The term ‘digital literacy’ encompasses many skills, which include the ability to evaluate information received through digital technologies, such as internet platforms, social media and mobile devices. Due to the fast spreading of hoax news through digital platforms in this post-truth era, it is urgently needed for this particular skill to be taught in educational settings, and English as a foreign language (EFL) classes are no exception. This study focused on exploring adult EFL students’ experiences in using two fact-checking applications (web-based apps) to help identify fake news in reading comprehension classes, and examining their efficacies from the students’ points of view. Employing a descriptive statistics approach, the researchers collected the data using an online survey administered to 130 students of a Science and Technology study programme at a university in Medan, Indonesia. The results indicated that in general students had positive attitudes toward the use of two fact-checking web-based apps. Specifically, they reported that the apps were very helpful in raising their awareness of digital literacy and fact-checking prior to reading and sharing digitally spread news. A closer look at the data reveals students’ preferences toward one of the two web-based apps. This study recommends the integration of anti-hoax education not only in EFL classes, but also in any other classes to prevent the threats of fake news, particularly to young generations. Keywords: Digital literacy, fact-checking apps, fake news, hoax, post-truth era

This study aims to identify the differences types of euphemism as an expression in deriving meaning used by the composer of male and female Minangkabau in their song lyrics.  The subjects of this research are male and female Minangkabau composers.  Data taken from this study were downloaded from youtube and transcribed. The procedure of collecting the data was taken from two of song lyrics by the composers Ipank and Ria Amelia “Rantau Den Pajauh” and “Harok di Rantau urang”. The procedure of analyzing the data was descriptive qualitative method, by having the lyrics identified and underlined to get the types of euphemism that used in their lyrics. The result of analyzing the data indicated that there were three types of euphemism used by male and female composers. The female composer used euphemism more than the male composer. The female composer used three types of euphemism such as ; Circumlocution, Metaphor, understatement and Hyperbole while the male composer only used Hyperbole in the Lyrics.

The study of second language acquisition (SLA) concerns not only the way to learn a second language (L2), but also the unique language system created by language learners (interlanguage). This qualitative study analyzed EFL learners’ interlanguage by focusing on their strengths and weaknesses in speaking English, especially on phonological, grammatical and pragmatic competence in speaking English. The language data were obtained from a recorded conversation between two non-native English speakers from Indonesia. The data were analysed by referring to contrastive analysis, error analysis and the socio-cultural perspective in SLA. The results indicated that although both learners had a strong L1 accent, the learners did not face any difficulty in constructing English sentences in the right sentence order (SVO). In addition, when facing difficulties in speaking English, the learners were seen to ask and provide support to each other, as well as to talk to themselves (private speech). In terms of weaknesses, the study found that the learners often mispronounced the letter “t” in English as the sound of “t” in Indonesian, made grammatical errors in subject and verb agreement, and applied Indonesia’s pragmatic concepts when speaking English. The study suggests that it is necessary to have a positive view on learners’ interlanguage as it can be used as a tool to learn a second language. Keywords: Contrastive analysis, error analysis, interlanguage, second language acquisition, socio-cultural perspective in SLA.

The use of technology to enhance formative assessment in higher education continues to be a challenge regardless of advances in digital capabilities; yet research has shown its potential regardless of discipline. In undergraduate electrical and electronic engineering, which is the discipline focus in this chapter, lab work is an area that can be enhanced in this way but with such an enhancement comes a change in pedagogy from the conventional approach of in-lab physical practical work conducted by the individual student alone or in a group with limited support to one of working collaboratively in remote access laboratories scattered far and wide through an online learning systems that provides access to laboratory infrastructure and learning environments through the internet. In a collaborative learning environment, students work together to solve problems and need to become involved in dialogue to achieve a common goal where they depend on and are accountable to each other. This chapter explores students' experience of a collaborative approach to lab work regarding mastery of the voltage division rule and its relevance to formative assessment using remote access laboratories that depend on technology and internet access. The implications for task design and formative assessment are discussed based on the results of interviews with participating students. The nature of change in pedagogical practice is highlighted as are the implications for the design of formative assessment and the need to work at the level of “feedback markers” that are able to feed forward to progress learning.

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