Erudita: Journal of English Language Teaching

Code-switching as a linguistic resource in an EFL context at a language center in Mexico

2023-12-08T11:28:26+07:00

This study explores code-switching (CS) as an interactional resource by learners in an EFL classroom in a predominantly monolingual context of Mexico could provide university students with a useful resource in language learning. The research aim is to identify and analyze the codeswitching interactional patterns that the students use to participate in the classroom such as reiteration, equivalence, floor-holding and socializing. In order to analyze these ways, observation sessions were carried out as these depictions demonstrated what was taking place in the EFL classroom. Field notes are used to triangulate data; therefore, a more in-depth and rich analysis is brought forth as to how these resources are used. Accordingly, classroom data is analyzed using an applied Conversation Analysis approach. This case study is part of a PhD project that explores the linguistic practices of nine students from two intermediate EFL classes. Both observations and field notes reveal that learners´ draw on CS for carrying out learning activities, negotiate meaning, as it is a supporting element in the communication of information and in the learners’ social interaction. Therefore, the study suggests that CS serves for communicative purposes in a way that is exploited as a tool for transference of meaning.

Unveiling obstacles in virtual English education: echoes from Vietnamese learners

2023-10-09T08:45:12+07:00

After the COVID-19 pandemic, online learning in Vietnam has been paid more attention to. Consequently, this current qualitative study was conducted to investigate problems in English online classes in the Vietnamese context. Semi-structured interviews were used to collect data from six EFL students learning in a tertiary institution in the Southwest of Vietnam. The current study found some challenges the students often faced when learning online, categorized by three groups, namely teacher-related challenges, student-related challenges, and teacher-and-student living condition-related challenges. Regarding teacher-related challenges, teachers’ lack of abilities to use ICT tools and their attitudes towards teaching online negatively affected the EFL students’ online learning. Regarding student-related challenges, students’ resistance to the transmission from face-to-face learning to online learning and their low motivation played the role of barriers to their performance in online learning. For the final dimension, teacher-and-student condition-related challenges, insufficient teaching and learning devices, low internet connection, or noise did not allow the students to maximize their learning progress.

Unravelling EFL teachers’ mastery of TPACK to promote students’ participation

2023-08-14T12:50:08+07:00

Technology plays a significant role in the development of students, especially in building their interest in learning and understanding a material. Further, this can be an entertainment medium and a communication tool between a teacher and students. Therefore, this study aims to explain the benefits of using technology in learning English and enhance active learning participation. The method used in this research is qualitative through a descriptive approach. Data were obtained through classroom observation and interviews to obtain data in the form of opinions regarding the use of integrated TPACK in increasing student participation in learning. Data were analyzed through three stages, i.e., reduction, display, and conclusion. The study results show that the teachers applied a variety of innovative and diverse learning media through the integration of TPACK used in the classroom. By providing this technology assistance like TPACK learning, convenience, excitement, and engagement could be created during the class. Moreover, this study also reported that by choosing the proper technology application based on students’ characteristics, students could participate more actively and more creatively which could support the learning atmosphere, build a sense of comfort in learning, and enhance the learning participation.

Teacher’s strategies for stimulating EFL students’ active learning in an Indonesian senior high school

2023-12-07T12:01:38+07:00

Organizing effective active learning poses a significant challenge for teachers. The responsibility not only lies in guiding learning activities but also in fostering students' active engagement in the learning process. This study aims to investigate the strategies employed by a female English teacher at a senior high school in Pekalongan, Indonesia to promote active participation among EFL (English as a Foreign Language) students and the challenges she faces. Employing qualitative research with data collected from interviews and observations, various strategies were identified to enhance active learning among EFL students. The study revealed ten effective strategies implemented by the teacher at the school to stimulate active learning, namely encompassing visual-based instruction, problem-solving methods, computer-based instruction, cooperative learning, drama techniques, role-playing, games, peer teaching, Jigsaw learning, and panel discussions. Additionally, the research identified three key challenges faced by the teacher in fostering active learning among EFL students, namely time constraints, preparation limitations, and varying levels of student enthusiasm. In general, this study provides valuable insights that can assist English teachers in selecting suitable active learning strategies tailored to the unique needs of their students and classrooms.

