Teachers' Use of Code Switching in EFL Classroom and its Functions is a lecturer in English Educa�on Department of Universitas Muhammadiyah Yogyakarta. She has been teaching English as a foreign language since 2002, and has taught various subjects such as Material Development, Issues in Language Teaching and Learning, Language Assessment and Evalua-�on, etc. Her research interests include teaching methodology, cri�cal pedagogy, democra�c language assessment, Students' voices in language teaching and learning, and material development.The debate about the use of L1 (first language) in EFL (English as a Foreign Language) classes has been around since the teaching as a foreign language itself. The arguments that support the use of L1 use in EFL classes claimed that L1 can be a great tool for students for L2 (English) acquisition and learning. This claims lead to the EFL teachers' use of code switching (CS) in the classroom. This research aims at investigating the teachers' belief about code switching and its function in EFL classroom. Three experienced teachers of English Language Education Department in a private university participated in this study. The study used observation and interview as the data collection methods. The observation was done through video recording on class sessions, and the interview was done to confirm teachers' use of CS based on the recording. The result reveals that the teachers have made informed decision on their teaching practice, especially on the use of CS as a teaching method to facilitate students' learning. The teachers mostly used inter-sentential switching in CS. The reasons for using CS in the classroom were to help students learn, to facilitate students with low level of L2 proficiency and to teach efficiently. The functions of teachers' CS were to construct and transmit knowledge, to manage the class, and to build interpersonal relation with the students. This study indicated that teachers in this research were aware of the use of CS in teaching and learning L2 to facilitate learning.
Language Assessment Literacy (LAL) refers to language teachers' knowledge, skills and principles on language assessment and evaluation. This paper has investigated the LAL of teachers in a higher education context in Indonesia. The three components of language assessments were the focus of the inquiry in this study. To conduct the research and collect the required data, a self-rated survey LAL and semi-structured interviews were employed. The survey questionnaire was distributed to 30 (N=30) language teachers, while the interview was carried out to five participants. The findings showed that teachers' LAL level was in fair category, meaning that they had sound understanding on knowledge, skills, and principles on language assessments. The study also revealed that the teachers' understanding on and awareness of language assessment principles were the highest compared to their understanding on knowledge and skills on language assessments.
Computer-based standardized testing has become a new way to measure students' achievement to graduate from senior high school in Indonesia, starting from 2015. Seeing the importance of this computer-based test for students, the researchers found it important to conduct a study about students' voices in this test to ensure the effective use of the test. This study focused on exploring challenges faced by the students in using a standardized-computer-based test. Moreover, the researchers also explored strategies used by the students to overcome the
ICT in education is a powerful force for boosting the modernization of education. The use of ICT in education lends itself to more student-centered learning settings. ICT for education refers to the development of information and communications technology specifically for teaching and learning purposes, while the ICT in education involves adopting general components of information and communication technologies in the teaching and learning process. Eventually, the teacher's role in learning using ICT has provided many students' achievements, especially for hearing impaired students. Therefore, the researcher wanted to find the teachers' motivation in using ICT and their challenges. A qualitative research design was conducted to answer the problem. Three teachers who teach hearing impaired students contributed as the participants in this research. The data were gathered using the interview. This research showed that providing unlimited access to teaching media, students' interest, and students' achievements motivated teachers to use ICT in the classroom. Furthermore, limited facilities, teachers' skills, and distracted students became challenges that the teachers faced while using ICT.
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