Issues in Language Studies

A DICTIONARY-BASED COMPARATIVE STUDY OF THE CHINESE “个 (GÈ)” AND THE MALAY “BUAH” NUMERAL CLASSIFIERS

2024-04-11T14:23:17+00:00

Classifiers are used for categorising nouns according to animacy, form, shape, and size. As one of the Austronesian languages, Malay is said to have an extensive numeral classifier system. Past studies have classified these two classifiers as general classifiers; however, an extensive study comparing the use of these two classifiers have not been attempted. This study aims to highlight the similarities and differences by comparing the Chinese classifier “个 (gè)” and the Malay “buah” using evidence from reference classifier dictionaries of the two languages. The findings show that while some similarities exist and both classifiers can be used interchangeably with some nouns, these classifiers are unique and have distinctive semantic usage. Both个 (gè) and buah are used for organisation, products of nature, buildings and places, and artifacts (things created by humans). However, only个 (gè) can be used for organs or body parts, humans, fruits and food, time, directions, and thought and intellectual products. In contrast, only buah is used for transportation, accessories, home furniture and appliances, publications, musical instruments, and performances.

A LEXICAL AND POST-LEXICAL PROSODIC DOCUMENTATION OF EMBALOH LANGUAGE

2024-04-11T15:34:44+00:00

This research investigated the prosody of the Embaloh language, which has yet to be widely explored, to document and preserve the language. The method used is data collection of spontaneous and non-spontaneous speeches from 12 native speakers. Prosodic analysis was then carried out based on visualising and observing speech sound waves using the autosegmental-metrical theory (AM) framework. The results show that prominence tends to be on the right edge at both lexical and post-lexical prosodic levels. The findings show that the Embaloh language is outside the mainstream of Austronesian languages, which places word stress at the penultimate syllable. At the post-lexical level in interrogative intonation, phrases with a question word are marked by the pitch accent located at the target question word in the nuclear contour of the phrase. The pitch accent follows the position of the question word in the intonation phrase, forward or backward, with one of the following tones: H* (high), LH* (low-high), or LHL* (low-high-low). The intonation of the question is indicated by the H(high) tone at the end of the phrase. The H (high) tone also acts as a boundary tone represented by H*% (high).

BETAWI MALAY DOCUMENTATION BASED ON COLOUR NAMING DIFFERENTIATION IN JAKARTA AND BEKASI DIALECTS

2023-09-10T22:30:12+00:00

The number of speakers of Betawi Malay is decreasing due to both external and internal factors. The rapid migration to Jakarta, the home of Betawi people, and the negative attitude of the Betawi Malay native speakers towards their language have endangered the existence of Betawi Malay language. The same case also happened to Betawi Malay spoken in Bekasi, the other area where Betawi people live. Tangible efforts to save Betawi Malay language are needed, one of which is through Betawi Malay documentation. In this study, the documentation focused on colour vocabulary. This study aimed to find how far the colour vocabulary of Betawi Malay spoken in Jakarta and in Bekasi is different. This study used a qualitative method. The native speakers of Betawi Malay living in Jakarta and Bekasi were taken as the informants. Observations, interviews, questionnaires, and documents were used to collect the data. A semantics approach was used in analysing the data. The results of the study show that the colour used in Betawi Malay spoken in Jakarta and Bekasi is differentiated by colour association, environment, and attitude. Environmental factors are very influential in building the speaker’s way of thinking and the speaker’s identity.

DECODING GAY LINGO: A MORPHO-SOCIOLINGUISTIC ANALYSIS OF SWARDSPEAK AMONG COLLEGE STUDENTS

2024-04-11T17:26:13+00:00

The dynamic and creative nature of a language can lead to the development of linguistic deviations, such as the use of gay language. Gay language engages people of different ages, genders, and sexuality – inevitably including students. Thus, the study aimed at decoding morpho-sociolinguistic features of the gay language as used by college students. It used an explanatory sequential research design, utilising questionnaires and interviewing to gather data. Results revealed that there are more student swardspeakers than non-swardspeakers. Significantly, all LGBTQIA+ and “Prefer-Not-to-Say” groups are swardspeakers, while female swardspeakers outnumbered male swardspeakers. This study found most students use swardspeak in public places, in social media, and in texting. Morphological derivations of swardspeak include but are not limited to addition of the “j” phoneme, change of the final phoneme, clipping with affixation, code-switching, connotation through images, and eponymy. Finally, building relationships, concealment, and self-expression are some of the common reasons why students use swardspeak. Thus, the study recommends that a sociolinguistic primer of swardspeak can be developed to encourage students in learning a language. This can promote language competence among students.

