ELT Forum: Journal of English Language Teaching
http://journal.unnes.ac.id/sju/elt
<p><strong>ELT Forum: Journal of English Language Teaching starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link<a href="https://journal.unnes.ac.id/journals/elt" target="_blank" rel="noopener"> https://journal.unnes.ac.id/journals/elt</a></strong></p> <p><strong><em>MIGRATION OFFICIAL STATEMENT <a href="https://drive.google.com/drive/folders/1980A0R8NA3En1577jOx6NI3mWJxsNawB?usp=sharing" target="_blank" rel="noopener">HERE</a></em></strong></p> <p style="text-align: justify;">ELT Forum (p-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&">2252-6706</a> / e-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&" target="_blank" rel="noopener">2721-4532</a>) encourages research that puts in theory and method from English language teaching in various contexts of second and foreign language. This journal is a specific forum that particularly takes up Innovative English instructions in Tertiary Level and among preservice teachers or teacher trainees. </p> <p style="text-align: justify;"> </p>en-US[email protected] (Christianti Tri Hapsari)[email protected] (Admin ELT)Thu, 30 Nov 2023 22:39:20 +0700OJS 3.1.1.2http://blogs.law.harvard.edu/tech/rss60The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle
http://journal.unnes.ac.id/sju/elt/article/view/66613
<p class="Abstract">The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzing trace data. The study analyzed trace data from 1523 English language learners in a Moodle course and identified several behavioral factors. The final course point in English language learning is significantly predicted, including the number of completed quizzes, middle course points, engagement with course materials, time spent on tasks, completion score quizzes, access time in total, and pacing. The study found that completing quizzes was the strongest predictor of the final course point, followed by time spent on task, access time in total, and middle course point. The findings suggest that educators can use the identified behavioral factors to promote self-regulated learning online and develop interventions to support students struggling with self-regulated learning. The studies include using trace data to analyze behavioral patterns and focusing on self-regulated learning factors in online language learning. The study provides important insights into self-regulated learning factors and behaviors in English language learning through Moodle LMS, which can inform the development of effective interventions to support students in online language learning environments.</p>Rizky Eka Prasetya
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http://journal.unnes.ac.id/sju/elt/article/view/66613Thu, 30 Nov 2023 11:23:37 +0700Novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning
http://journal.unnes.ac.id/sju/elt/article/view/62110
<p class="Abstract">This study aimed to investigate the novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning in the context of Bali. Framed within a qualitative design, the study employed the qualitative method with a questionnaire and an interview guide as the instruments to collect the data. The obtained data were analysed using Interactive Model Analysis consisted of data collection, data display, data reduction, and verification or conclusion drawing. In the preliminary informal interview done towards several novice English teachers, it indicated that not all novice English teachers have heard about assessment of learning, assessment for learning, and assessment as learning. Therefore, this phenomenon led the researcher to conduct this study. Further, the results of this study showed that the novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning are limited to the basic concepts only. Even, several novice English teachers never heard about those assessment types. It implies that the school principals and other stakeholders need to emphasize the concept of assessment of learning, assessment for learning, and assessment as learning for novice English teachers through teacher training, workshop, or seminar.</p>Eka Anastasia Wijaya
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http://journal.unnes.ac.id/sju/elt/article/view/62110Thu, 30 Nov 2023 01:47:20 +0700Web-based elaborative feedback provision and the development of reading skills
http://journal.unnes.ac.id/sju/elt/article/view/67591
<p class="Abstract">The purpose of this study was to find out whether web-based feedback can improve students’ reading comprehension. Fifty first-year students participated in the study: 25 in the experimental group and 25 in the control group. The study used a quasi-experimental design. Data was collected via a web-based reading comprehension test and a paper-based test. Moodle Cloud server was used to organize the training tasks and to administer the post-test for the experimental group. Data were analysed using mean, frequency, independent samples t-test, and paired samples t-test. The pre-test score indicated that students were at elementary comprehension level with a percentage of 34%, and 37% for the treatment and the comparison group, respectively. There was also a statistically significant mean difference in the post-test scores between the experimental and the control groups (t= 6.174, df= 48, and p= 0.000) with mean scores of 17.84 and 13.16, respectively. This shows that web-based feedback has significantly improved students’ reading comprehension.</p>Atalay Lulie Biresaw, Berhanu Haile Bogale
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http://journal.unnes.ac.id/sju/elt/article/view/67591Thu, 30 Nov 2023 19:41:44 +0700Using Reflective Journal Writing to Develop Undergraduates’ Metacognitive Awareness in ESL Writing
