ELT Echo : The Journal of English Language Teaching in Foreign Language Context
type: channel
description: ELT Echo: The Journal of English Language Teaching in Foreign Language Context (ISSN: 25798170 e-ISSN: 25495089) is a peer reviewed and open access journal in language education. The journal published twice a year i.e., on June and December by English Language Teaching Department, UIN Siber Syekh Nurjati Cirebon. The journal accepts original research, conceptual, and best practices articles related to English language education. The topics range from literacy, second language acquisition, bilingualism, multilingualism, technological enhanced language learning (TELL), language teaching skills, curriculum and material development, language assessment, to corpus linguistics related to English language eduction. The journal has been indexed by, Science and Technology Index (SINTA), Crossref, GARUDA, Moraref, Researchbib, Google Scholar, Directory of Open Acces Journals (DOAJ), and BASE.
publisher: UIN Siber Syekh Nurjati Cirebon
language: en
publication name: ELT Echo : The Journal of English Language Teaching in Foreign Language Context
issn: 2579-8170
items: UNDERGRADUATE EFL STUDENTS' VOICES OF AI-ENHANCED PREZI FOR ACADEMIC PRESENTATIONS
items: EFL IN HEALTH PROMOTION CONTEXT: A NEEDS ANALYSIS APPROACH
items: AI AS TEACHING PARTNER: EXAMINING EFL EDUCATORS' PRACTICES IN ONLINE READING COMPREHENSION
items: IDENTIFYING LEARNING STRATEGIES EMPLOYED BY SUCCESSFUL AND LESS SUCCESSFUL STUDENTS IN READING
items: RHIZOMATIC EXPLORATIONS OF PRE-SERVICE EFL TEACHERS IN THE TEACHING PRACTICUM
items: INTEGRATING FUN AND LEARNIG: THE SUCCESS OF ENGLISH CAMP IN BOOSTING STUDENTS' LANGUAGE CONFIDENCE
items: CHATGPT IN HIGHER EDUCATION: A REVOLUTION IN WRITING OR A RISK TO ORIGINALITY?
items: SOURCES OF SELF-EFFICACY INFLUENCING ENGLISH SPEAKING SKILLS OF EFL LEARNERS
items: THE RELATIONSHIP BETWEEN SELF-EFFICACY AND MOTIVATION IN EFL WRITING: EVIDENCE FROM AN INDONESIAN ISLAMIC UNIVERSITY
items: GAMIFYING VOCABULARY LEARNING: THE EFFECTS ON STUDENTS’ ACQUISITION
items: THE USE OF PLOTAGON AS A CREATIVE DIGITAL MEDIA ING ENGLISH LANGUAGE TEACHING
items: UTILIZING REAP STRATEGY (READ-ENCODE-ANNOTATE-PONDER) TO ENHANCE LEARNERS' READING COMPREHENSION ACROSS VARIED READING HABITS
items: Translating Idiomatic Expressions: An Attempt to Raise the Students' Pragmatic Awareness
items: An Analysis of Deixis in Song ‘Popular’ & ‘Yes, And’ for Teaching and Learning Practice for ELT Student
items: The Impact of Personality on Second Language Acquisition: Insights from A Visually-Impaired Student
items: Higher Education EFL Teachers’ Code-switching Practices: Patterns and Functions in Focus
items: EXPLORING INDONESIAN EFL WRITING ERRORS: INSIGHTS FROM THE STIFIN PERSPECTIVE
items: FROM RUNNERS TO READERS: HOW STUDENTS PERCIEVE THE USE OF RUNNING DICTATION IN READING COMPREHENSION
items: TO SPEAK OR NOT TO SPEAK? THE WILLINGNESS TO SPEAK ENGLISH AMONG ENGLISH DEPARTMENT STUDENTS
items: “I BELIEVE RELATIONSHIPS MATTER EVERYWHEREâ€ THE IMPACT OF RELATIONSHIPS WELL-BEING IN INTERCULTURAL THEMATIC-TELECOLLABORATION
items: REVEALING THE CULTURE OF SYMBOLIC VIOLENCE IN LANGUAGE LEARNING PRACTICES: LEARNING FROM KI HADJAR DEWANTARA
items: STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF EFL MULTICULTURAL-BASED READING ACTIVITIES IN A HIGHER EDUCATION SETTING
items: The Effect of Collaborative Strategic Reading (CSR) on Students' Reading Skills
items: THE ROLE OF TIKTOK APPLICATION TO LEARN ENGLISH VOCABULARY: A SURVEY ON STUDENT TEACHERS
items: THE USE OF ENGLISH LEARNING CONTENTS ON INSTAGRAM FOR IMPROVING ENGLISH SPEAKING SKILLS AMONG EFL STUDENTS' PERCEPTION
items: Exploring the Dimensions of Intercultural Communicative Competence (ICC) in English Learning: Insights from EFL Students
items: RURAL COLLEGE EFL LEARNERS’ BARRIERS IN WRITING A RESEARCH PAPER: A PHOTOVOICE PHENOMENOLOGICAL APPROACH
items: Undergraduate Students’ Perception of Lecturers Written Corrective Feedback in the Process of Writing Undergraduate Thesis
items: WRITING ANXIETY IN EFL STUDENTS: PERSONALITY TRAITS PERSPECTIVE
items: LEXICAL OPPORTUNITIES IN ENGLISH THROUGH THE LENS OF ETYMOLOGY

