Nowadays, emotions are among the most significant issues in the route of learning a language that should be taken into consideration. Consistent with the fundamental function of positive psychology ...(PP) and also the theory of broaden-and-build, enjoyment in language learning especially the foreign language is among those positive emotions that encourage EFL learners to develop their perspective to achieve. Efforts to apprehend and develop the academic achievement of EFL learners have also progressively concentrated on self-regulation as it boosts learners' enjoyment, hope, pride, self-control, and learning. Besides, in line with the investigations of these positive emotions, principles of PP, the present review makes every effort for the interplay and its effects in language learning. It is pertinent to state that the present review of studies can benefit academic organizations, professional development centers, policymakers in the academic community to consider the role of emotions, namely positive ones and their positive impact on language learning.
While teacher resilience has gained significant attention in recent years, empirical exploration of this issue is still insufficient, particularly with regard to English as a foreign language (EFL) ...teacher resilience in China. In this context, this study employed a mixed-methods design to investigate Chinese EFL teacher resilience. Specifically, the Connor-Davidson Resilience Scale (CD-RISC)-EFL Teacher Survey was distributed to 330 Chinese senior high school EFL teachers. Five volunteers in the survey sample participated in semi-structured interviews. The results revealed that resilience in Chinese senior high school EFL teachers was at a moderate to high level, and there was no significant difference in teacher resilience in relation to gender and years of teaching experience, but a small significant difference with teachers' educational background. Possible reasons for interpreting EFL teacher resilience were provided from personal and contextual perspectives. Finally, the implications of these findings were discussed for developing teacher resilience.
While research on metacognitive knowledge and metacognitive strategies in second language (L2) writing has proliferated, little attention has been paid to metacognitive experiences in learning to ...write. This study contributes a novel 6-point Likert scale questionnaire,
EFL Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)
, and reports insights into learners' metacognitive experiences gathered from its use. The questionnaire was designed to investigate, first, the nature of students' metacognitive experiences when they learn to write in English as a foreign language (EFL) and, secondly, the relationship between students' metacognitive experiences and their writing performance. To this end, the questionnaire was developed and validated with two independent samples of 340 and 540 Chinese undergraduates whose metacognitive experiences were measured as they learned to write in EFL. Data were subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), respectively. Findings of EFA and CFA revealed a four-factor structure of students' metacognitive experiences of EFL writing: Metacognitive estimates, metacognitive feelings, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. Results showed that students' metacognitive experiences had positive correlations with their EFL writing test scores. Importantly, the CFA results from the sample of 540 students supported the four-factor correlated model with the best model fit, confirming the validity and reliability of the
EFLLWMEQ
. This study has theoretical and pedagogical implications for how learners' metacognitive experiences can be managed in learning to write, particularly in EFL classrooms.
This study aims to find out the effectiveness of Computer-Assisted Language Learning (CALL) by smartphones to increase English proficiency of Papuan EFL students. The mixed method was implemented ...specifically related to the explanatory sequential design (Quantitative-Qualitative) where the research design comprised two interactive sequential stages. The first stage was carried out by collecting and analyzing quantitative data using the pre-experimental method to find out the difference before and after being given treatment. The samples were determined using purposive sampling where 30 Papuan EFL students were selected, and data were analyzed by using SPSS. The second stage was carried out by collecting and analyzing qualitative data using structured interviews. The samples were determined using purposive sampling also, and 7 Papuan EFL students were considered representative to obtain data. The results show that Computer-Assisted Language Learning (CALL) by smartphones is effective to increase English proficiency of Papuan EFL students by a significant increase of 38.70%. The effectiveness of this learning cannot be separated from the aspects of efficiency, flexibility, and accessibility supported by excellence in terms of visualization and auditory systems. Moreover, some factors that certainly become constraints of Computer-Assisted Language Learning (CALL) including internet networks, small screens, notifications and advertisements, lack of proficiency towards applications, unsupported smartphones, and battery power. By solving all these constraints, CALL can be more effective to be applied in teaching and learning. The significant implication provides better change in the world of education through learning strategies in utilizing technology especially certain context and conditions in Papua.