EFFECTS OF RESEARCH ACTIVITIES ON THE RESEARCH SELF-EFFICACY OF ENGLISH LANGUAGE STUDENT TEACHERS

2024-04-11T15:31:04+00:00

This study explored whether the incorporation of specific research activities into the syllabus could develop the research self-efficacy of a group of English language student teachers in Vietnam who belong to a demographic group currently underrepresented in self-efficacy literature. It also attempted to understand the perceived effects of the intervention on students’ research self-efficacy. The study adopted a quasi-experimental research design and a mixed-methods methodology. Pre- and post-questionnaires along with weekly reflective journal entries were used as data tools. Results indicate that due to their involvement in the intervention, the students in the experimental group displayed a stronger sense of research self-efficacy compared to those in the control group. The students in the experimental group gradually developed their self-efficacy owing to a growth in research knowledge and skills and a therapeutic research-training environment. The findings of the study are informative to the design, refinement, and optimization of future interventions that facilitate the effects of research experiences, knowledge, and skills on undergraduates’ research self-efficacy beliefs.

EFL LECTURERS’ PRACTICE, PERCEPTION, AND EVALUATION OF ENGLISH AS THE MEDIUM OF INSTRUCTION IN TERTIARY EDUCATION

2024-02-13T19:18:44+00:00

Higher education institutions in non-English speaking countries, such as Indonesia, have practised English as a Medium of Instruction (EMI) in teaching-learning activities. Previous studies have explored EMI implementation policies and the difficulties of their implementation in Indonesian higher education contexts. However, this study examined the perception, comprehension, practices, and evaluation of EMI in Indonesia where English functions as a foreign language. The data of this study were taken from questionnaires distributed to 42 English lecturers. The results reveal that most lecturers’ speaking skills are in the very good category, 95% of lecturers understand the EMI concept well and always apply EMI to learning activities. In EMI practice, the lecturers face obstacles, especially in arguing concepts, explaining and clarifying concepts, giving examples, and defining concepts. In addition, the lecturers reported barriers to expressing content materials in English, preparing long materials, and requiring a longer time to explain materials. The study also reported some students' problems in EMI practice, especially dealing with their low confidence in using English and low ability to comprehend materials. To apply EMI successfully, both lecturers and students need to improve their speaking skills in the context of higher education in Indonesia.

EMPLOYING THE SMART INTERACTIVE WHITEBOARD TO TEACH GUIDED WRITING VOCABULARY

2024-01-23T01:43:56+00:00

This study investigates the effects of employing the Smart Interactive Whiteboard in a Malaysian primary-level guided writing class. The study also examines students’ perspectives on different teaching techniques and the factors affecting personal preferences. The study employs a sequential explanatory research design. The participants comprise 42 11-year-old students at the Malaysian Year 5 level. Quantitative data are collected in the form of pre- and post-test scores. Simultaneously, qualitative data are gathered using semi-structured interviews to support the quantitative findings and to provide data triangulation. The findings reveal that the Smart Interactive Whiteboard is preferred by most participants over traditional flashcards. The study also provides valuable comparative insights into vocabulary teaching methods and identifies areas of improvement for guided writing teaching approaches. Therefore, the Smart Interactive Whiteboard can potentially cater to students’ multiple needs and learning requirements, being aligned with the academic and professional needs of the target community. The Smart Interactive Whiteboard is also effective in engaging students in the learning process, making vocabulary learning enjoyable and effective at different proficiency levels.

