A number of research studies have been conducted to examine the practices and challenges of online English language teaching in the age of Covid-19 pandemic. However, research on the teachers’ insights and suggestions to overcome the challenges of the emergency remote teaching still remains unexplored. The present study shed some light on EFL teachers’ teaching activities, challenges, and insights of the emergency remote teaching amidst the global pandemic. The data were obtained from 27 Indonesian EFL teachers (17 female and 10 male) by means of self-written reflection and semi-structured interview. The results revealed that the emergency remote teaching activities were conducted by administering online forum and discussion, integrating social media, and designing interactive exercises. Notwithstanding the facts, the teachers encountered some challenges such as unfamiliarity with digital platforms, inability to provide quick feedbacks, and lack of students’ motivation and engagement during the remote teaching. In responding to the challenges, this study further depicted that joining professional development programs, creating representative lesson plan, and designing interactive online classroom activities could became alternative solution. These results contribute to the realm of English language teaching as fruitful insights and as a ‘wake-up call’ for educational stakeholders in order to enhance the efficacy of online teaching and learning, particularly during the global pandemic.

In the recent years, flipped learning has become popular and been widely utilized as teaching approach to activate students’ learning engagement, which is frequently used to reverse the conventional teaching. However, much more efforts are necessary to enrich the literature about its practices across different teaching and learning contexts. This study is at the cutting edge of examining the practice of flipped learning in higher education contexts; as well as exploring its effects on students’ learning motivation, attitudes, and engagement. Data were collected using a questionnaire from 35 undergraduate students enrolled in “Introduction of Educational Technology” course at a college of education, and the data were tested using 24-version IBM-SPSS linear regression. The results demonstrated that flipped learning strategy is a positive predictor for students’ learning motivation (p-value 0.001 0.05), attitudes (p-value 0.007 0.05), and engagement (p-value 0.003 0.05). The results contribute to offering valuable insights for college stakeholders to enhance the efficacy of teaching and learning process, particularly for higher education curriculum designers to adapt to the current teaching approach. Instructional implication and research suggestions are provided based on the results of the study.

The study explores the sociolinguistic phenomenon, Arabizi, from a new perspective by investigating the case of three Arabizi users coming from different generations: Azer (42 years old), Nada (29 years old), and Mira (21 years old). The main research question of the study is how generational differences between Arabizi users shape their experiences with Arabizi in terms of 1) how they learned it, 2) how they currently use it, 3) how they perceive its effect on the Arabic language, 4) their attitude towards its users, 5) and their expectations for its future use. Semi-structured interviews were employed to gain a deeper insight into participants’ experiences with Arabizi, taking into consideration their linguistic, educational, work, and social backgrounds. The significance of this case study lies in how Arabizi users’ surroundings and life experiences influence their linguistic choices and perceptions. Findings provide insight into how Arabizi is considered advantageous compared to using English language. It is also perceived to be a phase for youngsters that will subside in the future as technology develops. The study concludes with recommendations for future research on how Arabizi transforms as its users grow older.

The study explores the sociolinguistic phenomenon, Arabizi, from a new perspective by investigating the case of three Arabizi users coming from different generations: Azer (42 years old), Nada (29 years old), and Mira (21 years old). The main research question of the study is how generational differences between Arabizi users shape their experiences with Arabizi in terms of 1) how they learned it, 2) how they currently use it, 3) how they perceive its effect on the Arabic language, 4) their attitude towards its users, 5) and their expectations for its future use. Semi-structured interviews were employed to gain a deeper insight into participants’ experiences with Arabizi, taking into consideration their linguistic, educational, work, and social backgrounds. The significance of this case study lies in how Arabizi users’ surroundings and life experiences influence their linguistic choices and perceptions. Findings provide insight into how Arabizi is considered advantageous compared to using English language. It is also perceived to be a phase for youngsters that will subside in the future as technology develops. The study concludes with recommendations for future research on how Arabizi transforms as its users grow older.