Learner’s perception of task difficulties in technology-mediated task-based language teaching

The perception of learners can be used for evaluating task-based language teaching development. However, during the technology-mediated task-based language teaching (TBLT), learners faced a few difficulties. Thus, this study aimed to investigate learners’ perceptions of task difficulties in technology-mediated (TBLT). To collect data, the study used a quantitative design with an open-ended questionnaire, and, involved two hundred learners as participants who came from different departments at the university. The results strongly confirmed that incorporating technology into TBLT leads learners to face some difficulties in (1) understanding the meaning of the task, (2) practical instruction in doing tasks, (3) applying new technology to explore profound tasks further, (4) lack of direct lecturer feedback on student tasks, (5) performance assessment, (6) addressing learners’ needs, (7) goal orientation, (8) digital literacy, building knowledge, intellectual, and behavior, and (9) school and curriculum rules. Furthermore, the study preferred some strategies to solve learners' difficulties in TBLT, such as managing teaching materials to become easier and more interesting, referring technology integration to learners’ ability, implementing bring your own device (BYOD), improving classroom assessment, teachers broadening technology-mediated, task-based learning internships, and facilitating learners with compatible technology tools and stable internet connection

THE STUDY IMPACT OF WHATSAPP GROUP ON CRITICAL READING SKILL

WhatsApp group as a social media application has a great impact to improve the skills of students in critical reading particularly. This study aims to look at the impacts of group WhatsApp application in critical reading. The descriptive qualitative used as method to process the data. The participants were students majoring in English education semester totaling 30 peopleAbstrakWhatsApp group as a social media application has a great impact to improve the skills of students in critical reading particularly. This study aims to look at the impacts of group WhatsApp application in critical reading. The descriptive qualitative used as method to process the data. The participants were students majoring in English education semester totaling 30 people Kata Kunci: WhatsApp group; improving; critical readin

Improving Students' Speaking Ability by Using Procedural Text

Speaking English is a skill that should be having of young generation in the revolution industry 4.0 due to its uses as a communication tool in science and technology. Students’ ability in speaking can improve through various media, such as procedural text. Investigating using procedural text to improve speaking ability is the main objectives of this study. To acquire data, it used a test done in the pre-action, while observation used during the whilst-action. Finally, this action research indicated students’ improving with the speaking components; fluency, diction, intonation, sentence structure, or grammar. The study implies integrating oral and written skills can teach simultaneously. Also, combining procedural text with technology is the recommendation for future study

BIAK LANGUAGE: TRACE BACK

This paper was conducted by literature research which is, firstly, aimed to describe the spread of Biak language as a lingua franca in the past in relation to its classification, users, domains, concurrent languages, internal varieties, spoken tradition and standardisation as well as the typology of the language. The language has been developed by its speakers throughout the bird’s head peninsula of West Papua. Secondly, it intended to trace “who (ancestors) and where” the language has been used. It is believed that language provides clues to investigate the ancestors and the spread of a race.

A Narrative Inquiry of Students’ Self-Directed Learning in EFL Speaking Class through YouTube

This study aims to reveal student’s perceptions through narrative inquiry when learning English through YouTube. Previous studies insisted that learners have made several attempts to foster their English language, both via teacher-guided and self-directed study, in recognition of the advantages of speaking as a foreign language. Exploring learners' accounts of their self-directed learning in EFL speaking class using YouTube is the focus of the present research. Online interviews were conducted with four students as the research participants. In this line, the research presented three narratives—behavior-oriented, instructional, and evaluation—to describe students' motivations for completing SDL. Aside from the primary important elements influencing students' SDL with respect to their perspective, the study is aware of several limitations, including the sample size and research design. We urge more research on classroom participation studies in light of this. We anticipate that this study will contribute to the conversation on developing SDL curricula. Keywords: Narrative, inquiry, self-direction learning, speaking, YouTube

Insights of Collaborative Learning Approach in Teaching English from Social-Psychology Perspective: A Systematic Review