UNDERGRADUATE EFL STUDENTS' VOICES OF AI-ENHANCED PREZI FOR ACADEMIC PRESENTATIONS
type: item
description: The rapid integration of artificial intelligence (AI) into educational technologies has transformed how English as a Foreign Language (EFL) students prepare and deliver academic presentations. Although Prezi has gained recognition for its AI-assisted design and interactive presentation features, limited research has explored how undergraduate EFL students perceive its combined AI and video capabilities in supporting oral presentation skills within higher education. This study aimed to investigate students’ perceptions of using Prezi as an AI-enhanced presentation tool for academic speaking tasks. A qualitative research design was employed involving 27 undergraduate students enrolled in an English Education program at a Muhammadiyah university in West Java, Indonesia. Participants were selected through purposive sampling based on their experience using both Prezi and Prezi Video in an Educational Technology course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed five major themes: initial adaptation to the platform, perceived benefits of AI-assisted design, enhanced organization and speaking fluency, increased presentation confidence through visual support, and challenges related to internet dependency and platform usability. Overall, participants perceived Prezi as a valuable tool that facilitates academic presentation, language development, and digital communication competence despite several technical constraints. These findings suggest that integrating AI-enhanced presentation tools into EFL instruction can promote more engaging and effective speaking practices when accompanied by adequate technological infrastructure and pedagogical guidance.
subject: Articles
  topic: section
subject: AI-enhanced presentation
  topic: keywords
subject: EFL learners
  topic: keywords
subject: Oral presentation
  topic: keywords
subject: Prezi
  topic: keywords
subject: Students' perceptions
  topic: keywords
creator: Dila Charisma
creator: Finita Dewi
creator: Fitri Aprianti
creator: Ainun Rameyza Elya
rights: Copyright (c) 2026 Dila Charisma, M.Pd, Dr. Finita Dewi, S.S., M.A., Fitri Aprianti, M.Pd, Ainun Rameyza Elya https://creativecommons.org/licenses/by-sa/4.0
date: 2026-08-22
publication date: 2026-08-22
starting page: 19
ending page: 32
doi: 10.24235/eltecho.v11i1.24653

EFL IN HEALTH PROMOTION CONTEXT: A NEEDS ANALYSIS APPROACH
type: item
description: The learning of English as a Foreign Language (EFL) plays a crucial role in professional fields such as health promotion. This study investigates the EFL writing needs of health promotion students to enhance their professional competence. Conducted with 274 students from a public university, a health polytechnic, and a College of Health Sciences in Yogyakarta, Indonesia, the research employed a mixed-methods approach using semi-open questionnaires and semi-structured interviews. The analysis focused on both target needs (specific language requirements) and learning needs (pedagogical strategies to bridge proficiency gaps). Findings indicate that 42% of students aim to use English to promote health through media, highlighting the importance of productive skills, particularly writing and speaking. Major challenges include limited vocabulary (25%) and insufficient grammar knowledge (22%), compounded by a curriculum that emphasizes speaking more than writing. Students prefer interactive and collaborative learning methods, such as group discussions (45%) and feedback (21%). They also favor structured writing processes, including brainstorming, drafting, and revising (21%), and practical multimedia resources, especially videos (33%). Thematic content related to health and sports (52%) and comprehensive assessment covering both process and product (87%) are highly valued. Qualitative findings reveal that students view English as essential for producing public health materials such as posters, pamphlets, and digital content. However, limited writing practice and reliance on translation tools remain concerns. Overall, the study underscores the need for a balanced, contextualized, and technology-integrated EFL curriculum that strengthens writing skills and supports students’ academic and professional development.
subject: Articles
  topic: section
subject: English for Specific Purposes, need analysis, health promotion students, writing skills
  topic: keywords
creator: Titis Dewi Cakrawati
creator: Anwar Efendi
creator: Song Cheen
rights: Copyright (c) 2026 Titis Dewi, Anwar Efendi, Song Cheen https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 1
ending page: 18
doi: 10.24235/8znea695

AI AS TEACHING PARTNER: EXAMINING EFL EDUCATORS' PRACTICES IN ONLINE READING COMPREHENSION
type: item
description: This study examines how EFL teachers incorporate Artificial Intelligence (AI) into teaching reading comprehension in online environments, with a focus on its role in lesson planning, delivery, and evaluation. The research aims to understand the diverse ways educators adopt AI tools in their practices. Using a qualitative approach, involving interviews and classroom observations, the study captures teachers' experiences with AI integration. Findings reveal that AI enhances the personalization of reading materials, enables real-time feedback during lessons, and streamlines the grading process. However, the study also highlights differing attitudes toward AI, as some teachers prefer traditional methods, citing concerns about losing pedagogical control and the limitations of AI technology. The study concludes that, while AI holds significant potential for improving instructional practices, there is a clear need for professional development programs to help teachers effectively balance AI use with traditional pedagogical methods. Future research should investigate the long-term effects of AI on student learning outcomes, examine AI's influence on teacher-student interactions, and evaluate the role of professional development in supporting AI adoption in education.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: EFL Teachers
  topic: keywords
subject: Lesson Planning
  topic: keywords
subject: Online Learning
  topic: keywords
subject: Reading Comprehension
  topic: keywords
creator: Aldha Williyan
creator: Ema Wilianti Dewi
creator: Kautsar Kautsar
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2025-12-23
publication date: 2025-12-23
starting page: 85
ending page: 102
doi: 10.24235/eltecho.v10i2.20046

