Journal of English Teaching and Linguistic Issues (JETLI)

Scrutinizing the Strategies of EFL Teachers in Instructing Listening Skills in the Classroom

Sakinah F. Hilly, Jhems Hasan — Wed, 31 Jul 2024 00:00:00 +0800

The listening process in the classroom involves a series of steps that students go through as they receive, interpret, and respond to spoken language. This study aims at scrutinizing the strategies of EFL teachers in instructing listening skill in the classroom. The research data was first described in a quantitative descriptive manner using the frequency format on the results of the questionnaire which was distributed to 46 students at SMP N 3 Limboto, Gorontalo. In addition, further research data is the result of interviews with two English teachers at the school regarding listening learning strategies so far. The findings of this study revealed that the EFL teachers in SMP 3 Limboto used a variety of listening learning strategies that are quite similar to one another. They have a solid understanding of the goals that should be accomplished by students at the junior high school level while using listening resources. They draw from a variety of sources, including books and the extensive online content available now, when putting together listening materials. The model for learning through hearing should be engaging and have a variety of components, and the utilisation of various learning media should be enabled by modern technology. The method of evaluation should incorporate activities at various points throughout the learning process and make use of a rubric as an assessment tool to determine the level of listening ability possessed by the students. The results of the student questionnaire regarding the teacher's strategy also confirmed the correctness of the strategy conveyed by the two teachers during the interview. These results certainly illustrate that the English teacher at SMP N 3 is quite good at teaching listening to students by paying attention to variations in strategies when learning takes place in the classroom.

Research Trends on Students Engagement in EFL Classroom: A Literature Analysis on Online Scientific Publication from 2020-2023

Yuwin Rustam Saleh, Nirwana Darwis — Wed, 31 Jul 2024 00:00:00 +0800

This bibliometric analysis examines research trends on students’ engagement in EFL classrooms from 2020 to 2023, revealing substantial academic interest with a total of 982 publications. The analysis highlights a peak in publications in 2022, underscoring the growing emphasis on student-centered teaching approaches. However, citation metrics show a significant decline over the years, indicating a shift in scholarly attention and citation behavior. The study also identifies a marked disparity in author influence, with the top 20 authors contributing to a significant portion of the citations. Keyword analysis and network visualization using VOSviewer reveal a strong focus on themes like online learning, student engagement, and the impact of the COVID-19 pandemic. These findings suggest that while the field is expanding, there is a need for ongoing research to address emerging challenges and sustain academic impact. This study contributes to understanding the dynamic landscape of EFL education, providing insights for future research and practice.

Mapping the Evolution: A Bibliometric Dive into TPACK Research Trends (2020-2023)

Adimawati Helingo, Sitti Nurpahmi — Wed, 31 Jul 2024 00:00:00 +0800

The purpose of this study is to present the research trends within Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT) from 2020 through August 3rd, 2023. Data for this bibliometric study were collected from Google Scholar by filtering publications that mentioned TPACK in ELT. A maximum of 770 papers were mined to quantify how the overall number of publications, citation counts and keyword co-occurrence varied. Taken together, the results show a clear rise in TPACK related publications over this four-year period that mirrors the heightening need to embed technology into teaching language worldwide but especially due to responses around Covid 19 and remote hybrid learning environments. Citation analysis demonstrates influential works on what factors are important in technology use and impacts. The second step of the co-occurrence analysis points to central themes such as pedagogical content knowledge and technology integration which are already emphasized in research literature, alongside an emerging dynamic perspective on COVID-19 impact for teaching practices. These results deeply emphasize the importance of future research targeting towards methodological clarity in TPACK investigations. This study contributes immensely to education and research because it reveals that TPACK plays critical roles in tackling these challenges/opportunities that have been brought about by the adoption of technological advancement when teaching a language.

Unpacking the Research Trends in Flipped Learning through a Bibliometric Lens

Asna Usman Dilo, Kristina Wasiyati — Wed, 31 Jul 2024 00:00:00 +0800

This bibliometric analysis examines research trends in flipped learning within English as a Foreign Language (EFL) classrooms from 2020 to 2023. Analyzing 930 publications sourced from Google Scholar, the study highlights the steady growth in scholarly interest, peaking in 2022. The findings emphasize the effectiveness of flipped learning in enhancing language skills, student engagement, and learning outcomes, particularly during the COVID-19 pandemic. Highly cited studies underscore the significant impact of this instructional approach. The analysis also explores diverse strategies, models, and technological integrations that contribute to the adaptability of flipped learning in various educational contexts. Despite a slight decline in publications in 2023, flipped learning remains a promising pedagogical method in EFL/ESL education, warranting further exploration and innovation.