ENGLISH LANGUAGE PROFICIENCY AS LINGUISTIC CAPITAL AMONG BANGLADESHI GRADUATES

2023-05-20T14:22:30+00:00

English language proficiency is considered an essential tool for Bangladeshi graduates to use in various aspects such as ensuring job security, attaining higher education, securing international business, using social networking, and communicating with friends and families. English language proficiency in personal development relates to Pierre Bourdieu’s (1986) concept of cultural capital in language learning and practice among Bangladeshi graduates. This study aimed to identify how graduates use English language as linguistic capital in the Bangladeshi context. This qualitative research utilised a phenomenological research design and thematic analysis. Purposive sampling technique was used to collect the data through face-to-face interviews involving 20 Bangladeshi graduates in the capital city Dhaka. The results indicate that English language proficiency is used as linguistic capital, which converts into economic capital in developing a career, earning money, and gaining prestige in communication. This study contributes to promoting an awareness among graduates to use English as linguistic capital in individual and national development.

ENHANCING ENGLISH CONDITIONAL SENTENCES AMONG EFL UNDERGRADUATES THROUGH SCAFFOLDING TECHNIQUES

2024-04-11T14:47:19+00:00

Students have the potential to progress to a higher level in their language learning and development. To test this hypothesis, this research aims to 1) examine how scaffolding techniques improve English as a Foreign Language (EFL) students’ understanding of conditional sentences, and 2) investigate the students’ attitudes towards the use of scaffolding techniques in the if-conditional instruction. The participants were 27 English major students in a public university in Thailand. Two instruments were used to collect the data: two sets of tests on conditional sentences and a questionnaire. The data were analysed by using the SPSS software (version 20) and were converted into mean scores and standard deviations. The results from a paired t-test demonstrated that there were significant differences between the pre-test and post-test. Thus, it can be indicated that scaffolding techniques, namely, conceptual, metacognitive, strategic, and procedural could reinforce the students’ grammatical knowledge of conditional sentences. Additionally, the results from the questionnaire acknowledged that the students had positive attitudes towards the use of scaffolding techniques in the if-conditional instruction. Therefore, scaffolding techniques can be regarded as effective techniques that help EFL students overcome their grammatical difficulties with if-conditionals and reach higher achievement in their language learning.

EVALUATING STUDENTS’ VIEWS ON THE IMPORTANCE AND USEFULESSNESS OF CEFR IN SPEAKING TEST

2024-04-11T15:53:45+00:00

The Common European Framework of Reference for Languages (CEFR) is crucial for speaking tests as it provides a standardised framework to assess and gauge language proficiency accurately and consistently. This research evaluates ESL students’ awareness and perceived usefulness of the CEFR in group discussions. Data were obtained from 105 diploma students from UiTM Sarawak and UiTM Alor Gajah using an online questionnaire. The results indicate a moderate level of CEFR awareness, although opinions on its impact and role in language assessment and goal setting were varied. Respondents generally view CEFR-aligned speaking tests positively, showing a favourable perception of its usefulness. However, some have expressed concerns that these tests could be potential obstacles in their efforts to improve their language skills. The study highlighted the need for further education and training on CEFR-aligned assessments to enhance students’ comprehension and confidence in language proficiency development. It also emphasises the importance of designing assessments that help learners overcome potential barriers to improving language proficiency.

FACE AND POLITENESS IN JAVANESE MULTILINGUAL INTERACTION

2024-04-11T14:36:32+00:00

Javanese culture is unique since its orientation is to group togetherness, but the language displays the social distance between the conversers. Using a sociolinguistic perspective, this study investigated how Javanese people manage their concerns about self-other and positive-negative face. Linguistic data from a Javanese culture webinar held by Yogyakarta Palace were analysed using the explanatory sequential mixed-method design. The results show that from the most frequent to the least frequent, Javanese people are concerned about enhancing other-positive face (44.34%), other-negative face (39.15%), self-negative face (11.32%), and self-positive face (5.19%). Complimenting, greeting, showing sympathy, and expressing gratitude are their ways to show their concern for the other-positive face. Meanwhile, employing indirect requests and honorifics in Javanese Krama are strategies to enhance the other-negative face. People’s tendency to please others, show respect, and avoid conflict is the underlying reason for their great concern for others’ positive and negative faces. Their reluctance to enhance their self-face is due to their inclination to shame and guilt. Such face management is highly influenced by the cultural norms and values upheld by society. In a forum delivered in Bahasa Indonesia, their strong Javanese identity is represented by the insertion of Javanese honorifics showing deference.