IDENTIFYING LEARNING STRATEGIES EMPLOYED BY SUCCESSFUL AND LESS SUCCESSFUL STUDENTS IN READING
type: item
description: This study aims at identifying successful and less successful students’ learning strategies in reading, and the way they overcome the difficulties in reading. The study uses mixed method in collecting the data. The instruments used are field notes, Oxford’s SILL (Strategy Inventory of Language Learning) questionnaire, interview guide, and document analysis. The study has 2 findings; first, there is no significant difference for both successful and less successful students’ learning strategies with the data of metacognitive, then followed by cognitive, memory, compensation, affective, and social. Second, the students use various platforms, motivation, and way in reading. In addition, this study provides information about successful and less successful students’ learning strategies in reading, so the teacher can assist less successful students in the way the students prefer.
subject: Articles
  topic: section
subject:
  topic: subjects
creator: Pramudita Mei Setyowati
creator: Sugirin Sugirin
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2025-06-01
publication date: 2025-06-01
starting page: 75
ending page: 84
doi: 10.24235/eltecho.v10i1.20454

RHIZOMATIC EXPLORATIONS OF PRE-SERVICE EFL TEACHERS IN THE TEACHING PRACTICUM
type: item
description: Pre-service teacher professional development is dynamic rather than linear. During their participation in a real-life teaching practicum, pre-service teachers dealt with a variety of elements that formed an assemblage, including unexpected condition such as curriculum revision. Accordingly, the purpose of this phenomenological research is to investigate pre-service teachers' professional growth experiences during the teaching practicum as they adjust to the changed curriculum. The study included seventeen EFL pre-service teachers who completed a two-month teaching practicum in fourteen different schools. The teaching practicum took place in the same semester when Kurikulum Merdeka (Emancipated Curriculum) was adopted in schools. Interviews, observations, and field notes were used to obtain the data in the settings. The data were examined using thematic and situational analysis in accordance with Lian's rhizomatic system, which consists of an intellectual framework, operational space, and support structure. The findings show that the teaching practicum acted as a macrosimulation, allowing pre-service teachers to experience non-hierarchical operational history change, resulting in personal learning outcomes. Throughout the program, they were helped by technology and social networks. The teaching practicum enabled them to hone their teacher-related skills and shape their professional identity. These findings indicate the necessity for a teacher professional development program that focuses on increasing their sense of self-direction and agency.
subject: Articles
  topic: section
subject: pre-service teacher
  topic: keywords
subject: rhizomatic approach
  topic: keywords
subject: teacher professional development
  topic: keywords
creator: Nizar Ibnus
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2025-06-01
publication date: 2025-06-01
starting page: 56
ending page: 74
doi: 10.24235/eltecho.v10i1.21040

INTEGRATING FUN AND LEARNIG: THE SUCCESS OF ENGLISH CAMP IN BOOSTING STUDENTS' LANGUAGE CONFIDENCE
type: item
description: Proficient English communication is a crucial competency in today's worldwide environment, especially for students seeking to achieve academic and professional success. Traditional English language training techniques in Indonesia frequently prioritize grammar and rote memorization, resulting in insufficient opportunities for authentic language practice and thus diminishing students' confidence and practical application. Immersive programs such as English Camps provide a novel approach, combining organized education with engaging activities. Nonetheless, empirical evidence about their efficacy, especially in resource-constrained environments such as Palopo, is sparse. The English Camp program at SMPIT Insan Madani Palopo markedly enhanced students' confidence in utilizing English via dynamic and engaging activities. Utilizing qualitative data from 150 participants, comprising interviews with students, educators, and tutors, we examined how the integration of enjoyment and learning cultivated a supportive, low-anxiety atmosphere. Significant findings demonstrate an observable rise in students' readiness to engage in communication, less language anxiety, and improved motivation. Logistical constraints and differing competency levels were mitigated by adaptive tactics, including outdoor learning and individualized training. These data highlight the efficacy of English Camps as valuable adjuncts in English language teaching. Such programs can improve both linguistic and psychological outcomes by fostering an immersive, student-centered atmosphere. This study offers significant insights for educators and policymakers, presenting a reproducible approach for enhancing linguistic confidence. Future research ought to investigate the scalability and sustainability of analogous projects to guarantee wider implementation and enduring effects on English language acquisition.
subject: Articles
  topic: section
subject: English Camp
  topic: keywords
subject: Language Confidence
  topic: keywords
subject: Immersive Learning
  topic: keywords
subject: Fun and Learning Integration
  topic: keywords
subject: English Language Education
  topic: keywords
creator: Andi Asrifan
creator: Dewi Furwana
creator: Andi Bangsawan
creator: Fadhliyah Rahmah Muin
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2025-06-01
publication date: 2025-06-01
starting page: 39
ending page: 55
doi: 10.24235/eltecho.v10i1.18907

CHATGPT IN HIGHER EDUCATION: A REVOLUTION IN WRITING OR A RISK TO ORIGINALITY?
type: item
description: The integration of artificial intelligence (AI), particularly ChatGPT, into higher education has sparked critical discussions about its role in supporting students’ academic writing, especially in enhancing logical reasoning—a fundamental component of scholarly discourse. This study aims to investigate the effectiveness of ChatGPT in fostering students’ ability to construct coherent and well-reasoned arguments in academic contexts. Using a mixed-methods approach, the research involved 25 undergraduate students from an English Education Program with prior experience using AI writing tools. Data were collected through surveys, semi-structured interviews, and comparative analysis of student writing with and without ChatGPT assistance. Quantitative analysis revealed a high adoption rate of ChatGPT for tasks such as argument structuring, idea generation, and proofreading. Qualitative findings highlighted that student perceived significant improvements in clarity, coherence, and logical flow when using AI tools. Thematic analysis identified key benefits, including real-time feedback, diversified perspectives, and enhanced writing fluency. However, students also expressed concerns about over-reliance, superficial reasoning, and diminished originality. Comparative analysis showed that AI-assisted essays demonstrated greater structural coherence but required manual refinement for complex reasoning. While ChatGPT provided consistent and immediate feedback, human instructors were valued for their depth, contextual insight, and critical engagement. Limitations included the AI’s lack of deep comprehension, occasional inaccuracies, and generic responses, especially regarding nuanced topics. Students adopted strategies such as cross-checking AI outputs, integrating peer reviews, and limiting AI use to early writing stages to maintain academic integrity. In conclusion, while ChatGPT serves as a valuable supplementary tool for enhancing logical reasoning in academic writing, its eff…
subject: Articles
  topic: section
subject:
  topic: subjects
creator: Sohibul Hairi
creator: Arisandi Setiawan
creator: Anandha Dewi P
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2025-06-01
publication date: 2025-06-01
starting page: 27
ending page: 38
doi: 10.24235/eltecho.v10i1.19826

