Acuity: Journal of English Language Pedagogy, Literature and Culture

Reflections from Learners of English as a Foreign Language in a Multicultural Non-native Context

2023-06-17T22:25:09+07:00

This paper aims to reflect the ideas of learners of English at higher education level in a multicultural non-native context. The participants were six learners of English (N=6) from six different countries and they were in the preparatory English class to major in the Department of International Affairs at a state university in Turkey. The design of the study was maintained through in-depth interviews with the participants selected through a convenient snowball sampling. The data was documented in a descriptive form. The main findings elicited that although it would be better and more effective if they learned English in a native context, participants were all satisfied to learn English in a multicultural classroom which may provide some advantages in terms of learning different things and thinking in a multicultural environment. The motivation that drove them to learn English in a non-native environment was commonly related to educational reasons, yet they also indicated that they enjoyed learning foreign languages. In addition, the study submits that although it may sound favourable to learn English in its native context by native speaker language teachers, placing greater emphasis on hard work and effort, it is also attainable to learn English in a non-native context by non-native speaker teachers.

The Effect of Using NLP Techniques on Writing Ability of EFL Learners

2023-06-17T22:11:35+07:00

Neuro-Linguistic Programming (NLP) has the potential to help language learners; however, it has received scant attention. Collingwood (2001), NLP is a technique to investigate the relationship between how our mind works (Neuro) , how we communicant verbally and nonverbally (linguistic), and our patterns of behavior and feeling(program). The present study was an attempt to investigate the effect of NLP techniques on the writing ability of English as a Foreign Language. To achieve this goal, two intact classes of students were selected to form an experimental group (n=15) and a control group (n=15). A writing ability pretest (based on the course content) was given to all participants. The participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their writing. In the control group, the conventional approach to teach was used. Comparing the results the posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on writing ability EFL learners. Therefore, NLP can improve writing ability by improving various processes such as communication and information processing. It can be used by teachers, trainers and syllabus design.

Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction

2023-10-30T19:41:02+07:00

Reading in a foreign language (English) has been a problem for primary school kids in remote places in Indonesia. The purpose of this study is to determine if there is a significant difference in the effect of extensive reading (ER) between individual and group teaching. Students were divided into two categories, one class read individually, and the other class read in groups. This is a quantitative study. The pre-test and post-test research design was employed in this study. A comprehension test was given to the participants before and after the reading activities. The results of this study demonstrate that participants in both groups have improved their reading comprehension scores. Additionally, there is a noticeable difference between students who received ER instruction individually and those who received ER instruction in a group; both groups improved in their reading scores, as can be clearly seen from the post-test score as well as from the computed gain score of the ER group, which attained a higher score. The post test of the ER-individual is 51.39, and the normalized gain is 0.31, while the post test of the ER-group is 70.30, and its normalized gain is 0.38. Therefore, there was a significant difference between individual and group teaching. This study also revealed that the approach used to enhance pupils' reading comprehension received favorable feedback. Therefore, it is recommended to use ER groups for reading comprehension, especially for primary pupils.

Students’ Perceptions on the Use of Hot Potatoes Exercises in English Subject

2023-06-25T17:42:16+07:00

This study aimed to examine students’ perceptions on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The research questions in this research are: 1) What are the students’ perceptions on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject? and 2) What are the advantages and disadvantages of using “Hot Potatoes” exercises in practicing recount text material in English Subject? The method used was a descriptive qualitative method. The participants of this research were 29 students of a senior high school in Tangerang. The findings show the students have positive responses towards the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The conclusions are the students give positive responses on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The advantages of using Hot Potatoes exercises are related to understandable and fun questions, and instructions, the motivation improvement in English learning, the interactivity, and the variety of English exercises. Lastly the disadvantages of using “Hot Potatoes” exercises are the need for internet connection to access the exercises, and the availability of devices, and the inability of some features.