Although studies on teacher written feedback have proliferated in recent years, much remains to be discovered about L2 learners' engagement with this practice. To bridge this gap, the study examined ...how low-proficiency and high-proficiency students engaged with teacher written feedback affectively, cognitively, and behaviorally in a Chinese EFL context. The study collected data from multiple sources including students' first drafts of their writing, teacher written feedback, revised drafts, students' verbal reports, and semi-structured interviews. The findings revealed that for this important pedagogical practice, students' engagement with teacher written feedback was mediated by their language proficiency and feedback focus. Specifically, while LP and HP students' engagement with local feedback was quite different, they shared similarities in their engagement with global feedback. The study further found a complex and nonlinear relationship across the three perspectives of engagement (i.e., affective/cognitive/behavioral), which was evidenced in the consistencies and inconsistencies of the students’ engagement. The important pedagogical implications from this study are discussed.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The widespread use of Artificial Intelligence (AI) in language education contexts has motivated several scholars around the world to uncover the advantages and disadvantages of AI and AI-powered ...instruments in different language classrooms. Yet, as the review of earlier investigations revealed, few inquiries have been carried out to divulge the pros and cons of leveraging AI in EFL classes. To narrow this gap, using the phenomenological approach, this inquiry investigated the opportunities and challenges of implementing AI in EFL classes from the perspective of Chinese EFL students. To do so, through the criterion sampling technique, a total of 45 EFL students was recruited from different educational institutions in China. To collect the dataset, participants were asked to complete an open-ended questionnaire. For the sake of triangulation, among the 45 participants, 15 were randomly selected to engage in a follow-up interview session. With the aid of MAXQDA software (version 2023), participants’ perceptions of AI opportunities and challenges were carefully analyzed. Overall, the analysis findings uncovered that leveraging AI in EFL classes can bring numerous opportunities for EFL students, including individualized learning, timely and immediate feedback, rich educational resources, and an interactive learning atmosphere. However, as demonstrated by the analysis outcomes, implementing AI in EFL courses may also face students with a range of challenges and problems. The research outcomes would be of great help to teachers and educational leaders in mitigating the challenges of leveraging AI in language classrooms.
•Investigated AI opportunities and challenges in EFL classes from Chinese students' perspective.•Found that AI can bring numerous opportunities for EFL students.•Revealed that AI implementation in EFL courses poses serious challenges for students.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
AbstractThis study investigates English as a Foreign Language (EFL) teachers' instructional practices in developing students' academic character. Self-evaluation questionnaires were distributed to 37 ...teachers, and 26 were returned. Seven Focus Group Discussion (FGD) participants were selected based on their availability. The study reveals that EFL teachers averagely facilitated students to enhance their academic character and rated developing students' academic character at a critical level. There are five majors handicap for EFL teachers in developing students' academic character. First, the curriculum does not integrate the academic character with the courses offered. Second, implementing academic character into the curriculum is time-consuming. Besides, teachers assume that their students can automatically apply academic character in their life without it should be integrated into the courses. Lastly, the teaching loads that teachers must do are enormous. Drawing from those problems, several recommendations are proposed: curriculum policy at the university level should be taken, providing a standard syllabus application, providing a simple evaluation system, and freeing EFL teachers from bureaucratic and administrative burdens. Furthermore, the current study has sounded the research result to university academic authority and recommended that the department embed students' academic character in learning and suggested the EFL teachers embed and assess students' academic character development through instructional practices.AbstrakStudi ini menyelidiki praktik instruksional guru English as a Foreign Language (EFL) dalam mengembangkan karakter akademik siswa. Kuesioner evaluasi diri dibagikan kepada 37 guru, dan 26 dikembalikan. Tujuh peserta Focus Group Discussion (FGD) dipilih berdasarkan ketersediaan mereka. Studi ini mengungkapkan bahwa guru EFL rata-rata memfasilitasi siswa untuk meningkatkan karakter akademis mereka dan menilai pengembangan karakter akademis siswa pada tingkat kritis. Ada lima jurusan yang menjadi kendala bagi guru EFL dalam mengembangkan karakter akademik siswa. Pertama, kurikulum tidak mengintegrasikan karakter akademik dengan mata kuliah yang ditawarkan. Kedua, menerapkan karakter akademik ke dalam kurikulum memakan waktu. Selain itu, guru beranggapan bahwa siswanya dapat secara otomatis menerapkan karakter akademik dalam kehidupannya tanpa perlu diintegrasikan ke dalam mata pelajaran. Terakhir, beban mengajar yang harus dilakukan guru sangat besar. Berangkat dari permasalahan tersebut, beberapa rekomendasi diusulkan: kebijakan kurikulum di tingkat universitas harus diambil, penyediaan penerapan silabus yang standar, penyediaan sistem evaluasi yang sederhana, dan membebaskan guru EFL dari beban birokrasi dan administrasi. Selanjutnya, penelitian ini telah menjajaki hasil penelitian kepada otoritas akademik universitas dan merekomendasikan agar departemen tersebut menanamkan karakter akademik siswa dalam pembelajaran dan menyarankan guru EFL untuk menanamkan dan menilai pengembangan karakter akademik siswa melalui praktik pembelajaran.How to Cite: Hadiyanto. (2020). Promoting EFL Students' Academic Character Through Instructional Practice in Revolution Industry 4.0. TARBIYA: Journal of Education in Muslim Society, 7(2), 167-182. doi:10.15408/tjems.v7i2.18998.