http://journal.unnes.ac.id/sju/elt/article/view/68175
<p>Studies have shown that many undergraduates face various challenges in ESL writing, especially academic writing. Most of the students lack the basic knowledge and skills required for them to achieve their writing task which is known as metacognition. Therefore, this study employs a reflective journal writing strategy to develop undergraduates’ awareness of metacognition in ESL writing. The study adopts a pre-and-post quasi-experimental research design with an intact class of (87) third-year undergraduates in a creative writing class. The study employed two instruments for the data collection: a writing task and a metacognitive questionnaire. Both instruments were used before and after the reflective journaling for 12 weeks. The pre-and post-test mean scores of the two instruments were compared using a paired-sample t-test. The results of the study show a significant improvement in the participants’ metacognitive awareness level and writing skills after writing the reflective journals. The study makes some recommendations for further studies and practice.</p>Muhammad Mukhtar Aliyu, Mohammed Sani Ya'u, Halima Sadiya Yakubu, Yusuf Muhammad Jika, Yusuf Muhammad Jika, Ahmed Tanimu Jibril
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http://journal.unnes.ac.id/sju/elt/article/view/68175Thu, 30 Nov 2023 00:49:16 +0700The effect of vocabulary learning strategy training on vocabulary strategy use
http://journal.unnes.ac.id/sju/elt/article/view/71568
<p>Nowadays, it is recommended to train students on how to learn vocabulary, for it is not practicable to teach all the English language words. The purpose of this article was to find out the effect of vocabulary learning strategy training on vocabulary learning strategy use of university students. The research design used in this study was experimental. 40 students (20 students in each group) from both experimental and control groups completed the adapted Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) before and after the vocabulary learning strategy training. After the students completed the pre-training questionnaire, only the experimental group learners received vocabulary learning strategy training for 16 hours. The researcher prepared the vocabulary strategy training material by integrating the vocabulary lessons incorporated from different books. Paired samples t-test was computed on SPSS version 24 to find out if there was a statistically significant difference between the experimental and control groups regarding vocabulary learning strategy use. The study found that the experimental group participants improved their vocabulary usage significantly better than the control group participants in the five among six major categories of vocabulary learning strategies (less than the p-value of 0.05). Future researchers can study the effect of training in learning strategies of other language skills and sub-skills and can improve their strategy usage. One of the significance contributions of this study could be curriculum designers might employ this article as an input to incorporate vocabulary learning strategies into English language training materials and improve students’ vocabulary strategy use.</p>Abebaw Dessalew Bayabel, Nuru Mohammed Tahir
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http://journal.unnes.ac.id/sju/elt/article/view/71568Thu, 30 Nov 2023 20:20:11 +0700Understanding feminist issues by reading Daniyal Mueenuddin’s “In Other Rooms, Other Wonders” in a prose class
http://journal.unnes.ac.id/sju/elt/article/view/76433
<p>The teaching of English literary works in a foreign language context remains a textual-oriented activity. Students were required to comprehend the linguistic and thematic features of the texts. However, more often than not, students were not aware of the real sociocultural, economic, and political conditions from which the text was based because they focused more on understanding the textual contents of the text. In Indonesia where English was still considered as a foreign language, the phenomenon was common. This paper examined the results of a contextual approach given to students when discussing a literary text. The contextual approach was implemented in three stages: pre-reading activities; reading, discussing, and analyzing the text by paying attention to its linguistic features and plot; and connecting the text with real-life situations. The study involved 31 English Literature students at Universitas Negeri Semarang from the third semester. The text discussed was a short story titled “In Other Rooms, Other Wonders” which contained feminist issues. The researchers also used questionnaires and observed the students’ activities during the three stages to enrich the data. The results revealed that the approach helped the students to understand feminist issues more comprehensively. They were able to relate the circumstances depicted in the story with the real sociocultural, economic, and political conditions of the society where the story was based. The results also suggested that the method was effective in developing the students’ literacy skills.</p>Sri Sumaryani, Maria Johana Ari Widayanti, Ruly Indra Darmawan
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http://journal.unnes.ac.id/sju/elt/article/view/76433Thu, 30 Nov 2023 00:00:00 +0700Implementing AI Replika in higher education speaking classes: Benefits and challenges
http://journal.unnes.ac.id/sju/elt/article/view/76525
