Mastering argumentative discourse both in written and oral is a must for students nowadays. However, a successful argumentative discourse requires high thinking order skill such as developing a stance, analyzing arguments, distinguishing facts and opinions, solving problems, comparing and contrasting material, and making inferences. Realizing the importance roles of critical thinking in constructing argumentative discourse, this study focuses on students' performance in debate specifically argument, counter-argument, and rebuttals. They are chosen since they are always taken into consideration in assessing students' debate performance.
This study examines the factors of the Technology Acceptance Model (TAM) that influence the acceptance of ICT use for English language learning of EFL University Students. This study also addresses the possible obstacles that affect and limit the use of ICT by adding motivation and ICT skills as extended TAM variables. This area of research topic is unexplored in the Indonesian context, especially in higher education institution. An analysis of these factors can assist instructors to understand how students learn using ICT and in providing useful advice to them during the learning process. The quantitative method was applied in this study, which included 303 students' teachers of English Education at a state university in Jambi, Indonesia. The instrument used in collecting the data was an online questionnaire. Data collected were analyzed by using Structural Equation Modeling (SEM) with SmartPLS3 program to analyze the proposed hypotheses formed in order to meet the study objectives. The SEM result indicated that the factors of the technology acceptance model are the main factors affecting the ICT use. The study concluded that the influence of motivation and skills for ICT usage was mediated by three main TAM variables, namely perceived ease of use, perceived usefulness, and attitudes.
Mastering argumentative discourse both in written and oral is a must for students nowadays. However, a successful argumentative discourse requires high thinking order skill such as developing a stance, analyzing arguments, distinguishing facts and opinions, solving problems, comparing and contrasting material, and making inferences. Realizing the importance roles of critical thinking in constructing argumentative discourse, this study focuses on students performance in debate specifically argument, counter-argument, and rebuttals. They are chosen since they are always taken into consideration in assessing students debate performance.DOI: https://doi.org/10.24071/llt.2016.190208
Evaluation of learning is a crucial step in understanding the progress of students' competence and determining the success of the learning process. This study aims to explain, with reference to the 2013 Curriculum, the experience of teachers conducting evaluations during online learning. This study focused on nine English teachers from nine public schools in Jambi City, including five junior high schools, two high schools, and two vocational high schools. This case study employed an interview instrument which data were then qualitatively analyzed. The findings of this study include teachers' comprehension of learning evaluation, forms of assessment, barriers in the learning process, and the effectiveness of implementing learning evaluation. First, teachers have a comprehensive understanding of learning evaluation, which includes students’ knowledge, skills, and attitudes. However, teachers consider the number of student competencies that must be assessed in online learning to be burdensome, specifically due to limited hour of meeting. The teachers emphasize on delivering the material and decrease the number of competencies that students must acquire. Second, teachers assign daily tasks to assess students' knowledge, video projects to assess their skills, and pay attention to the punctuality of assignment submission and classroom interaction to assess students' attitudes. Third, the obstacles of learning include the absence of gadgets, limited of internet quotas, the difficulty of the internet access, the lack of student participation, and the absence of parental support for online learning. Fourth, the limited abilities of teachers, the difficult conditions of students, and the limited time contribute to the ineffectiveness of the online learning process. In conclusion, the evaluation of online learning cannot completely reference the curriculum.
Background. The use of ICT in learning English can assist learners to improve their language skills, aside from empowering and motivating them in English language learning. ICT utilization can provide opportunities for collaboration and interaction in the learning process. Purpose. The present study was conducted to examine the motivation, ICT skills, equipment, and attitudes factors towards the use of ICT tools for English learning in English as a Foreign Language (EFL) context. Methods. The quantitative method was applied involving 303 pre-service teachers of English department at a state university in Jambi, Indonesia. A questionnaire was employed to collect the data and Structural Equation Modeling (SEM) was used to analyze the proposed hypotheses developed in fulfilling the study objectives. Technology Acceptance Model (TAM) was used to examine the attitudes of student teachers toward the use of ICT for English language learning. Results. Findings suggested that the determinants of the technology acceptance model are the major factors influencing the usage of ICT. In addition, the effect of equipment, motivation, and ICT skills towards the use of ICT had been mediated by three main variables of TAM, namely perceived ease of use, perceived usefulness, and attitudes. Furthermore, it was found that the motivation, ICT skills and attitudes factors affect the actual use of ICT for English learning while the equipment factor does not. Implications. The results of this study are beneficial for students and teachers both in schools and universities. For students, they need to equip themselves with ICT literacy, ICT skills, motivation, and positive attitudes towards the use of ICT in English learning activities. Teachers should also equip themselves with ICT skills so that they can provide learning experiences according to the needs of students in today's digital age.
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