Improving education in the 4.0 era needs to be adjusted to the teaching and learning in higher education. Thus, it is necessary to have a learning strategy that prioritizes student independence in ...learning by using facilities in the digital era such as the internet. Therefore, SOLE can be one of the strategies that are in accordance with this 4.0 education. The purpose of this study was to find out the effectiveness of SOLE for apprentices in English as a Foreign Language (EFL) classrooms. In this study, we used quasi-experimental studies conducted through pre-test and post-test on study subjects as primary data for the study. The analysis showed a significant difference between students taught using SOLE and conventional methods in English proficiency. The Wilcoxon test results prove that the two-sided asymptotic significance of the Wilcoxon test is 0.000 for experimental class, and 0.000 for control class which the Asymptotic significance 2-tailed below Alpha (0.05). It means that SOLE can be more effective than lecturing.
Focus on form has been extensively studied in text-based online dyadic chats but much less has been explored in group chats with interlocutors from different language backgrounds. Additionally, there ...are very few studies investigating covert focus on form. This study investigated the effects of interlocutor types on errors and focus on form episodes, both covert and overt, in text-based online group chats. We collected chat logs from two collaborative online international learning projects. One project was developed for the collaboration between an English course at a Chinese university and an art history course at a U.S. university; the other between another cohort of the same English course and a cultural studies course at a Mexican university. We compared errors, feedback, and other characteristics of focus on form episodes between the two projects. Analyses revealed significant differences in characteristics such as overtness (overt, covert), linguistic focus (mechanical, lexical, and grammatical), and source (code, message). However, no significant differences were found for the type of focus on form (preemptive, reactive), presence of uptake, uptake quality (successful, unsuccessful), and repair provider (self, other). Students showed a preference for self-repair over other-repair and for lexical focus over mechanical and grammatical foci in both projects. Overall, only a small proportion of errors were followed by feedback. Therefore, a small amount of uptake and successful uptake occurred in both projects. The results can shed light on how instructors could provide effective scaffolding and tasks to make virtual exchange projects more rewarding.
The major purposes of this study aimed (1) to investigate the communication differences and cross-cultural adaptation of Thai university students studying English in China PR., (2) to investigate the ...problems of the Thai university students’ cross-cultural adaptation, as well as (3) to investigate factors influencing their intercultural competence. A structured questionnaire was conducted across 30 Thai students as the target group studying English at Yu’Xi Normal University China PR, selected by the purposive sampling technique. The results of the study revealed that 1) demographically, there was not much difference in adaptation between male and female target groups in terms of gender, age, and residency length; 2) negative attitudes in Thai university students to Asians caused a separation between Thai and Chinese groups due to the behavioural characteristics of Thai people who were concerned about speaking straightforwardly. In terms of communication ability, language affects communication directly between individuals and groups in everyday life and the classroom. Also, they all are looking to be positive, open-minded, and accepting; moreover, a new culture can be accepted by not setting yourself up, and language contributes to adapting across cultures to create mutual understanding, as well as to build relations with local people. Also, choosing a friend from various groups in different activities is necessary to exchange opinions with each other in the target society.
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