Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.

In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions.   Keywords: beginning teachers, coping strategies, identity, tensions

This research aimed to explore gender stereotypes depicted in online sexist jokes collected from laughfactory.com. Linguistically speaking, jokes as a subtype of humour have become a common phenomenon in our everyday lives. Unfortunately, not all jokes can bring positive vibes for everyone. Yet, these forms of jokes are still commonly found, especially on the Internet. Some online sources, including websites of jokes, present a lot of collections of jokes for fun, but a number of the jokes are categorized as sexist jokes, which might also be regarded as offensive in a certain context. Data were collected from the laughfactory.com website and then were analysed by using the three-dimensional model of Critical Discourse Analysis (CDA) and the General Theory of Verbal Humour (GTVH). Results showed that the majority of the humours observed were targeted at women (90%) and a small number was targeted at men (10%). Women were stereotyped as sexual objects, emotionally expressive beings, homemakers, being talkative, being stupid or brainless, and belonging to a lower class than men. Men, on the other hand, were stereotyped as worse than women.

Speaking mastery has been known as the benchmark of language learning, yet many students still find it difficult to speak with great accuracy and fluency. To widen the knowledge and fill the gaps in the existing research, this present qualitative-descriptive research is to investigate how vocational students see accuracy, fluency, and other psychological-related aspects in speaking as well as collecting some suggestions to create a better speaking class. By distributing questionnaires and conducting semi-structured interviews, the present research revealed that the participants were slightly more inclined towards accuracy compared to fluency, which may result in the inhibition of risk-taking. Moreover, some psychological-related challenges such as feeling nervous, unconfident, and afraid to make mistakes were prevalent among the participants which affected their speaking performance negatively. Finally, the participants yielded some suggestions for a better speaking class, which include assisting students in four stages of speaking and providing appropriate feedback.

Using authentic materials to give listening exposure is essential to improve English language learners’ listening skill and using radio is one way to do so. To reduce anxiety in listening, choosing humorous material can be done as humour has been proven beneficial in classroom context, for example, in reducing stress. Using the partial result of a study conducted by the same author and completed by library study about ethics of using humour in the classroom, this study is to investigate whether verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is suitable to be used in classroom context. Analysing every type verbal humour found in the radio drama, this study points out that verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is generally not appropriate to be used in classroom because it has a quite high number of inappropriate verbal humour, such as sarcasm and satire.Keywords: listening exposure, verbal humour, appropriateness.