HYPERCORRECTION AMONG NATIVE SPEAKERS OF BIDAYUH BIATAH WHEN SPEAKING ENGLISH

2024-01-10T09:25:22+00:00

Hypercorrection has been described as a sociolinguistic phenomenon where linguistic overcompensation occurs from the over-application of a perceived rule of language usage prescription. This paper reports a study investigating hypercorrection among younger and older native speakers of Bidayuh Biatah when speaking English. The qualitative study data were collected from eight native speakers of Bidayuh Biatah: four younger participants aged 23 years old and four older participants aged 55 to 69 years old. Hypercorrection was analysed by categorising them into phonological, syntactical, and morphological hypercorrection within the environments in which they occurred. Results showed that participants used all three categories of hypercorrections, with phonological hypercorrection occurring the most, followed by morphological hypercorrection and syntactical hypercorrection. However, the younger participants demonstrated hypercorrection less frequently than the older ones. The tendency to hypercorrect phonologically suggests that younger and older participants prioritised sound correctness when speaking in English, which they considered a prestigious language. This sociolinguistic insight can inform pedagogical practices.

IMPLEMENTING MIXED AUGMENTED AND VIRTUAL REALITY IN AN ANIMATED FLIPPED CLASSROOM FOR LOW-ACHIEVING WRITERS IN RURAL PRIMARY SCHOOLS

2023-12-27T01:13:42+00:00

The study examined the implementation of mixed augmented and virtual reality in an animated flipped classroom for low-achieving writers in rural primary schools. A quasi-experimental study employing a pre-post, non-equivalent control group design was conducted. In a flipped classroom, students use digitised or online lectures as pre-class homework, then engage in active learning process in the classroom such as peer teaching, projects, problem solving and group activities. In other words, the typical classroom of lecturing only during class time is “flipped” now to active activities that involve problem solving and group project work in class. Results show that this flipped learning approach improves rural learners’ proficiency, particularly in vocabulary acquisition. It was found that there was a statistically significant difference in vocabulary level between trials at the midway time point. Apart from that, there is a statistically significant difference in the vocabulary level in the intervention trial at the end (post) of the trials. However, successful implementation of this technology necessitates a comprehensive approach considering cultural and infrastructural factors.

INFERRING THE RELATIONSHIP BETWEEN GRATITUDE AND MINDSET IN EFL CONTEXT

2023-10-23T02:46:16+00:00

Gratitude and mindset have recently gained attention in English as a foreign language (EFL) context due to their considerable benefits. This study examines the relationship between gratitude and mindset in language learning among undergraduate EFL students Two online questionnaires were used to evaluate students’ levels of gratitude, growth or fixed mindset, differences in gratitude and mindset based on gender and year level, and relationships among gratitude, growth, and fixed mindsets Using convenience sampling, 106 students completed the questionnaires Descriptive statistics indicated that students demonstrated high levels of gratitude but maintained a fixed mindset Sophomore students emerged as the most grateful, despite also having a fixed mindset Female students exhibited higher levels of gratitude compared to male students, who were more inclined to possess a fixed mindset Correlational statistics showed a significant association between gratitude and a growth mindset Analysis of open-ended question responses about other instances of gratitude experienced in class emphasised the roles of bilingual instruction and peer activities as contributing factors The study concluded with a discussion of pedagogical implications, highlighting the importance of fostering thankfulness in the language classroom and raising awareness of the advantages of adopting a growth language mindset.

LANGUAGE LEARNING THROUGH TASK-BASED SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION

2024-04-11T15:28:29+00:00

A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication (CMC) environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs). Among the prominent hypotheses on the relationship between tasks and language production are the Cognition Hypothesis and the Trade-Off Hypothesis. The current study examined the effect of task structure on student language production in terms of syntactic complexity and fluency in CMC environments. A one-shot design study involved 46 NNS undergraduates in Malaysia and Japan. The respondents were divided into two groups: (1) respondents who performed the task with task structure (+TS) and (2) respondents who performed the task without task structure (-TS). The data were then analysed using a t-test. The present study supported the hypothesis positing that the utilisation of +TS contributes to an increase in syntactic complexity among NNSs, as well as the hypothesis proposing that the use of +TS results in improved fluency. The results also suggest examining additional variables related to task difficulty when designing tasks for CMC environments to assess their effects on fluency and syntactic complexity.

MASTERY OF SPANISH MORPHOLOGY AND SYNTAX THROUGH E- LEARNING AMONG MALAYSIAN STUDENTS

2023-07-17T22:29:53+00:00

This study explores the usage of e-learning via an interactive blog in assisting student’s morphology mastery and sentence construction in the Spanish language. Data presented in this study were gathered through 1) interviews with fifteen (15) students between 20 and 23 years old, who were registered in Spanish Communication Level 1 at Sultan Idris Education University, Malaysia, 2) questionnaire involving 45 students about the effectiveness of the blog as an e-learning platform, and 3) analysis of writing activities and evaluations in the blog and the classroom. The data were analysed using the descriptive-qualitative approach and supported by quantitative data. The findings indicated that the blog was viewed positively as a learning platform that provided out-of-classroom opportunities to learn the Spanish language. The usage of the blog helped elevate students’ knowledge in mastering vocabulary, understanding the grammar system, and constructing grammatical sentences. The findings can guide Spanish language instructors in preparing suitable and attractive teaching and e-learning activities that contribute towards the understanding and proficiency of students learning Spanish as a foreign language.

METADISCOURSE IN THE DIGITAL ACADEMIC POSTER: EXAMINING THE TEXTUAL AND VISUAL METADISCOURSE IN THE CONSTRUCTION OF PERSUASION

2024-04-11T14:57:02+00:00

The demand for 21st-century skills has transformed the education landscape, altering how we teach, learn, and assess, integrating digital platforms into these processes. This study analyses the use of metadiscourse devices in digital academic posters, with the primary objective of identifying both textual and visual metadiscourse devices employed in academic posters to construct persuasive messages. A corpus of 10 academic posters was extracted from virtual academic presentations by diploma students and analysed with a mixed-method research approach. Metadiscourse elements were analysed quantitatively to investigate the presence of visual metadiscourse. Drawing from Hyland's (2006) model of metadiscourse and Kumpf's (2000) visual metadiscourse, this study compared the use of these two distinct elements in academic posters and their combined effect on persuasion. The results revealed that interactive resources were more frequently used than interactional resources. Additionally, students frequently employed visual metadiscourse to enhance persuasiveness, albeit at varying levels of frequency and effectiveness. This study highlights the importance of incorporating both textual and visual metadiscourse knowledge into academic curricula for effective organisation, engagement, and persuasion of readers.

PADLET: POST-PANDEMIC AVENUE FOR A MORE DYNAMIC LANGUAGE AND LITERATURE LEARNING THROUGH ENHANCED TECHNOLOGY INTEGRATION

2024-04-11T17:19:55+00:00

Globally unprecedented changes in the education system heightened the functions and contributions of technology. Padlet emerged as an educational tool to address challenges in the continuity of quality education after the implementation of distance learning. This study examined the impact of using Padlet on second language learners’ in language and literature classes satisfaction with Padlet use. The study employed a mixed method design, which used a reliable (α=0.83) 40-item Likert scale questionnaire and five open-ended interview questions analysed thematically. Results revealed that Padlet significantly impacted (t (163) = -7.348, p<0.001) students’ proficiency in language and literature. Correspondingly, the students showed a significant improvement in submitting quality outputs, accomplishing assigned exercises on time, and establishing peer learning and encouragement. In addition, the students reported high levels of satisfaction (M=3.01, SD=0.43) with Padlet use. Therefore, schools may consider expanding Padlet’s use beyond language and literature classes to maximise its full potential in the teaching and learning paradigm.

