<span>The rapid development of information technology has been facilitated the change of how we communicate. With the mediation of technology, such as social media, there are no boundaries of time and distance to talk with others.</span><span> </span><span>This research aimed to report on the collaborative satisfactions and experinces of higher education students which occurred during completion in English as Specific Purposes class. To answer the questions, a set of questionnaire was distributed. The results showed that overall students showed a positive view of teamwork embedded through social media. This research tried to understand how students perceive collaboration and how they collaborate on learning tasks through the use of social media.</span>

The present study focused on teachers’ perceptions of how teacher talk works in the classroom and some challenges they might encounter during initiating interaction to encourage students.  A classroom observation was done to portray the data of the learning process and teachers’ interview was also conducted to discover insights about teacher talk and the challenges encountered in the classroom interaction. Findings demonstrated that the teachers enacted dominant English communication as the input rather than using students’ first language. They felt increasing the use of the target language would be more challenging as it is influenced by some aspects from both teachers and students’ motivation, attitude, and proficiency. In addition, teacher talk is varied in some extents based on the teacher and student factors. The findings also showed that teacher talk mostly occurred in the form of asking questions, giving directions, explaining the lesson, and praising the students. In addition, as the students were considered young learners, it was found that classroom interaction and language choice must be adjustable in order to make communication become more effective.   Keywords: teacher talk, perception, challenge, language choice, primary level

This study presents an analysis of the teaching literature. Approaches to literature teaching seem to be much influenced by current approaches to both language and education. There seems, however, to be a tendency to treat literature as merely another subject on the curriculum. Such a tendency has ultimately led to the neglect of features which mark literature as a discourse and an area of study demanding different techniques of description and different pedagogical approaches. Further, it is often assumed that principles formulated for education in general, or for the teaching of foreign languages in particular, can be extended unchanged to the literature class, on the assumptions that it is a subject of the curriculum and an instance of language use. Yet, it may not be the real case. Social uses of language demand rapid response and intensive interaction. Therefore, in teaching of a foreign language, there are good reasons to encourage constant student interaction and reaction toward their engagement in literary world.

This study aims to obtain an in-depth understanding of error corrections in speaking from learners' perspectives due to the fact that error corrections are often provided without considering the learners' point of view. Although the results of the research discussing effectiveness of error corrections in speaking remain unclear, especially in an English as Foreign Language (EFL) setting, they naturally exist particularly in the process of learning and teaching EFL. To examine the EFL learners' perceptions on corrections in speaking, nine EFL students were interviewed the effect of applying snowball sampling technique. The study meets the characteristics of qualitative research. The focus of the study is spoken error corrections, which naturally exist in an instructed Foreign Language learning situation and the researcher is the key instrument in that the researcher asks questions and interacts with the research subjects. The results of the interviews, which are audio recorded and transcribed, are analyzed to develop a descriptive model that encompasses all cases of the phenomena. The findings reveal that mispronunciation, grammatical errors, and lexical errors are important to be taken into account.

The education system in Indonesia has been impacted by the spread of Covid-19. Learning occurs not only in real objects but also in cyberspace, such as through internet intermediaries. This requires the adaptation and sustainability of the teaching-learning process at all levels of guidance. Online learning has been designated as a distance learning management system by the Indonesian government. The sample of this research was 89 sample of the eleventh-grade students of Madrasah Aliyah Negeri I of Kabupaten Malang while the samples is taken from three different classes, those are XI IPA, XI IPS and XI Agama. The quantitative method was used in this study. To collect the data, questionnaires was used as the primary tool. The questionnaires is analyzed and see how students perceive toward learning platform of quizizz in learning vocabularies at MAN 1 Kabupaten Malang. Closed-ended data analysis was utilized to determine the outcome of the students’ perspective and to verify the established data, and the last steps taking conclusion. The results showed statement No. 5 achieved the highest mean rank of 77,8 by getting the average value at which most participants agree that Doing test in Quizizz is fun and the instruction easy to understand. Statement No. 11, which indicates that most participants feel that taking an exam on Quizziz saves greater time than taking one on paper and pencil, had the second highest mean. With an average of 66,85, question number seven had the least mean value of all the questionnaire statements. There were several responses to this question, with the highest percentages being 56.2% agreeing, 5.6% strongly agreeing, and 38.2% disagreeing. It seems students can help to concentrate in class when using Quizizz but some might feel the opposite Future studies are expected to improve the suggestions that are expected to be better in this suggestion. Other applications, such as Kahoot, Zoom, Moodle, YouTube, and others, can also be used in online classes as media to facilitate the learning process and student discussions with teachers.