<p>The demand from students for native English speakers as interlocutors justifies the importance of this research. Because of the nation's location and financial constraints, speaking course participants are said to lack experience speaking with native speakers. Gaining a tangible understanding of how AI Replika can be used to replace native speakers’ role in becoming students’ source of native speaker is the anticipated outcome of this project. This study investigates the benefits and difficulties of using AI Replika in speaking classes. With the help of AI Replika, students may practice speaking English in real time or directly with the use of artificial intelligence. The features used by students can be either chatbot or speaking robot. This study used a descriptive qualitative methodology. A case study methodology is applied. Interviewing and participant observation were employed as data collection methods. Three basic types of triangulations are used in data validity techniques: theoretical, methodological, and source data triangulation. Based on the results, it shows that AI replica can be used as the alternative on the absence of native speaker in practicing speaking. However, the role of teachers in the classroom still cannot be replaced by the AI. Students feel that although AI Replika brings benefit for them to practice speaking before class, however, they still need teachers to explain the context of the speaking content. Students also feel that the AI Replika brings more literal meaning of an idea rather than able to understand the cultural meaning behind the talk. In the end, AI technology can improve language acquisition with a well-balanced approach, but real native speaker presence for more humanist approach is still needed.</p>Girindra Putri Dewi Saraswati, Alief Noor Farida, Yuliati Yuliati
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http://journal.unnes.ac.id/sju/elt/article/view/76525Thu, 30 Nov 2023 17:24:32 +0700Exploring critical digital literacy in a higher education EFL classroom: Teachers’ views and practices
http://journal.unnes.ac.id/sju/elt/article/view/69160
<p>Critical digital literacy is increasingly an issue in today’s technology-driven world, and it has been implanted into the Indonesian higher education curriculum to equip students with the ability to critically engage with digital information. Research related to critical digital literacy, especially in EFL settings at a higher education level is still under-explored. Therefore, in this study, the researchers aimed to explore teachers' views on critical digital literacy and their practices in integrating critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. The researchers collected data from three EFL classroom teachers at one of the universities in Surabaya, Indonesia. To validate the data, the researcher used data triangulation, where the data were collected from semi-structured interviews, observation, and document reviews. The data were then analyzed using thematic analysis. The data revealed two main themes including teachers' views on critical digital literacy in EFL classrooms and teachers' practices on critical digital literacy in EFL classrooms. Teachers’ views on critical literacy in EFL classrooms included their understanding of the critical use of technology, their recognition of the importance of students’ critical digital literacy, and the inclusion of critical digital literacy in language learning in accordance with technology development. Additionally, teachers’ practices of critical digital literacy entail the provision of various online materials and platforms, the analysis of the internet sources for students’ digital materials, the involvement of multimodal text in the learning process, and the students’ identity development in digital media. The findings of the study shed light on the various dimensions of critical digital literacy, suggest practical insight on the integration of literacy in EFL classrooms, and call for further development on effective instructional approaches that support the use of technology that promotes critical digital literacy at the university level.</p>Hapsari Mutya Rini, Salim Nabhan
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http://journal.unnes.ac.id/sju/elt/article/view/69160Thu, 30 Nov 2023 20:44:55 +0700An analysis of reporting verbs in master’s dissertations
http://journal.unnes.ac.id/sju/elt/article/view/71292
<p>This study was purposed on analyzing reporting verbs in the Literature Review sections of some master’s dissertations in the field of Government and Leadership at the University of Professional Studies Accra (UPSA) in Ghana from the 2017/2018 to 2021/2022 academic year. The study sought to answer the main research question – what is the nature of the reporting verbs used in some master’s dissertations of students of the UPSA in the field of Government and Leadership? 20 dissertations were conveniently selected, and the Literature Review sections were analysed for reporting verbs using Hyland’s (2002) taxonomy which involves Research Acts, Cognition Acts and Discourse Acts as the analytical framework. These dissertations altogether contained 1,044,076 words. Results showed that students used various reporting verbs belonging to – Research Acts (observe, find), Cognition Acts (believe, conceptualize) and Discourse Acts (report, discuss) in their dissertations. Discourse Act reporting verbs were predominant compared to Cognition Acts and Research Acts, implying that the students used more of the reporting verbs associated with their mental processes. It is concluded that lecturers using English language and Research Methodology need to train students more in the use of reporting verbs in order to have their writing more impactful.</p>Shirley Banini, Ernest Kwesi Klu, Ramos Asafo-Adjei
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http://journal.unnes.ac.id/sju/elt/article/view/71292Thu, 30 Nov 2023 21:54:23 +0700