Project-Based Learning: Beyond a Means to Promote Language Skills

2024-02-19T22:40:00+07:00

Considering the importance of project-based learning in EFL context, the present study first aims to review the studies that have investigated the effect of project-based learning on language skills in the last decade, while the second, using sociocultural theory as a theoretical framework, explores EFL learners’ attitudes toward project-based learning. In addition, the differences between female and male EFL learners’ attitudes toward project-based learning examined in this study. In order to reach this goal, a sample of 210 Iranian university EFL learners both female (n=150) and male (n=60) participated in this study. A project-based learning questionnaire was used to collect the required data using a 6-point Likert scale. The results revealed that EFL learners had positive attitude toward project-based learning. Moreover, based on the data analysis, there were no significant differences between female and male responses to the questionnaire items except two questions in which female learners were more positive than male learners. The results of the study could be of interest both to EFL teachers who want to engage their students in project-based learning and to researchers who seek to investigate on the effect of project-based learning among different genders.

To Express or to Hide: Exploring Vocational High School Students’ Perception Towards Storytelling Strategy in English Classroom

2024-02-29T20:28:45+07:00

Speaking abilities are seen as crucial ability that students must possess. Many students, however, stay away from communicating in the target language due to a variety of causes. Because of the monotony of the educational procedure, many students are unmotivated to learn to speak. Students require a motivating alternative method to improve their speaking skills. As a result, storytelling is seen as an effective teaching approach. To share a story, storytelling combines a spoken narrative, several digital images, a soundtrack, and modern technologies. As a result, the purpose of this study is to assess vocational high school students' attitudes on the employment of storytelling strategies. This research used mixed method research with 26 participants of the XI class at one state Vocational School in Bandung. The research instruments were questionnaires and interviews. According to the findings of questionnaires and interviews, storytelling can motivate students to learn English, particularly in Speaking. Because storytelling is delivered in a captivating and intriguing manner, it can be an effective technique for teaching speaking. As an alternative approach for learning English, storytelling is recommended.

English Lessons at Elementary School in Japan Aimed at Improving Willingness to Communicate

2024-01-11T23:05:55+07:00

In this paper, we explore practical strategies to enhance willingness to communicate (WTC) among elementary school students during English lessons. The study focuses on creating a supportive environment that encourages interaction and fosters confidence in communication. The research also aims to investigate the impact of communication strategy (CS) instruction on students’ attitudes toward communication. Specifically, it examines changes in WTC and confidence levels among fifth-grade students. The methodology involved designing a series of English lessons centered around interaction. Activities included exchanging business cards, sending birthday cards, and discussing timetables. Pre- and interim-questionnaires collected data on students’ self-assessment and reflections. The study focused on six students who exhibited notable changes in attitudes. The results showed that many students enjoyed communicating their thoughts and learning about others. Confidence levels increased as students actively participated in interactions. Successful experiences were linked to the teaching of CS expressions. Moreover, acceptance of others’ contributions played a crucial role in creating a safe space for communication. The study’s implications highlight the importance of fostering an accepting attitude toward others’ communication. Teachers can promote confidence by emphasizing receptive responses. Overall, the research underscores the significance of creating a positive classroom atmosphere for language learning, ultimately empowering students to express themselves effectively in a foreign language setting.

Indonesian Non-English Major Learners’ Attitudes toward Instagram to Practice Speaking in English: A Survey Study

2023-10-31T22:42:31+07:00

Speaking skill is often considered one of the most challenging skills for learners, perhaps due to the trial and error nature of speaking shunning shy and unconfident second/foreign language (L2) learners of English. In the meantime, Instagram raises as one of the most popular social media platforms among the young generation, including L2 learners. Hence, the present study aimed to investigate non-English major learners’ attitudes toward the use of Instagram to practice speaking in English. This study involved 102 Indonesian active Instagram user learner participants across Indonesia in an online survey. Through descriptive statistics on SPSS 25, the study found that the participants generally had positive attitudes towards the use of Instagram to practice speaking in English. Nonetheless, even though they considered Instagram a good platform to practice speaking, they were slightly less motivated to actually use it for learning purposes. These findings call for teachers to channel the popularity of Instagram among learners and their familiarity with it for L2 learning purposes through class instruction.

Sense of Gloominess and Despair in Edgar Allan Poe’s Selected Poems:

2023-12-03T16:16:33+07:00

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry.

This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions.

The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career.

Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one of his statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.