SOURCES OF SELF-EFFICACY INFLUENCING ENGLISH SPEAKING SKILLS OF EFL LEARNERS
type: item
description: Self-efficacy is a crucial factor in English language learning because it can support students’ performance. This study aims to investigate the sources of self-efficacy influencing the speaking skills of EFL students. This research was carried out at a university in Aceh province, Indonesia. This study used a qualitative approach and involved four EFL teaching program students who completed a public speaking class as participants. The data were collected through semi-structured interviews, which were analyzed qualitatively through three concurrent flows of activity, including data condensation/reduction, data display, and conclusion drawing/verification. Bandura's (1997) theory was used to categorize the sources of the students' self-efficacy. The results show that four sources of self-efficacy had a role in shaping the EFL students' performance in speaking, including their mastery experiences, such as working as reporters and presenting in front of their peers; their vicarious experiences from local and online contexts; their psychological states; and verbal persuasions that they got from parents, friends, and lecturers.
subject: Articles
  topic: section
subject: EFL students
  topic: keywords
subject: self-efficacy sources
  topic: keywords
subject: speaking skills
  topic: keywords
creator: Rahmi Rahmi
creator: Intan Raihana
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2025-06-01
publication date: 2025-06-01
starting page: 15
ending page: 26
doi: 10.24235/eltecho.v10i1.19500

THE RELATIONSHIP BETWEEN SELF-EFFICACY AND MOTIVATION IN EFL WRITING: EVIDENCE FROM AN INDONESIAN ISLAMIC UNIVERSITY
type: item
description: English language proficiency, particularly writing skills, is increasingly crucial for academic and professional success. However, EFL (English as a Foreign Language) learners, especially in non-English speaking countries like Indonesia, face significant challenges. This study investigated the relationship between writing self-efficacy and writing motivation among EFL learners within the unique context of an Indonesian Islamic university, a setting where the influence of Islamic values and local culture on these constructs remains under-explored. The aim was to determine the strength and direction of the relationship between self-efficacy and motivation in EFL writing among this specific population. A quantitative, correlational design was employed, using questionnaires based on Bandura’s (1997) social cognitive theory and Ryan and Deci’s (2000) self-determination theory. Participants were 48 fourth-semester English Education students at UIN Raden Intan Lampung, selected through simple random sampling. Data were collected via Google Forms and analyzed using R Studio, including descriptive statistics, reliability analysis (Cronbach’s alpha), and Pearson’s correlation. The results revealed moderately high levels of both writing self-efficacy (M = 2.90, SD = 0.25) and writing motivation (M = 2.90, SD = 0.22). A statistically significant positive correlation was found between writing self-efficacy and writing motivation, r(46) = 0.49, p < .001, indicating a medium effect size. This finding suggests that students with higher confidence in their writing abilities also tended to be more motivated to engage in English writing tasks. The study contributes to understanding the dynamics of EFL writing in a specific cultural and religious context, highlighting the importance of fostering both self-efficacy and motivation in EFL instruction within Indonesian Islamic higher education, and has implications for curriculum developers.
subject: Articles
  topic: section
subject: Islamic universities
  topic: keywords
subject: languages and arts
  topic: keywords
subject: motivation
  topic: keywords
subject: self-efficacy
  topic: keywords
creator: Galang Tirta Yudha
creator: Margana Margana
creator: Satria Adi Pradana
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2025-06-01
publication date: 2025-06-01
starting page: 1
ending page: 14
doi: 10.24235/eltecho.v10i1.19988

GAMIFYING VOCABULARY LEARNING: THE EFFECTS ON STUDENTS’ ACQUISITION
type: item
description: Vocabulary acquisition is a critical aspect of language learning, yet traditional teaching methods often fail to engage students. Game-based learning (GBL), particularly using platforms like Kahoot, has emerged as a promising approach to address these challenges by fostering an engaging and interactive learning environment. This study aims to investigate the effectiveness of GBL, specifically using Kahoot games, in improving vocabulary acquisition and enhancing student engagement among 7th-grade students. A mixed-method approach was employed, combining quantitative analysis of pre-test and post-test scores with qualitative insights gathered from student interviews and classroom observations. With a mean difference of -26.000, t = -17.085, and p = 0.000, the paired sample t-test findings indicate a significant increase in post-test scores compared to pre-test scores and 0.9150 is the mean N-Gain score. The study suggests that integrating educational games like Kahoot into the classroom can effectively enhance vocabulary acquisition and create an engaging learning environment. so that the implementation of Game-Based Learning based on Kahoot games can be applied according to current conditions and can be more optimal in the future.
subject: Articles
  topic: section
subject: Game-based learning
  topic: keywords
subject: vocabulary acquisition
  topic: keywords
subject: Kahoot
  topic: keywords
creator: Indah Lestari
creator: Desi Surlitasari Dewi
creator: Shalehoddin Shalehoddin
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-12-29
publication date: 2024-12-29
starting page: 130
ending page: 143
doi: 10.24235/eltecho.v9i2.19077

