<em>Due to globalization, intercultural competence becomes one of the prominent competences in English teaching. Unfortunately, the current condition, the COVID-19 pandemic happened may not lead the intercultural language teaching run as expected because it should be moved to an online setting.  Through combining qualitative and quantitative research methods with questionnaires and interviews, this study aimed to unravel the teachers' competence and the challenges and opportunities of intercultural language teaching during the current situation. This study concluded that most of the teachers' intercultural competence was deemed moderate. Furthermore, some challenges found comprised the aspects of internet access and students' psychological aspect, such as attitudes toward intercultural language teaching and learning conducted in an online classroom. Meanwhile, the opportunities found comprised the aspect of language skills, attitudes, and the other supporting skill such as critical thinking development.</em>

Intercultural sensitivity and personality traits constitute eminent and inseparable elements associated with EFL learning. Nevertheless, to the best of the writers’ knowledge, limited investigations in an Indonesian EFL primary school level concerning these two variables were found; therefore, the present study was intended to scrutinize the Indonesian EFL primary school students’ intercultural sensitivity and personality traits. 96 students from the fourth, fifth, and sixth grades of one primary school in Bandung were involved. An embedded design of a mixed-method was employed. The data were garnered using 4-Likert scale questionnaires gauging the students’ intercultural sensitivity and their personality traits focusing on extroversion, followed by some open-ended questions. The findings revealed that students’ intercultural sensitivity was considered good (the mean of 80.06 and standard deviation of 8.50), and most students tended to be extroverted (the mean of 72.62 and the standard deviation of 9.89). The students’ intercultural sensitivity was found to be significantly related to their extroversion at a 99% level of confidence (.000 .01). Finally, the findings along with the previous studies explicating the intercultural sensitivity and personality traits advocate some pedagogical implications for facilitating students’ English learning.

WhatsApp, as one of the most powerful and ubiquitous social media platforms, has become one of the promising tools utilized for English online learning during the current crisis, COVID-19 pandemic. Nevertheless, interacting effectively via this platform might be challenging for messages communicated to this platform might have more than one meaning that is likely to result in misunderstanding among the users. Thus, understanding deixis, known as one of the interactional phenomena in which language and context can be figured out, is invaluable. Nevertheless, to the best of the writers’ knowledge, studies concerning the use of deixis with respect to WhatsApp for English online learning are still left under-researched. Therefore, the present study aimed to investigate the deixis employed during online learning via a WhatsApp group. The method utilized in this research was a descriptive study. Besides, the participants comprised 23 postgraduate students and an instructor from an English Education Study Program of one university in Bandung city. The data were taken from the artefact in the form of an online chat archive.  Based on the data analyzed, the findings revealed that all the types of deixis encompassing personal, social, discourse, place, and time deixis were found in online learning through the WhatsApp application. In this regard, the person(al) deixis (46%) was the most frequently used deixis, followed by social (39%), discourse (8%), place (5%), and time deixis (2%), respectively. Moreover, the appropriate and effective use of deixis by the instructor was found to influence students’ engagement and critical thinking ability. Besides, the WhatsApp feature, emojis, was found to be utilized along with the deixis, as well as it assists in providing some emphasis, understanding of the messages conveyed, and showing respect or compliment among the participants.

This study aimed to reveal the lecturer’s feedback quality intertwined with students’ engagement in online learning through a WhatsApp group. Also, it unraveled the follow-up actions conducted by the students regarding the feedback. 24 graduate students studying in one of the universities in Bandung city involved. A mixed-method, an explanatory sequential design, was used. Utilizing questionnaires, the study reveals that with a mean of 82.38 and standard deviation of 6.51, the lecturer’s feedback was deemed good with some qualities emanated through the in-depth interviews comprising ‘timely’, detail and relevant to the materials learned, facilitative, supportive, and objective. Meanwhile, with the mean of 73.43  and standard deviation of 10.92, the students’ engagement is considered good, yet challenging issues were found concerning the learner autonomy and the students’ motivation. Moreover, it was found that with the 95%  level of confidence the p-value obtained was higher than the 95% level of significance, i.e. p>.05=.98>.05, hence the regression model between the two variables was considered linear. However, at the level of 95% level of significance, it was found that there was no significant relationship between the two variables, i.e. .097 >.050. Moreover, consulting with friends and the lecturer and reading relevant materials constituted the alternatives the students did to handle issues concerning the feedback.Keywords: assessment for learning, online learning, students’ engagement, lecturer’s feedback

This study was aimed at scrutinising a multimodal text embedded in a dialogue of an EFL textbook. To this end, Systemic Functional Multimodal Discourse Analysis (SF-MDA) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artefact, a dialogue within a part named 'communication' taken from an EFL textbook for a primary school level. The findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. Meanwhile, high modality and validity were found in the visual image indicated by the realisations and representations of detailed abstraction and full-colour saturation. Finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue.