<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This study investigates how social media, in this case Facebook, can be incorporated in ELT through e-dialogue journal writing shared in a Facebook closed group. Fifteen EFL students participated in this case study. They were second, third, and fourth year students of English Education Department of a university in Bandung, who voluntarily joined a Facebook closed group for about four months and contributed their journal entries. The content of the students’ journals and responses in this closed group were analyzed to identify the nature of the students’ journals, the patterns of interaction, and their responses to e-journaling through Facebook. The findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar. The power of learning and sharing from others is also emphasized. </span></p></div></div></div>
Despite numerous studies on ICT-ELT integration, little is known about how English teachers in vocational schools in Asia and particularly in Indonesia integrate ICT into their English lessons. To fill this gap, this study aims to investigate how vocational English teachers integrate ICT into their English teaching practices in vocational high school settings. It specifically examines vocational high school English teachers’ reasons for using ICT, the ways the English teachers integrate ICT into their English lessons, and their perceptions of benefits and challenges of incorporating ICT into English classrooms. Guided by a case study design, three EFL teachers teaching at vocational high schools where ICT tools were readily available were recruited to participate in the study. Empirical data were collected through interviews and classroom observations. It was found that the teachers were self-motivated to use ICT in their English lessons due to their interests and positive attitudes towards ICT. This study also showed that the English teachers integrated ICT into their English lessons for different reasons. All the teachers agreed on the benefits of ICT-ELT integration to facilitate their learning and teaching process. They also shared the same view on the challenges they encountered when using ICT tools in the classroom. They voiced the need for training on ICT in ELT. This study highlights the importance of school support so as to promote ICT-based language teaching by providing adequate technology access and facilities as well as professional training in ICT for language teachers.
Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended.
Penelitian ini didasari oleh pemikiran bahwa siswa diharuskan menggunakan bahasa Inggris dalam interaksi harian dalam program bahasa sekolah. Oleh karena itu, kebutuhan untuk mempelajari kosa kata bahasa Inggris sangat penting untuk peningkatan kemampuan bahasa siswa. Siswa harus mempelajari kosa kata sebanyak mungkin untuk membangun komunikasi yang baik dengan siswa lain. Penelitian ini bertujuan untuk menginvestigasi strategi pembelajaran kosa kata bahasa Inggris siswa di luar kegiatan kelas. Penelitian ini menggunakan deskriptif kualitatif dimana peneliti mengimplementasikan wawancara dan observasi sebagai teknik pengumpulan data. Peneliti menggunakan observasi untuk memahami lingkungan sekolah dimana siswa belajar bahasa Inggris dalam program bahasa sekolah. Untuk mengetahui strategi pembelajaran kosa kata bahasa Inggris, peneliti menggunakan wawancara semi-struktur bersama tiga siswa sebagai partisipan. Teknik wawancara yang digunakan adalah fokus grup diskusi untuk mengurangi kegugupan siswa dalam mengungkapkan ide. Data yang didapatkan kemudian dibagi menjadi beberapa klasifikasi strategi pembelajaran kosa kata bahasa Inggris oleh Schmitt (1990), yakni: strategi determinasi, sosial, memori, kognitif, dan meta-kognitif. Hasil penelitian menunjukkan bahwa siswa paling sering menggunakan strategi meta-cognitive untuk meningkatkan kemampuan kosa kata bahasa Inggris.
Abstrak Tulisan ini bertujuan untuk mengungkap bagaimana sikap mahasiswa Indonesia terhadap penggunaan materi dengan muatan budaya lokal maupun budaya target dalam teks bahasa Inggris di kelas Membaca (Reading) Kata-Kata Kunci: EIL, ELF, materi budaya lokal, materi budaya target, sikap mahasiswa Abstract This paper aims at portraying Indonesian tertiary students' attitudes towards the use of local and target culture reading texts in English reading classes with regard to today's role of English. It has been widely recognized that today's role of English is as an international language (EIL) and as a lingua franca (ELF). Regarding this international role of English language, ideally teaching and learning
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.