THE USE OF PLOTAGON AS A CREATIVE DIGITAL MEDIA ING ENGLISH LANGUAGE TEACHING
type: item
description: This paper presents some alternative activities using Plotagon as media to teach English skills in English language teaching (ELT) contexts. Plotagon is a video creator application allowing users to make interactive and attractive video materials in the form of storytelling animation.This paper particularly offers how to use Plotagon to make teaching and activities are more interactive in and beyond the classroom. Furthermore, Plotagon is potential to enhance not only teachers but also students’ creativity. The substitution augmentation modification redefinition (SAMR) model is also applied to describe how Plotagon is used in different levels of teaching and learning activities. Thus, this paper is expected to contribute practically to the teachers’ development and innovation especially in English language teaching contexts.
subject: Articles
  topic: section
subject: Digital learning
  topic: keywords
subject: Creative Media
  topic: keywords
subject: ELT
  topic: keywords
creator: Justsinta Sindi Alivi
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-12-30
publication date: 2024-12-30
starting page: 154
ending page: 163
doi: 10.24235/eltecho.v9i2.19656

UTILIZING REAP STRATEGY (READ-ENCODE-ANNOTATE-PONDER) TO ENHANCE LEARNERS' READING COMPREHENSION ACROSS VARIED READING HABITS
type: item
description: This study investigates the impact of the REAP (Read, Encode, Annotate, Ponder) strategy on students’ reading comprehension across different reading habits. The research was conducted with 10 second-semester students from the English Language Education program at FKIP UNISKI Kayuagung. This study applied a quantitative method with a pre-experimental design. A reading habits questionnaire and a reading comprehension test were employed to collect the data. The data were analyzed using descriptive statistics and t-tests. Results indicated significant improvements in reading comprehension following the implementation of the REAP strategy, with high and low reading habits groups showing substantial gains. The REAP guided students to listen and read in the reading phase, and then encoding helped them to rephrase their ideas. After that, they could highlight the key points in annotation. Finally, they did group discussions. This process boosts comprehension for all students, regardless of reading habits. Additionally, student perceptions of the REAP strategy varied, with those possessing strong reading habits responding more positively. These findings suggest that the REAP strategy is an effective tool for enhancing reading comprehension across reading habits, fostering skill refinement in proficient readers and marked improvement in less proficient ones.
subject: Articles
  topic: section
subject: Reading
  topic: keywords
subject: REAP strategy
  topic: keywords
subject: Reading habits
  topic: keywords
creator: Kiki Rizki Amelia
creator: Eva Saptarina
creator: Rachmanita Rachmanita
creator: Ratna Nery
creator: Fitri Novia
creator: Dewi Sartika
creator: Rekha Asmara
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-12-05
publication date: 2024-12-05
starting page: 94
ending page: 106
doi: 10.24235/eltecho.v9i2.18585

Translating Idiomatic Expressions: An Attempt to Raise the Students' Pragmatic Awareness
type: item
description: This research aimed to analyze the use of idiomatic expression as a translation activity to increase the students’ pragmatic awareness. Idiomatic expressions were used as the exercise materials since the expressions contain cultural content that needs to be translated appropriately based on context, therefore, the learners have an opportunity to explore the use of the idiomatic expression in its natural situation. This research applied the descriptive qualitative method to analyze the data and describe the finding. The data used were the translation result of 70 English Department Students who took English-Indonesian Translation Course at Universitas Negeri Semarang. They were given two translation exercises containing sentences with idiomatic expressions taken from Crazy Rich Asians Novel. The students had to translate the sentences from English to Indonesian. Then, the results of the students’ exercises were compared to comprehend the learners’ pragmatic awareness. The result proved that there was an improvement after they were given the activities as well as explicit explanations about the meaning and the appropriate use of idiomatic expressions, it showed that their awareness of the idiomatic expressions had increased and as a result, they have a better understanding of the use of the idiomatic expressions in everyday life.
subject: Articles
  topic: section
subject: Idiomatic Expressions
  topic: keywords
subject: Pragmatic Awareness
  topic: keywords
subject: Translation
  topic: keywords
subject: Language use
  topic: keywords
subject: Meaning
  topic: keywords
creator: Izzati Gemi Seinsiani
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-12-30
publication date: 2024-12-30
starting page: 118
ending page: 129
doi: 10.24235/eltecho.v9i2.18345

An Analysis of Deixis in Song ‘Popular’ & ‘Yes, And’ for Teaching and Learning Practice for ELT Student
type: item
description: The objective of this study is to examine the utilization of deixis in song lyrics. Employing a qualitative descriptive approach, the research focuses on the lyrics of two songs, “Popular” and “Yes, and,” performed by Ariana Grande. The analysis of these songs revealed the presence of various deixis types, with distinct frequencies observed in each song. Specifically, the identified deixis categories include personal deixis, temporal deixis, spatial deixis, discourse deixis, and social deixis. The findings for “Popular” show 55 of personal deixis, 2 instances of spatial deixis, 7 of temporal deixis, 2 of discourse deixis, and 1 social deixis. In contrast, the analysis of “Yes, And” revealed 63 instances of personal deixis, 17 instances of spatial deixis, 1 temporal deixis, 2 of discourse deixis, and 3 of social deixis. Based on these results, it can be concluded that personal deixis is the most frequently used type in both songs. The result of this research shown how deixis analysis in song lyrics contribute in teaching and learning for ELT students.
subject: Articles
  topic: section
subject: Deixis
  topic: keywords
subject: Song
  topic: keywords
subject: Lyric
  topic: keywords
subject: Teaching and Learning
  topic: keywords
subject: ELT Student
  topic: keywords
creator: Maimunah Maimunah Mudjahid
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-12-30
publication date: 2024-12-30
starting page: 144
ending page: 153
doi: 10.24235/eltecho.v9i2.19642

