input. Moreover, students need to be familiarized with the real English us­age where real forms of communication and cultural knowledge are crucially exposed. Teaching through authentic materials will make the learners feel that they are learning a real language which is used by the real native speakers for real communication. incorporating au­thentic materials helps students acquire an effective communicative competence in the language focus. The research intended to describe the implementation of authentic materials in extensive reading class, the problems arise and the students' responses toward the authen­tic materials in extensive reading class. The design of the research was Descriptive Qualitative method and the research subject was the lecturer of Extensive Reading class and 33 students in B class of the fourth semester of STAIN Ponorogo who took Extensive Read­ing subject. The instruments used were in the form of observation sheet, interview guideline and questionnaire. The implementation of authentic materials in extensive reading class covered some procedures into three main phases namely (1) Pre­ Activity, (2) Main­ Activity and (3) Post­Activity. The activities in main activity are as follows: (a) Pre­ Activity; (b) Whilst ­Activity; and (3) The language focus stage. There were problems arose during the implementation in terms of complicated planning, more time allocation and some disinterested students. Finally, the students showed significantly positive attitude toward the implementation of authentic materials in extensive reading class

El uso de estrategias de comunicación de aprendices de inglés como L2 con diferentes niveles de competencia en un contexto oral interactivo

Indexación: Web of Science; Scielo.Abstract: This study aims to examine the different communication strategies (CSs) EFL learners employ when communicating orally, and determine the relationship between the learners’ proficiency level and their CS use. Spoken data from three conversations held by Spanish learners of English of different levels were analysed in order to determine the type of CSs they used when interacting with a native speaker (NS) in an informal environment outside the classroom. The identification of the CSs was carried out following Dörnyei and Körmos’ taxonomy (1998). Overall results show that there is an association between the learners’ proficiency level and their CS usage. Results from a detailed analysis confirmed this relationship and revealed that the learners’ linguistic competence is not only related to the frequency of the CSs used but mostly to the type of CS.Resumen: El objetivo de este estudio fue analizar las diferentes estrategias de comunicación (EsC) que utilizan aprendices de inglés como L2 al comunicarse oralmente, y determinar la relación entre la competencia lingüística de estos estudiantes y el uso de las EsC. Se analizó un corpus oral obtenido de tres conversaciones entre estudiantes de inglés de distintos niveles de competencia con el propósito de descubrir el tipo de EsC que éstos utilizan al interactuar con un hablante nativo en un ambiente informal fuera del aula. La identificación de las EsC utilizadas se realizó mediante la taxonomía propuesta por Dörnyei y Körmos (1998). Desde un punto de vista general los resultados muestran que existe una asociación entre el nivel de competencia lingüística de los estudiantes y las EsC que éstos utilizan. Esto fue corroborado mediante un análisis más detallado de los datos que demostró una relación no sólo entre el nivel de competencia y la frecuencia de uso de las EsC sino principalmente con el tipo de estrategias utilizadas por cada nivel.http://www.scielo.cl/scielo.php?pid=S0718-09342016000100004&script=sci_abstrac