DEVELOPING ENGLISH FOR GENERAL ACADEMIC PURPOSES (EGAP) COURSE IN AN INDONESIAN UNIVERSITY

This paper discusses the methodology and findings of a needs analysis survey which was carried out in 2005 by English Language Teaching Center (ELTC) of a private university in East Java, Indonesia. Based on the survey of 1,450 students' and 34 teachers' language needs, some implications related to course type, teaching methodology and course materials were made

BRINGING ENGLISH IN LANGUAGE CLASSROOMS

English is now well-established as an international language of transnational and intercultural communication. The number of speakers is now estimated to be about two billions in varying degrees of competencies, and nonnative speakers (NNSs) of English outnumber native speakers (NSs) by a ratio of 3:1 (Crystal, 2003). One of the obvious effects of the global spread of English is that English, the living language, has inevitably changed in order to suit the diverse social contexts in which it is used (Crystal, 1997). As English has spread all over the world, there has been recognition of the new varieties of English that have emerged in outer and expanding countries. This current state has generated a series of questions surrounding language teaching pedagogy: Is there any standard English? Which language variety or varieties should be taught?, Who should be the ‘model’ English speaker?, Is it necessary to introduce Englishes in language classroom?. This presentation aims to discuss these issues by highlighting the diversity of English and the diversity of its users. Finally the presentation demonstrates how classroom teachers as agents of change should take on board awareness raising activities in the recognition of the varieties of English

Applying the FMU Framework

ISSN: 0308-058

ADAPTING TO AND DELIVERING REMOTE INSTRUCTION: INTERVIEW WITH PROF. SUSAN GAER

Susan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the President-Elect CATESOL 2018-2020. She is also a Google Certified Innovator, Kahoot Ambassador, Thinglink Educator and Quizlet Teacher Educator. Prof. Gaer has developed a web page https://www.susangaer.com/ that helps teachers to engage students with technology. In this interview, Prof. Gaer shared her viewpoints and some examples on remote instruction

USING ENGLISH LITERATURE WRITTEN BY ASIAN AUTHORS IN EFL/ESL CLASSROOMS IN ASIA

This paper proposes an argument that literary texts in English which are written by Asian authors should be more extensively used as language teaching materials designed for EFL/ESL classrooms in Asian countries. The use of these texts can overcome the cultural stumbling blocks experienced by students. In addition, the texts can be utilized to promote cultural awareness and the role of English as an international language. To support this point of view, various issues in using what is often called non-native English literature are examined in the essay

DEBUNKING THE MYTHS OF NON-NATIVE ENGLISH SPEAKER TEACHERS: AN INTERVIEW WITH PROFESSOR MASAKI

Masaki Oda is a Professor of Applied Linguistics at Tamagawa University in Tokyo, Japan, specializing in Sociopolitical Aspects of Language Use. Prof. Oda got his PhD program from Georgetown University, where he also taught Japanese for several years. He returned to Japan in 1990 and began teaching EFL and training EFL teachers at Tamagawa University. He was the 2003 – 2004 Chair of the NNEST Caucus and is now the Director of Center for English as a Lingua Franca (CELF) at Tamagawa University and the AsiaTEFL Vice President. This interview highlights Professor Oda’s experiences and opinions regarding NEST (Native English Speaker Teacher) and NNEST (Non-Native English Speaker Teacher). He attempts to raise awareness among the professionals that there should be no divide between NEST and NNEST in the ELT profession.Â

THE NON-NATIVE TEACHER: INTERVIEW WITH PROF. PEÌTER MEDGYES

PeÌter Medgyes, CBE, is Professor Emeritus of Applied Linguistics and Language Pedagogy. During his career he was a schoolteacher, teacher trainer, vice rector, vice president of IATEFL, deputy state secretary and ambassador of Hungary. He was a plenary speaker in over fifty countries and author of numerous books and papers published both in his home country and abroad. His most recent book is the third edition of The Non-native Teacher (Swan Communication, 2017). His main professional interests lie in teacher education, language policy and humour research

Teacher, Your Voice... Exploring students perception on the use of audio feedabck

The purpose of this study was to examine students perceptions of audio feedback for assignments in their writing class. Data were collected through interviews. The findings highlight the fact that the students would like to see more of this type of feedback across their courses. The findings also indicate that providing feedback to students via audio files is feasible despite some pitfalls of this format. Guidance for teachers concerning the effective use of audio feedback and suggestions for further research are presented at the end of the paper

Online Continuing Professional Development

Engaging in continuing professional development (CPD) is a hallmark of the teaching profession. CPD comes in various forms, ranging from traditional training sessions to online programs. This article focuses on the online CPD and its potential research topics

USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) TO ENHANCE LANGUAGE TEACHING & LEARNING: AN INTERVIEW WITH DR. A. GUMAWANG JATI

In recent years, information and communication technology (ICT) has become embedded and affected the every aspect of our lives. Rapid development of ICT has changed our language teaching pedagogy at all levels. Teachers, curriculum developers, researchers have been constantly striving to find techniques to use some form of it to both assist and enhance language learning. What is more exciting is that studies have demonstrated positive effects that ICT brings towards students' learning motivation (Chenoweth, Ushida & Murday, 2006; Stepp- Greany, 2002), students' personal needs and learning styles (Gimenez, 2000), students' language mastery (Stepp-Greany, 2002), effective teaching and learning process (Al-Jarf, 2004), etc. Although these studies have shown that ICT has the potential important role in supporting and enhancing language learning, the use of ICT should never be the goal in and of itself. The responsibility for language instruction should be in the hands of qualified teachers who have the knowledge and expertise to manage and to make the best use of it to accomplish learning objectives