The Impact of Personality on Second Language Acquisition: Insights from A Visually-Impaired Student
type: item
description: The success of second language acquisition (SLA) is influenced by both external and internal factors, with internal factors comprising individual differences (IDs) among learners. Among these IDs, personality has increasingly been recognized as a significant determinant in SLA success. This study investigates the impact of personality on SLA of a visually-impaired student learning English. Employing a case study method, the research focuses on a fifth-grade student with congenital visual impairment. Data were collected through observation, documentation, and interviews to provide an in-depth analysis of the participant’s personality in relation to SLA outcomes. The findings reveal that three personality traits—openness to experience, neuroticism-emotional stability, and extraversion-introversion—exert direct influences on the learner’s SLA. Additionally, two traits, conscientiousness and agreeableness, have indirect impacts. This study aims to offer a comprehensive understanding of the interplay between personality traits and SLA among visually impaired learners, providing valuable insights for English language teachers to address learners' IDs effectively. Furthermore, it contributes to the limited body of research on SLA and personality traits within the context of visually impaired learners, serving as a reference for future investigations in this area.
subject: Articles
  topic: section
subject: English language learning
  topic: keywords
subject: individual learner differences
  topic: keywords
subject: personality
  topic: keywords
subject: second language acquisition
  topic: keywords
subject: visual impairment
  topic: keywords
creator: Ana Humardhiana
rights: Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-12-30
publication date: 2024-12-30
starting page: 107
ending page: 117
doi: 10.24235/eltecho.v9i2.19452

Higher Education EFL Teachers’ Code-switching Practices: Patterns and Functions in Focus
type: item
description: This study was conducted to investigate higher education EFL teachers’ code-switching patterns and functions. To achieve this objective, data was gathered through classroom observation audio record and semi-structured interview. A total of 24 lessons of 2400 minutes were recorded, and six teachers participated in the interview. The results obtained show that the teachers’ CS frequency increased as the students’ grade level that they were teaching increased. Besides, it was found that teachers of all grade levels employed inter-sentential CS more dominantly. Finally, the results obtained indicate that teachers of all class years were CS for curriculum access purposes more dominantly. Based on the findings, it is concluded that the different patterns of CS that the teachers were employing at the different grade levels have many functions in the EFL classes, and it helps the teaching and learning of English if it is handled properly. However, the teachers use of CS has to decrease as the students’ grade level goes up and the students’ EFL performance is improved. Teachers’ overuse of CS diminishes students’ exposure to the target language and their practice to English language in classes where English is a foreign language. Therefore, teachers’ CS patterns and functions should vary depending on their students’ grade level. In short, teachers should re-evaluate their CS practices and employ it depending up on their students’ CS desire and grade level.
subject: Articles
  topic: section
subject:
  topic: subjects
creator: Gebrewahid Tsige Gerezgiher
creator: Hailom Banteyerga Amaha
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-06-30
publication date: 2024-06-30
starting page: 59
ending page: 69
doi: 10.24235/eltecho.v9i1.15632

EXPLORING INDONESIAN EFL WRITING ERRORS: INSIGHTS FROM THE STIFIN PERSPECTIVE
type: item
description: This study aims to investigate the writing errors made by EFL students based on their brain dominance machine: Sensing, Thinking, Intuiting, Feeling, and Instinct (STIFIn). A qualitative case study was adopted in finishing this study. The data collected in this study were processed by using two methods: statistical calculations for quantitative data about the errors the participants made in their text writing by using Gass & Selinker’s (2008) writing errors approach which was then categorized based on the respondents’ STIFIn brain dominance, and constructive analysis for qualitative data related to the results of comparing the errors. This study enrolled 41 students from a college of management studies, located in the city of Medan, Indonesia. The individuals with Sensing Extrovert made the most errors, with a ratio of 1:15 errors recorded in their texts, followed by Intuiting Introvert with 1:14,5 errors, Thinking Extrovert with 1:13,3 errors, and Thinking Introvert with 1:13 errors. Sensing Introvert made 1:12,5 errors, Instring 1:9,4, Intuiting Extrovert 1:9, Feeling Introvert 1:7,6, and Feeling Extrovert 1:7,5. Sensing Extrovert students committed the most errors, whereas Feelings (extrovert and introvert) produced the fewest. Numerous of the causes behind these results are discussed in detailed explanation within the STIFIn theory.
subject: Articles
  topic: section
subject: Errors
  topic: keywords
subject: Writing
  topic: keywords
subject: STIFIn
  topic: keywords
subject: Personality
  topic: keywords
creator: Benni Ichsanda Rahman Hz
creator: Soraya Grabiella Dinamika
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-06-26
publication date: 2024-06-26
starting page: 15
ending page: 33
doi: 10.24235/eltecho.v9i1.15396

