Gender Roles Depiction in English Textbooks of an Islamic Junior High School in South Sulawesi, Indonesia

Language is the most important part in meeting socially and getting together to wherever and whenever you live. Language becomes very important because without language human can not interact and understand one to another culture. Nowadays Japanese language becomes one of foreign languages which is preferred by most Indonesia people either high school and university students or anyone who is interested in learning Japanese. Furthermore, Japanese language is learned as linguistics which is used to study in Japan or as introductory language at Japanese corporate outside their own country. As mentioned in the introductory chapter, the purpose of this research is to find out the form of conjunctions in Indonesian, the form of conjunctions in Japanese and what are the differences and similarities between forms of conjunctions between the two languages

A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states

An inverted method of teaching is an instructional model where traditional classroom activities take place before class while class time is devoted to discussion, problem-solving, and interaction among students. Flipped learning is a learner-centered and technology-driven approach that benefits from the inverted method of teaching. Recently, instructors have begun to employ innovative pedagogies like flipped learning approach, to change the conventional practices in vocational education as flipped learning gives them a chance for professional development. In order to find out the reasons of the improvement of vocational education through the use of flipped learning approach, this review examined the effect of the flipped learning approach on vocational learners’ cognitive skills and emotional states in earlier studies. The earlier investigations showed the significant effect flipped learning approach on vocational learners’ emotions, such as engagement, motivation, self-efficacy, and their cognitive skills, including critical thinking, problem-solving, learning skill, learning strategies, and communicative competence. However, this review implicated that flipped learning, as a type of blended learning, may be beneficial for learners, instructors, and students’ parents to be aware of this valuable learner-centered approach in vocational education

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Comparing the Effects of Mind-Mapping vs. Concept-Mapping Techniques on Iranian EFL Students’ Reading Motivation, Reading Comprehension, and Willingness to Communicate

As there have been few studies on the comparative effects of mind-mapping (MM) and concept-mapping (CM) techniques on learning English language skills and sub-skills, this survey pursued to scrutinize the impacts of these techniques on reading motivation, reading comprehension, and willingness to communicate (WTC) of Iranian EFL students. To fulfill these objectives, 78 intermediate EFL students were selected based on non-random sampling and accidentally assigned to two experimental groups (EGs) and one control group (CG). They were then pre-tested using a reading motivation test, a reading comprehension test, and a WTC test. Next, the intervention was conducted on the three groups. The MM technique was employed to teach 16 English reading texts to one EG and the CM technique was applied to teach the same texts to the other EG. None of these techniques were used to teach the texts to the CG. When the intervention ended, the post-tests of reading comprehension, reading motivation test, and WTC were given to the three groups. The outcomes of the One-Way ANOVA tests and the post-hoc Scheffe tests revealed that there was a substantial difference between the scores of the EGs and the CG on the three post-tests, with the results being in favor of the EGs. In effect, the findings indicated that the MM and CM techniques enhanced reading motivation, reading comprehension, and WTC of the experimental participants equally. Finally, the implications and conclusions of the research were explained

Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting

The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learners’ psychological state seems of paramount significance, since it could be either an aid or a barrier to students’ academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in higher education within an Algerian English as a Foreign Language (EFL) setting. Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachers’ interviews, learners’ diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities. The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between students’ attitudes and teacher’ actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation. The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration

TOWARD CREATIVITY AND SPEAKING ABILITY OF EFL STUDENTS: A MIXED-METHOD STUDY

The present study employed a mixed-method approach to investigate creativity and speaking ability of EFL learners towards its relationship and other essential factors. Indonesian EFL students of the 5th semester taken the course of Academic Speaking in a private university (n=30) who were selected randomly responded Creative Personality Scale (CPS) and Self-Rating of Creativity. For the former, they described themselves by checking off 18 positively scored and 12 negatively scored items which were given a value of +1 and a value of -1, respectively. The latter was assessed by using eight items from the creativity scale. The 7-point Likert-type scales (1=strongly disagree, 7=strongly agree) were made to respond these items. Following this, the students' monologues based on five themes were scored using the IELTS Speaking Test Descriptor. The data were analyzed using Spearman rank-order correlation coefficient, pattern matching, and explanation building. The finding shows a significant correlation between EFL learners' creativity and their speaking ability (? = .961). The students also faced up to the cultural constraints in advancing their creativity. This study should, therefore, be of value to practitioners wishing to provide EFL students with appropriate materials that are addressed to enhance their speaking ability

Fostering Fluency in EFL Adult Learners through Flipped Learning

Este proyecto surge de la necesidad que tienen los alumnos adultos del grupo 1B en cuanto a la comunicación, específicamente en el desarrollo de la fluidez en el habla. Para contribuir a este aspecto, Se eligió Flipped Learning, considerando su papel en el proceso de enseñanza-aprendizaje de EFL. En esto este proyecto tuvo como objetivo determinar la influencia del Flipped Learning en el desarrollo de fluidez oral en inglés de estudiantes adultos en un nivel básico. Para lograr este objetivo, fue necesario diagnosticar el nivel inicial de los estudiantes en términos de fluidez, para fomentar la fluidez de los estudiantes en inglés mediantela implementación de Flipped Learning y analizar y evaluar el efecto de Flipped Aprendizaje sobre la fluidez oral de los estudiantes. En el marco del enfoque cualitativo y la investigación acción, este proyecto contiene tres capítulos El primero reporta la descripción del problema del que parte este proyecto de investigación. surge; el historial de investigación local, nacional e internacional; las motivaciones y razones que validar este proyecto de investigación; la pregunta de investigación que este estudio intenta responder; los objetivos a alcanzar; y las teorías y los conceptos que la sustentan. El segundo capítulo tiene que ver con el enfoque y tipo de investigación realizada, las técnicas e instrumentos utilizados para la recolección de datos, y la población y muestra objeto de estudio. En el último capítulo, considerando el “análisis temático”, los temas o patrones que surgieron durante el Se introducirá el proceso de análisis de los datos. Algunos gráficos y fragmentos, tomados de los datos. Se presentarán instrumentos de recolección, para sustentar los hallazgos. Finalmente, las conclusiones a las que se llegó por el profesor en formación después de este proceso de investigación se mostrará.Universidad Libre – Facultad de Ciencias de la educación -- Licenciatura en educación básica con énfasis en humanidades y lenguasThis project arises from the need that adult students in group 1B have in terms of oral communication, specifically in the development of fluency in speech. To contribute to this aspect, Flipped Learning was chosen, considering its role in the EFL teaching-learning process. In this way, this project aimed at determining the influence of Flipped Learning in the development of oral fluency in English of adult learners at a basic level. To achieve this goal, it was necessary to diagnose students’ initial level in terms of fluency, to encourage students’ fluency in English by means of the implementation of Flipped Learning and to analyze and evaluate the effect of Flipped Learning on students’ oral fluency. Within the framework of the qualitative approach and action research, this project contains three chapters. The first one reports the description of the problem from which this research project arises; the local, national and international research background; the motivations and reasons that validate this research project; the research question that this study attempts to answer; the objectives to be achieved; and the theories and the concepts that support it. The second chapter has to do with the approach and type of research carried out, the techniques and instruments used for data collection, and the population and sample under study. In the last chapter, considering the “thematic analysis”, the themes or patterns that emerged during the process of analyzing the data will be introduced. Some charts and fragments, taken from the data collection instruments, to support the findings will be presented. Finally, the conclusions reached by the pre-service teacher after this research process will be shown