Abstract Collaborative learning (CL) is a learning approach that emphasizes activities focused on the students, which has been implemented in teaching English. Interdependence, social behavior, cognitive development, and social psychology views may all be used to explain its effectiveness. The systematic review's purpose is to investigate practical influencing elements on CL insight from a social psychology perspective. The research was conducted using a qualitative method and then thematically analyzed. The findings break down the success of CL interactions into three categories: social cognition, social relationship, and social behavior. According to our research, the social-psychological aspects of collaborative learning have also become a vital component in curricular practices. Consequently, starting with pre-service and building on it with the teacher

Empowering EFL learner’s Self-efficacy through Collaborative task-based Instruction: A Critical Review

Abstract In a general perspective, self-efficacy is the belief that someone can do work successfully, however, from the perspective of Task-based language teaching (TBLT) self-efficacy is the belief of the students or teachers can finish their academic tasks successfully. The purpose of the study is to explore whether collaborative task-based instruction (CTBI) can empower EFL self-efficacy? The study uses a critical review, content analysis, and interpretation regarding five perspectives namely in terms (1) cognitive-interactionist, (2) psycholinguistics, (3) sociocultural, (4) psychological, and (5) educational. The finding reveals that based on a psychological perspective, TBLT is significantly effective to empower EFL learner’s self-efficacy

Social-Psychological Issues in EFL Speaking Class based on Collaborative Learning

Collaborative learning (CL) is relatively a novel approach applied in teaching speaking at the context of English as a foreign language (EFL). Statistically, even if CL has widely been investigated in the field of language teaching, it is still rarely found articles discussing CL issues related to social-psychological perspective. Therefore, this study has the purpose of investigating the variables that influence and are encountered by the student's speaking abilities during cooperation. Five students were used in the research in order to conduct an interview. They were deliberately chosen from their peers because they spoke English the best. Information was acquired through an online interview via the use of the WhatsApp calling app. Additionally, the ATLAS.ti application was used to evaluate the collected data. The results showed that 25 sub-dimensions and three major dimensions: social cognition, relationships, and social behavior significantly affected students' speaking abilities in EFL. The curriculum creator is advised to include social psychology into the English language instruction curriculum nevertheless. It suggests a classroom experiment with planned and unplanned speaking performances for further research

Leveraging Collaborative Project-Based Learning to Encourage Speaking Proficiency in EFL classroom: A Case Study in Engineering Department

The study aims to explore students' perspectives on the implementation of collaborative project-based learning (CPBL) in the Engineering Department as a means to enhance their understanding of the subject matter and develop problem-solving abilities. A quasi-experimental design was employed, and data was collected through a semi-structured questionnaire. The results indicate that CPBL has the potential to improve students' speaking and presentation skills in various aspects, including grammar, discourse competence, sociolinguistics, strategic competence, fluency, accuracy, and presentation skills. The study also recommends further investigation into computer-mediated communication within group projects and suggests incorporating controlled and energizing task speaking during comparison evaluations to foster reflective thinking among both teachers and students. In summary, this research highlights the positive impact of CPBL on language and presentation skills within the Engineering Department, emphasizing its potential benefits for student learning

A Systematic Review on Integrating MALL in English Language Teaching

The use of technology in language learning has been going on for a long time. Many technological characteristics are currently utilized in language learning as a result of the rapid growth of technology. MALL is one of them. This study aims to review integrating MALL in English language teaching (ELT). The study employed a systematic review checklist as a method. Findings suggest that MALL has a good impact on students' English language development, which leads to positive outcomes, according to the overall findings. Parents, teachers, and students expressed an interest in promoting MALL in ELT. Teachers were enthusiastic about MALL and felt that it could be utilized to teach English. MALL also had a positive influence in educational contexts, with students enthusiastic about utilizing it in English classes. They also believe that MALL provides them with numerous benefits when performing their tasks. Due to the challenges teachers and students encounter in applying and using MALL in ELT, such as psychological, pedagogical, and technical limits, stakeholders are expected to develop solutions and policies to achieve effective technology-oriented learning in ELT.  Keywords: Systematic review, MALL, EL