Jane Eyre movie: illocutionary acts in focus and its contribution to English language teaching

2023-12-08T09:14:09+07:00

The objectives of this research are to showcase 1) the types of Illocutionary act found in the Jane Eyre movie, 2) the most dominant type of the Illocutionary acts, and 3) the contributions of the illocutionary acts in teaching English. This research is descriptive qualitative where the researcher presents the result of the research in the form of description. The data collection followed some procedures: downloading the movie, watching the movie, reading the script repeatedly, finding illocutionary acts, and taking the collected illocutionary act into the note. In analyzing the collected data, descriptive analysis technique was applied by the researcher. The study findings demonstrate that there are the entire five types of illocutionary acts. From the total 19 utterances which contain illocutionary act, there were 5 utterances belong to assertive, 4 utterances belong to directive, 4 utterances belong to expressive, 3 utterances belong to commissive, and 3 utterances belong to declarative illocutionary act. The most dominant type of illocutionary acts performed by the characters of the Jane Eyre movie is assertive. In addition, the result of this research can contribute to the use of instructional media in English language teaching.

Indonesian tertiary EFL students’ problems in paraphrasing journal articles: a narrative inquiry

2023-12-09T10:18:29+07:00

This study investigates the problems faced by EFL students and their coping strategies to deal with problems when paraphrasing journal articles. To achieve the study objectives, the researchers utilized a narrative inquiry design with two semi-structured interviews. The gathered data were then analyzed by using thematic analysis. Four EFL students participated in this study and shared their experiences regarding the problems they faced when paraphrasing journal articles. The findings presented that the four students perceived limited vocabulary, lack of awareness regarding the criteria for effective paraphrasing and the proper stages of paraphrasing, struggle to find the appropriate synonyms, and lack of grammar mastery. Furthermore, it was discovered that there were several strategies adopted by the students to overcome the problem of paraphrasing journal articles such as changing active to passive voice, eliminating unnecessary words, utilizing paraphrasing tools, and consulting with others. This research can be a form of self-reflection for the readers, especially students, to be more aware of the importance of mastering paraphrasing skills.

The making of proficient young EFL learners in a bilingual speaking class: challenges and strategies

2023-12-07T11:00:12+07:00

Teachers’ strategies to teach students’ speaking skills are very essential to overcome students’ obstacles in learning to speak. The present study aims to explore the challenges faced by EFL teachers and their strategies in boosting speaking skills to young learners at the elementary level which enacts a bilingual class program. Three primary EFL school teachers volunteered to participate in this study. Framed in a case study approach, data were garnered through observation and semi-structured interviews. The data from these two collection methods were analyzed qualitatively. The study findings have revealed several challenges faced by teachers in teaching speaking to young EFL learners such as lack of vocabulary, missing pronunciation, problems with students’ self-confidence, and speaking in line. In response to these, several strategies were applied by the teachers in teaching speaking to young learners, including discussion, games, picture description, and role-play. This study concludes with some pedagogical implications on how EFL teachers reflect on the enactment of interactive learning strategies that should adapt to the material, conditions, and students’ abilities so that the strategies can be adapted to foster proficient young EFL learners.

From boredom to excitement: unleashing motivation with Kahoot in English language learning

2023-09-28T13:32:02+07:00

The advent of digital games in language classrooms has ushered in a new era of interactive and dynamic learning experiences. Among these platforms, Kahoot stands out as an engaging and entertaining gaming platform, capturing the attention of both instructors and students. Despite the previous studies on the impact of Kahoot on language learning motivation, they have predominantly focused on assessing the effects of Kahoot before and after instruction overlooking direct comparisons with traditional instructional methods. Consequently, the present study utilized a quasi-experimental research design, and participants were divided into two groups: an experimental group that received instruction using Kahoot, and a control group that followed traditional instructional methods. This research design allowed for a direct comparison of the impact of Kahoot on students’ motivation to learn the language. The results revealed a significant positive impact of Kahoot on students’ motivation to learn English. The students perceived Kahoot as engaging and enjoyable, resulting in heightened enthusiasm and interest in language learning. These findings highlight the transformative potential of Kahoot as a catalyst for enhancing language learning motivation. Integrating Kahoot and other innovative online platforms into EFL instruction can create dynamic, interactive learning environments that foster student engagement and motivation.