PROJECT-BASED LEARNING INTEGRATED WITH HIGHER-ORDER THINKING SKILLS (HOTS) ASSESSMENT TO ENHANCE THE STUDENTS’ SPEAKING SKILLS IN THE EFL CLASSROOM

2024-04-11T15:37:26+00:00

This study examined the implementation of project-based learning (PBL) integrated with HOTS assessment in helping students develop their English-speaking skills. In addition, this study sought to explore the challenges faced by the teacher when implementing PBL with HOTS assessment. Using classroom action research (CAR) involving 32 ninth-grade students of a junior high school, qualitative and quantitative data were gathered in two cycles. The quantitative data were obtained via speaking tests whereas the qualitative data were acquired through interviews and observations. This research indicated that project-based learning through HOTS assessment helped the students hone their speaking skills as they had more chances to practise speaking. The students were more confident to speak in English. They actively participated during the discussion and could think creatively while performing the project. However, the teacher faced challenges as there were still students with a low mastery of vocabulary and a lack of participation in designing mini-drama scripts. PBL with HOTS assessment can be used as an alternative to facilitate students’ speaking practice in the EFL classroom.

RHETORICAL STRUCTURE OF PRESENTATIONS AT THE ASEAN FEDERATION OF ACCOUNTANTS (AFA) CONFERENCE

2024-04-11T14:49:22+00:00

Members of the ASEAN accountant community are required to participate in the Continuing Professional Development (CPD) Programme as part of the lifelong learning program for accountants. One of the activities of the CPD Program is to carry out a conference presentation (CP), whereby presenters discuss issues and offer solutions in accountancy organisations and professional development in the region. This study examined the move structure of the CP presented by professionals who contribute to the development of accounting services, the accountancy profession, and the ASEAN Economic Community (AEC). The data consist of 13 conference presentations collected from the ASEAN Federation of Accountants (AFA) conference. The presenters are non-native speakers representing organisations that provide accounting services in the ASEAN region. Data were audio recorded and then transcribed. The findings showed that the presentations contain a structure that discusses the organisation's concerns and solutions for accountancy issues. It includes presenting the background of the study, the need for the proposed solution, describing the solutions, and evaluating the results. This study provides insight into the move structure of a conference presentation in a CPD program. It highlights the professional competence and professional practice of a disciplinary-based CP by accountants in the ASEAN region.

TAKSONOMI KATA PINJAMAN ARAB-MELAYU DARI ASPEK GRAMATIKAL

2024-04-11T15:00:11+00:00

Peminjaman bahasa berlaku kerana faktor sosial atau gramatikal. Faktor sosial merujuk kepada sikap penutur, sementara faktor gramatikal berkaitan dengan aspek tatabahasa. Makalah ini membincangkan kata pinjaman Arab ke dalam bahasa Melayu dari aspek gramatikal. Tujuan kajian ini adalah untuk mengkategorikan kata pinjaman Arab berdasarkan kelas kata dan menghuraikan faktor peminjaman bahasa, misalnya peminjaman budaya dan peminjaman teras. Kajian ini menggunakan Kamus Dewan Perdana (2021) yang mempunyai lebih daripada 120 ribu entri. Kajian ini menggunakan kaedah sekunder dan rujuk silang untuk mengenal pasti kata pinjaman Arab yang terdapat dalam kamus. Hasil kajian mendapati kata nama adalah yang terbanyak dipinjam ke dalam bahasa Melayu. Kajian ini telah membahagikan kelas kata pinjaman Arab-Melayu kepada tiga kategori, iaitu (1) kata pinjaman kekal, (2) kata pinjaman berubah, dan (3) kata pinjaman bercampur. Selain itu, terdapat sejumlah kata pinjaman Arab yang telah dikategorikan secara tidak tepat dalam bahasa Melayu, misalnya “hujah”, “muktamad” dan “rela”. Lebih menarik lagi, kajian mendapati kebanyakan perkataan Arab yang dipinjam ialah jenis pinjaman budaya, iaitu objek atau konsep baru, yang tidak wujud dalam budaya Melayu. Kajian ini telah menyumbang kepada taksonomi kata pinjaman Arab-Melayu berdasarkan data korpus.

