English Language Teaching Educational Journal

The impacts of the global pandemic on online learning in Vietnam

Dat Bao — 2024-01-22

The global outbreak of COVID-19 has caused tremendous disruptions in the field of education, including in Vietnam. In response to the ongoing pandemic, online learning has emerged as the primary mode of education delivery, transforming the traditional learning landscape. This article reports a study that adopts a combination of reflection and text-based research. The project explores the impacts of the pandemic on online learning in the new normal within the Vietnamese education system. The work focuses mainly on learning motivation, student engagement, and digital competence. While the pandemic has led to increased acceptance and utilization of online learning platforms, it has also presented challenges, including issues of digital inequality and limited social interaction. Findings suggest that the Vietnamese education system needs to adapt to fully harness the potential of online learning in the new normal.

Developing ESP learning materials for airport ground handling services students: A needs analysis

Herida Panji Olivia Azhar — 2024-01-22

English for Specific Purposes (ESP) plays a pivotal role in enhancing the communicative competence of students preparing for careers. In order to develop the ESP learning materials for ground handling students, this study focuses on the needs analysis. The needs analysis will capture two aspects: 1) The participants’ perspectives on the development of ESP learning materials 2) the use of the English language by the airport ground handling crews. A mixed-method design was employed, incorporating surveys and interviews. The 397 participants involved students, instructors, and airport ground crews. Descriptive statistics were used to unveil the trends in the findings, and simultaneously, data reduction, data display, and drawing verification were used to delve into the participants perspectives. The validity and reliability of the survey questionnaire were tested, and member checking was used to justify the credibility of the qualitative findings. The findings provide valuable input for the development of ESP learning materials that are contextually relevant and aligned with the needs of airport ground handling services students.

The The impacts of blended corpus-based instruction on enhancing writing proficiency of Thai university students

Patcharin Satchayad — 2024-01-22

Collocational competence is gaining more attention in the field of second language acquisition as it indicates a higher level of target language proficiency. However, Thai university students have been reported as obtaining a low degree of collocational competence which affects productive second language writing (Boonyarattanasoonthorn et al., 2020). The current study aimed to examine the impacts of blended corpus-based instruction (BCBI) on enhancing Thai university students’ writing proficiency and to examine the students’ attitudes towards the implementation of BCBI. A mixed-methods one-group experimental study was conducted with 43 first-year English major students at an autonomous university in Thailand for 8 weeks. The data were gathered utilizing a pre-test, a post-test, an attitude questionnaire, and a semi-structured interview. The results revealed significant differences between the scores before and after the implementation of BCBI at 0.05. Despite there being no drastic change in their collocational competence, the students were highly positive towards the instruction, in particular the use of corpus-based data to assist their writing as well as the awareness of gaining collocational competence. To effectively integrate corpus-based instruction into a writing pedagogy, tasks should be manageable and achievable by the students.

The Contribution of Inservice Teacher Education Program (PPG) on Teachers' Professionalism

Basikin Basikin — 2024-06-22

Teacher professional development (TPD) programs have been considered an inportant aspect in teacher development and quality improvement. They are believed to be able to improve teachers’ knowledge and skills which in turn improve students’ learning and improvement. This study examined the contribution of a TPD program for English teachers, PPG in Indonesia on the teacher professionalism, particularly their beliefs about good English teaching, knowledge and skills in English teaching, and practices in the classrom teaching. Data were collected through a close-ended survey, observation, and reflectice interviews with online-inservice PPG techear alumni. Findings suggested that although teacher participants reported that PPG contributed to changes in their beliefs about better English teaching and knowledge and skills in teaching English, such chnages were not reflected in their teaching practices. Such findings implied an improvement of the PPG program structure to include support provided toi teachers when they implement the knowledge and skills in the classrooms.

Enhancing Student Learning Autonomously: Exploring the Global Impact of Artificial Intelligence

Djoko Sutrisno — 2024-06-24

This study investigates the global impact of Artificial Intelligence (AI) on enhancing student learning autonomously through a mixed-method approach. By combining both qualitative and quantitative data collection and analysis methods, this research provides a comprehensive understanding of the role of AI in autonomous learning as perceived by teachers. The study involves 25 teachers from SD Muhammadiyah Kebumen as participants, representing a diverse educational context. The qualitative analysis delves into the rich tapestry of educators' experiences and perspectives, shedding light on the multifaceted nature of their interactions with AI in the classroom. This qualitative component allows for an in-depth exploration of how teachers perceive and engage with AI in their teaching practices. Additionally, the quantitative analysis quantifies teachers' perceptions and offers statistical evidence of the impact of AI on student learning outcomes. Through surveys and data-driven analysis, the study assesses the extent to which AI influences student learning autonomously. The triangulation of these findings validates and complements each other, reinforcing the positive perception of AI's role in education. However, the research also highlights the need for addressing ethical concerns surrounding AI implementation and the importance of providing comprehensive support mechanisms for teachers navigating the integration of AI in the classroom. These findings contribute to the ongoing discourse on AI in education, offering insights into its potential benefits and challenges while emphasizing the importance of teacher training and ethical considerations in leveraging AI for autonomous student learning.