EFL students’ participations and teachers’ roles in online discussion forum for critical media literacy learning

Afrilyasanti, Rida; Basthomi, Yazid; Zen, Evynurul Laily

doi:10.30935/cedtech/12965

Cited by 4 publications

(3 citation statements)

References 53 publications

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“…Peer support through MIM is also essential in lowering language learning anxiety, which thus improves learners' motivation (Golonka et al, 2014). This is in coherence with previous works noting that collaboration and support from peers and teachers can nurture positive attitude toward language learning and language learning motivation (Afrilyasanti et al, 2023;Alamer & Al Khateeb, 2021;Imamyartha et al, 2021;Kukulska-Hulme & Viberg, 2018).…”

Section: Ole and Efl Learning Motivationsupporting

confidence: 85%

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

Imamyartha,

Widiati,

Anugerahwati

2023

JALTCALL

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The extant literature on the integration of mobile instant messaging (MIM) into language pedagogy has documented its potential to leverage engagement and learning outcomes. Nevertheless, how individual differences in regard to emotional, sociocognitive, and motivational bearings contribute to language learning gains is hardly documented. This study is devoted to addressing this lacuna through an analysis of structural equation modeling (SEM) which explores the association between trait-emotional intelligence (TEI), online learning engagement (OLE), EFL learning motivation, and their grades in English for Academic Purposes (EAP) programs. Three-hundred-seventy-one freshmen in an Indonesian university were involved in EAP programs framed in team-based mobile language learning (TBML), mediated by Telegram as a complementary learning app. The students responded to an online survey eliciting their post-lesson perception of the abovementioned variables. Students’ course grades complemented the data collection. The results of our SEM analysis acknowledged the linear correlation from TEI, OLE, to EFL motivation as the drives to students’ learning achievement. This has also been supported by a robust correlation between the variables. The findings of the present study implicate the pedagogical potentials of TBML to scaffold self-regulated learning and satisfactory language learning gains, provided that students’ emotional intelligence, engagement, and motivation are intensively potentiated across different learning phases. Research limitations and recommendations are also explored.

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Section: Ole and Efl Learning Motivationsupporting

confidence: 85%

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

Imamyartha,

Widiati,

Anugerahwati

2023

JALTCALL

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“…Therefore, in the context of research on the influence of enjoyment on the development of oral proficiency in EFL among future educators, understanding the connection between pleasure, brain activation, and the learning process is of paramount relevance. This understanding underpins the design of effective psycho-pedagogical strategies that promote meaningful and lasting language learning in this specific context (Abdulaal et al, 2023;Afrilyasanti et al, 2023;Feng et al, 2023;Ismail et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Enjoyment and oral English proficiency in future teachers

Guerra Ayala,

Reynosa Navarro,

Durand Gómez

et al. 2024

Front. Educ.

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This study analyzed the relationship between enjoyment and oral English proficiency in Peruvian future teachers. It previously validated a measurement instrument of enjoyment setting for future teachers who are learners of English as a Foreign Language (EFL) and then delved into understanding the role of enjoyment as a predictor of oral proficiency. The sample comprised 119 students from a State Higher School of Education in Peru, randomly selected from various careers and grouped according to English language competency levels ranging from A1 to B1+ based on a subscale inspired by the Common European Framework of Reference (CEFR). Students’ oral proficiency was evaluated using a rubric covering five aspects, and enjoyment was assessed through a nine-question questionnaire. The results initially demonstrated a significant positive relationship (r = 0.900, p < 0.001) between enjoyment and oral proficiency in EFL. Secondly, a linear regression model determined that enjoyment was a highly significant predictor (β = 0.957, p < 0.001) of oral proficiency. These findings support the importance of enjoyment in developing oral proficiency as a reliable tool to predict oral proficiency in EFL in the context of EFL teacher education. This study highlighted a significant influence of enjoyment on oral proficiency in learning EFL to prospective teachers. Results analysis underscored the importance of enjoyment as a significant predictor of oral proficiency, suggesting that promoting enjoyment in the learning and teaching process can be an effective strategy to foster significant development of oral skills in English. These findings have significant implications for teacher education, emphasizing the need to integrate activities and psycho-pedagogical approaches that promote enjoyment in the English classroom. Furthermore, the proposed model was validated as a reliable tool to assess teachers’ enjoyment of learning EFL. Understanding and nurturing enjoyment in learning English can significantly enhance the oral English proficiency of future teachers and, ultimately, contribute to a more robust command of the EFL.

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“…Por otro lado, promover las habilidades del pensamiento crítico, permite mejorar los rendimientos académicos de los estudiantes (Li, 2022;Pedraja et al, 2022) y la discusión incentiva a los estudiantes a la participación activa y el pensamiento profundo (Afrilyasanti et al, 2023).…”

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Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial

Pedraja-Rejas,

Rodríguez-Cisterna

2023

RVG

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El objetivo de este trabajo es proponer lineamientos para el desarrollo de habilidades de pensamiento crítico y las características del liderazgo docente a través de prácticas con perspectiva de género en la formación inicial docente. Para lograr este objetivo, realizamos una revisión documental basada en un diseño de investigación cualitativo, con la cual se lleva a cabo un análisis exhaustivo de artículos científicos y capítulos de libros reportados en la literatura especializada. Los hallazgos indican una vinculación conceptual de las variables aquí analizadas, por lo que es plausible la articulación entre los lineamientos para una inclusión exitosa y las características de los docentes líderes como mecanismo para promover habilidades de pensamiento crítico y la reducción del sesgo de género en las instituciones educativas. Se concluye que las seis directrices postuladas en este trabajo son alcanzables, están bien sustentadas por la literatura existente, requieren la participación activa de la comunidad académica y pueden servir como herramienta para abrir un debate crítico y transformador en los entornos educativos.

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EFL students’ participations and teachers’ roles in online discussion forum for critical media literacy learning

Cited by 4 publications

References 53 publications

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

Enjoyment and oral English proficiency in future teachers

Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial

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