THE COGNITIVE COMPONENTS OF ANXIETY DURING SPEAKING TESTS AMONG OMANI LEARNERS

2024-04-11T15:20:20+00:00

To find out the components and levels of cognitive anxiety among Omani learners, 110 participants were selected in three proficiency levels: elementary, pre-intermediate, and intermediate. To collect the data, a questionnaire adapted from Thomas et al. (2017) Cognitive Test Anxiety Scale (CTAS-2) was used and some statistical analysis was run to measure other variables including gender and English proficiency levels on the amount of cognitive anxiety that students experience during speaking examinations. The results of the study revealed that lack of confidence and sleep, fear of failure, and immediate feedback were the primary sources of anxiety at either average or high levels during the speaking examination sessions. In addition, the study could not find any effect of gender on anxiety. The elementary English proficiency level students suffer more during the speaking examination. The results suggest that teachers provide a comfortable examination environment by fostering some jokes and laughter. Punctuality of examiners, and giving one or two minutes extra to exceptional cases assist in stress reduction during speaking examinations. In addition, the findings suggest that institutions and curriculum developers prepare semi-authentic speaking examination situations to reduce the cognitive elements of test anxiety by designing game-based speaking tasks.

THE ROLE OF EXTRAMURAL ENGLISH EXPOSURE AS REVEALED IN THE LANGUAGE ACCURACY OF SECONDARY SCHOOL EFL WRITERS

2023-12-03T16:41:33+00:00

Studying in an international school setting offers an excellent opportunity for students to acquire the target language, English, through abundant language exposure. As observed during classroom observations, several students outperformed their peers in targeted language production despite the same school language exposure. Extramural English is assumed to play a substantial influence. This case study explored the Extramural English exposure of 15 ninth-grade students, the duration of such exposure, and the language accuracy of their academic writing captured after receiving it. A qualitative design was utilised to examine the data acquired from students’ linguistics background survey, daily online logs, interview transcription, and their writing products. The findings reveal that parents are the central agency facilitating language learning. During the eight-week research period, 80% of the students received interactive Extramural English, while 100% were exposed to non-interactive Extramural English. The frequency of receiving Extramural English exposure is more significant than the onset of exposure. A minimal linguistic error was recognised for 29% of average conciseness and 23% of inappropriate punctuation, while other errors were between 1% and 5%. This research highlights the importance of Extramural English exposure to written language accuracy among secondary EFL students.

ROLE OF L1 AND L2 IN THE ACQUISITION OF BAHASA INDONESIA AS A THIRD LANGUAGE

2024-04-11T14:22:31+00:00

This study aims to analyse the role of L1 and L2 in the Bahasa Indonesia acquisition as L3. The participants of this study were Bahasa Indonesia bagi Penutur Asing (BIPA) students from Universitas Negeri Surabaya. Data were collected when participants carried out conversations using Bahasa Indonesia and described pictures shown to them. The participants’ speech was analysed for language transfer and the participants’ tendencies to use L1 or L2. The results show that L1 influences the phonological shift in L3 articulation. This happens to participants’ whose L1 typology is close to L3. L1 also plays a dominant role in helping participants to master L3 vocabulary when the typology is close to L3. If the L1 typology is far from L3, L2 is the main supplier in mastering L3 vocabulary. Typology is the dominant factor in L3 acquisition. In addition, other factors, such as L2 status, working memory, and memory, influence the role of L1 and L2 but are less dominant than typology.

USING TEACHER-MADE AUTHENTIC MATERIALS FOR EFL VOCATIONAL HIGH SCHOOL STUDENTS’ CAREER-RELATED VOCABULARY LEARNING

2024-04-11T15:16:14+00:00

Although using authentic materials has advantages and disadvantages, it is evident that they bring many benefits to EFL learners, especially in terms of developing communication skills and cultural understanding. Moreover, they offer an opportunity to learn how English is used in real-life situations. This study adopts accidental ethnography as the research methodology. It illustrates, through content and language integrated learning (CLIL), how authentic materials are effective and useful to EFL learners in a specialised vocational high school. The findings indicated that the participants genuinely learned English and acquired career-related vocabulary that would be beneficial to their prospects, hence lending credence to the potential of authentic materials.