This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.

This study investigated the teachers’ and students’ perceptions on language acquisition for young learners using Mobile App in EFL context. Many ways have been found to assist young learners in acquiring English as a Foreign Language. This study applied survey where the teachers’ perceptions were obtained from the observation, while the students’ perceptions were taken from the observation questionnaire. The respondent and participants were taken from six elementary schools in which there were twelve English teachers and 569 students of grade 4th in Indonesia. The result showed that teachers thought most students were anxious and didn’t have self-esteem and a good motivation while learning English. The teachers’ perceptions don’t always match the students’ ones or vice-versa in learning English in EFL context. It is expected that the mismatches of teachers’ and students’ perception are not greater than the match ones.

This study investigated young learner preference for using games and songs to learn English in the EFL context. Many ways have been found to assist young learners in acquiring English as a Foreign Language. The students’ perceptions were taken from the questionnaire. The result showed that most students liked it better when the teachers used games and songs in teaching English in an EFL context. It is suggested that both games and songs can be utilized in teaching English to young learners in the EFL context.

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.

This study investigated young learner preference for using games and songs to learn English in the EFL context. Many ways have been found to assist young learners in acquiring English as a Foreign Language. The students’ perceptions were taken from the questionnaire. The result showed that most students liked it better when the teachers used games and songs in teaching English in an EFL context. It is suggested that both games and songs can be utilized in teaching English to young learners in the EFL context.

The errors of L2 learners are much influenced by their L1. they (errors) were the result of interference in the learning of a second language from the habits of the first language.Corrective Feedback (CF) does not always provide the correct form but it also forces learners to utilize their own resources in constructing a reformulation.Direct feedbacks do not figure out the actual performance of students’ comprehension in correcting the errors because teachers have provided the correct one. Teachers have to invite students to be active finding the correct one from their errors they produce

This article presents the debate of written direct CF (WCF) stated by the previous studies. Being a controversial issue leads written CF into two different positions: that written CF is plausible for ESL and EFL learners [1-8, 15, 17], (Lundstrom & Baker, 2009), [10,24]. or that it does not contribute significantly for ESL and EFL learners [6,21]. Through the debate, there are two queries revealed: what to do and where to go. Finally, it can be concluded that an effort to assist learners in improving their accuracy of ESL and EFL writing has to be conducted by a teacher, and CF is one of the alternative techniques among others to make the learning outcome better. Moreover, both local and global aspects are to be checked and treated proportionally meaning the written CF should not only concern local aspects but also global aspects. Later, it would be better to evaluate the long term effect of providing WCF on other occasions (a month or a semester after WCF is given).

Being the controversial issues leads written corrective feedback into two different arguments that written corrective feedback is plausible for ESL and EFL learners or it does not bring significantly for ESL and EFL learners. Through the debate, there are two queries revealing; what to do and where to go. Finally, it can be concluded that an effort to assist learners improving their accuracy of ESL and EFL writing has to be conducted by a teacher, and corrective feedback is one of the alternative techniques among others to make the learning outcome better. Moreover, both the local and global aspects are to be corrected and treated proportionally meaning the written corrective feedback not only concerns with local aspects but also with global aspects as well. Later, it would be better to evaluate long term effect of providing WCF on other occasions (a month or a semester after WCF given).