English Language Teaching Educational Journal

TED Talk and YouTube for English

Hoang Nguyen Tran Thi — 2024-12-14

Through a personal exploration using autoethnographic methodology, this study delves into the researcher’s experiences as both a student and a teacher, analyzing the benefits and limitations of integrating these social media tools into English education. Data collected through reflective journaling on the usage of these platforms reveals key themes regarding engagement, distractions, and overall academic performance. Ultimately, this study seeks to answer how these platforms have enhanced verbal skills and whether such experiences can be synthesized into lessons or activities to further assist other learners in their educational journeys. The findings point to both positive and negative impacts on teaching and learning development in ELT, with the positive impacts being processed into practical strategies for supporting teaching and learning.

Exploring undergraduate student perception of international student mobility program

Ani Susanti — 2024-12-14

In recent years, the international student mobility program has been popular among university students. In 2017, there were over 5.3 million international students spread globally. The aim of this study is to determine the perception of undergraduate students about the advantages and challenges of International Student Mobility Programs that they have participated in. The subject of this research is students of the English Education Study Program at Universitas Ahmad Dahlan who have joined International Student Mobility Programs. This study used a qualitative research method and the data will be obtained from interviews with the research subjects. The findings in this research are divided into the advantages and the challenges of international student mobility. The advantages of participating in the international student mobility program are language learning, expand the networks, learn new culture, and self-development. There are several challenges that students feel while participating in the international student mobility program, namely language difference, difference habit, study materials and heavier assignments, and time difference. The results of this research will be useful for students who will take part in the international student mobility program in order to better understand the benefits and challenges that are usually experienced by international student mobility participants.

Leveraging gamification to enhance motivation and engagement among EFL learners

Yea-Ru Tsai — 2024-12-19

In recent years, gamification has appeared to be an enjoyable and appealing instructional approach in educational settings. This paper reports the implementation and evaluation of gamified instruction to support learners of English as a foreign language in a linguistics course. Several gamification elements, such as experience points, badges, leaderboard and competition, were deployed on a Moodle course management system. A comparison of the results of the survey on learning motivation revealed that the experimental group had greater learning motivation than did the control group after the instruction, particularly in the dimensions of relevance and satisfaction, suggesting that gamification can increase learners’ interest and satisfaction. To illustrate learning engagement, the data of online activities in the course management system were analyzed and compared between groups. The outcomes were encouraging, showing that students in the gamified group were more likely to submit quizzes and posts on discussion forums than were those in the nongamified group. The analysis of the relationships between gamified learning activities and motivation revealed that learning motivation was significantly correlated with discussion forums, WordWall games and badges. The findings indicate that gamification elements can effectively promote students’ motivation and engagement in learning English as a foreign language context.