FROM RUNNERS TO READERS: HOW STUDENTS PERCIEVE THE USE OF RUNNING DICTATION IN READING COMPREHENSION
type: item
description: Most students struggle with reading comprehension, often not meeting the curriculum standards. For this reason, a strategic approach is needed to enhance students' comprehension in reading, which makes them more interested in continuing to learn, one of which is the application of running dictation techniques. Therefore, this research aims to determine students' perceptions of the running dictation technique implemented in the reading comprehension classroom. This research used a quantitative method with a survey approach. A purposive sampling technique was used to select 36 students of tenth graders from one public school in Malang Regency. The questionnaire covers five dimensions Students' motivation, student perception of reading comprehension, students' attitude toward the implementation of the running dictation technique, students' subjective Norms toward implementation of the running Dictation technique, and students' perceived behavioral control towards the implementation of running dictation. The result revealed that the mean scores ranged from 2.95 to 3.07, indicating a generally positive perception in all dimensions. The highest average score of 3.07 was for students’ attitude toward the technique, indicating they find the technique effective and beneficial. The lowest average score of 2.95 was for students’ perception of their reading comprehension. This lower perception suggests that students still struggle with understanding English texts. This should be a concern for teachers to further train students in comprehensive reading with critical thinking so that students can find the implied meaning in each reading.
subject: Articles
  topic: section
subject: Reading Comprehension
  topic: keywords
subject: Students Perceptions
  topic: keywords
subject: Running Dictation
  topic: keywords
creator: Mega Triana
creator: Pratnyawati Nuridi Suwarso
creator: Dian Novita Dewi
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-06-26
publication date: 2024-06-26
starting page: 1
ending page: 14
doi: 10.24235/eltecho.v9i1.16947

TO SPEAK OR NOT TO SPEAK? THE WILLINGNESS TO SPEAK ENGLISH AMONG ENGLISH DEPARTMENT STUDENTS
type: item
description: Adapting to the habits of communicating in English poses a significant challenge for freshmen of English Education Department in Indonesian context. They are required to listen to their lecturers’ explanation in English as well as to use English during classroom discussion. This research aims to explore the factors influencing the willingness to speak English. This study used mixed methods with the explanatory design. The quantitative data were collected by means of survey. As many as 40 first-year students majoring in English education in an Islamic state university in Cirebon filled in the questionnaire. The qualitative data were collected by interviewing 8 students. The quantitative data were analyzed with descriptive statistics while the qualitative data was used to corroborate the analysis of the quantitative findings. The results showed that the factors influencing students' willingness to speak are task type, topic of discussion (topics of familiarity, topics of interest, and topic preparation), interlocutor, students' personal characteristics (fear of negative evaluation, fear of correctness of speech, personality (shyness), self-confidence, teacher's role, and seating location.
subject: Articles
  topic: section
subject: EFL
  topic: keywords
subject: Willingness to Speak
  topic: keywords
subject: Willingness to Communicate
  topic: keywords
subject: Speaking
  topic: keywords
creator: Shofwa Azzahra
creator: Muhsiyana Nurul Aisyiyah
creator: Tedi Rohadi
creator: Fadillah Sandy
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-12-09
publication date: 2024-12-09
starting page: 82
ending page: 93
doi: 10.24235/eltecho.v9i1.19070

“I BELIEVE RELATIONSHIPS MATTER EVERYWHEREâ€ THE IMPACT OF RELATIONSHIPS WELL-BEING IN INTERCULTURAL THEMATIC-TELECOLLABORATION
type: item
description: Relationships among students and teachers are important in a learning environment since teachers and students are the main components of learning activities. Telecollaboration attempts to connect language learners to native speakers in the online environment to facilitate their intercultural learning. As online learning activities need to pay attention to the relationship between the teacher and learner, this study investigates the impact of the relationship well-being that occurs in the telecollaboration program on the pre-service teacher’s future career. An autobiographical narrative inquiry was used in this study for an in-depth discussion of the critical incidents that happened in this program aimed to give the pre-service teachers insight for developing their professional identity in their future careers for the betterment of EFL education. Data were collected through the pre-service teacher’s diaries and artifacts in the form of photos during the telecollaboration program. Various issues of critical incidents are discussed including positive relationships and negative relationships reflected in the pre-service teacher’s future career that turn into adaptive reflection. This study has future implications for pre or in-service EFL teachers and directions for future research to pay more attention to the well-being of all aspects of education.
subject: Articles
  topic: section
subject: EFL Pre-service Teacher
  topic: keywords
subject: Relationships Well-being
  topic: keywords
subject: Intercultural Thematic-telecollaboration
  topic: keywords
subject: Critical Incident
  topic: keywords
subject: Autobiographical Narrative Inquiry
  topic: keywords
creator: Almas Khoirun Nisa
creator: Nur Arifah Drajati
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-06-30
publication date: 2024-06-30
starting page: 70
ending page: 81
doi: 10.24235/eltecho.v9i1.16831

REVEALING THE CULTURE OF SYMBOLIC VIOLENCE IN LANGUAGE LEARNING PRACTICES: LEARNING FROM KI HADJAR DEWANTARA
type: item
description: This study investigates the phenomenon of symbolic violence within the framework of language learning. Pierre Boudieu's notion of symbolic violence exposes the exercise of linguistic authority and ideology in educational activities. The ideas, doctrines, religious rulings, and educational principles formulated by Ki Hadjar Dewantara are fundamentally opposed to views that reject the use of symbolic violence. This research employs a qualitative approach, specifically focusing on a literature study. The research data is derived from an analysis of the current state of symbolic violence in language learning methods, as well as Ki Hadjar's perspectives on education. The data analysis process had three main stages: firstly, comprehending the text inside the book under examination; secondly, recognising the presence of symbolic violence within the culture; and finally, developing the notion of child-friendly language teaching. The research findings demonstrate that the ideas of Ki Hadjar Dewantara can be effectively applied to challenge the culture of power and violence in language learning. Specifically, the concepts of Trisaksi Jiwa, Tri Nga, and the pamomong pattern have the potential to transform the culture of language learning that perpetuates symbolic violence
subject: Articles
  topic: section
subject:
  topic: subjects
creator: Mohammad Andi Hakim
creator: Syihabuddin .
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-06-26
publication date: 2024-06-26
starting page: 34
ending page: 46
doi: 10.24235/eltecho.v9i1.17346

STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF EFL MULTICULTURAL-BASED READING ACTIVITIES IN A HIGHER EDUCATION SETTING
type: item
description: This research study explores first-year university students’ perspectives on integrating multicultural-based reading activities into their EFL reading courses during their second semester. The researcher used a qualitative methodology to collect detailed data, including semi-structured interviews as the primary data, as well as focus group discussions, field notes, and classroom artifacts, from 40 undergraduate students majoring in the English Language Education Department at a public university in Yogyakarta, Indonesia. The data gained were analyzed and interpreted qualitatively by using thematic analysis, particularly the interview and field notes taken during the implementation of the activity, to reveal several key findings. Two major different themes were finally concluded: cultural awareness, and critical thinking skills. It was found that students became more involved, understood better, and respected other cultures. Besides, they elaborated on their critical thinking skills by interpreting and evaluating the texts. The results of the study posit further research to investigate how the activities may affect students’ language skills in communicating with people from different cultures in the long term.
subject: Articles
  topic: section
subject: students' perception
  topic: keywords
subject: multicultural
  topic: keywords
subject: reading activities
  topic: keywords
subject: EFL
  topic: keywords
creator: Amrih Bekti Utami
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2024-06-30
publication date: 2024-06-30
starting page: 47
ending page: 58
doi: 10.24235/eltecho.v9i1.17874

The Effect of Collaborative Strategic Reading (CSR) on Students' Reading Skills
type: item
description: Many studies have been conducted to show the effect of using Collaborative Strategic Reading (CSR) on students’ reading skills. However, CSR is rarely conducted in vocational high schools by using procedure text as the material. Therefore, this study aimed to determine the effect of CSR on students’ reading skills. This pre-experimental research involved 29 tenth-grade Hospitality students in the academic year 2023/2024 in one of the state vocational high schools in Malang. The pretest and posttest in the form of multiple-choice reading questions were administered to the students before and after the implementation of CSR. The findings revealed that the use of CSR was effective in improving students’ reading skills. Thus, it is recommended that English teachers apply CSR in teaching reading and give clear instructions on how to do it to the students. For future researchers, it is suggested that they conduct survey and interview to find out the students’ perspectives regarding the implementation of CSR to improve their reading skills.
subject: Articles
  topic: section
subject: collaborative strategic reading (CSR)
  topic: keywords
subject: reading skills
  topic: keywords
subject: procedure text
  topic: keywords
creator: Amalisa Ayu Safitri
creator: Wahyu Diny Sujannah
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-12-30
publication date: 2023-12-30
starting page: 234
ending page: 244
doi: 10.24235/eltecho.v8i2.15438

THE ROLE OF TIKTOK APPLICATION TO LEARN ENGLISH VOCABULARY: A SURVEY ON STUDENT TEACHERS
type: item
description: English has four skills that must be mastered in the field of education. To master these four skills, it is necessary to comprehend English vocabulary. Due to the fact that student teachers as future teachers belong to Gen Z and primary and secondary students nowadays are classified as Gen Alpha, the TikTok application is currently quite popular with them. The widespread availability of social media with massive opportunities to provide major roles in current society. Therefore, this study aims to survey student teachers' perceptions of using the TikTok application to learn and teach English vocabulary. This study employed descriptive qualitative, which was analyzed by using descriptive statistics. The data was gathered through a questionnaire that was given to 90 student teachers at one of the universities in Indonesia. The researchers also distributed a semi-structured interview to several participants. According to the data, it was indicated that the majority of students have a favorable perspective toward the TikTok app and believe it can help them to learn English. In addition, they were expected to use it to teach vocabulary in the English class. Thus, it is suggested that student teachers as future teachers maximize the advantages of the TikTok application as a learning tool, which enables to improve of the planning of training programs.
subject: Articles
  topic: section
subject: TikTok
  topic: keywords
subject: Learning tool
  topic: keywords
subject: English vocabulary
  topic: keywords
subject: Student teachers
  topic: keywords
creator: Anggi Wanda Venalinda
creator: Muhamad Laudy Armanda
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-12-30
publication date: 2023-12-30
starting page: 224
ending page: 233
doi: 10.24235/eltecho.v8i2.14852

THE USE OF ENGLISH LEARNING CONTENTS ON INSTAGRAM FOR IMPROVING ENGLISH SPEAKING SKILLS AMONG EFL STUDENTS' PERCEPTION
type: item
description: This study investigates the effectiveness of using Instagram as a digital platform for English language learning, focusing on its impact on students' speaking skills at UIN Walisongo. Based on the responses of 86 EFL students, the research explores Instagram usage patterns, motivations, and perceived benefits. The findings reveal a positive inclination towards English learning accounts, interactive learning, and connecting with English-speaking users. The study reveals regular engagement with speaking skills through Instagram content, highlighting its potential for language practice. While students generally view Instagram positively, challenges such as limited practice time and content relevance are acknowledged. Recommendations for improvement include more interactive tools and diverse content. The study provides valuable insights into the use of Instagram for language learning and offers practical recommendations for increasing the platform's effectiveness.
subject: Articles
  topic: section
subject: Instagram
  topic: keywords
subject: EFL
  topic: keywords
subject: English Learning Content
  topic: keywords
subject: Speaking Skills
  topic: keywords
creator: Nur Khasanah
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-12-30
publication date: 2023-12-30
starting page: 211
ending page: 223
doi: 10.24235/eltecho.v8i2.15620

Exploring the Dimensions of Intercultural Communicative Competence (ICC) in English Learning: Insights from EFL Students
type: item
description: Intercultural communication competence is now required in such higher education institutions. The issue can be seen by having misconceptions, misunderstandings, and a need for knowledge to understand other cultural exchanges like English and Indonesia. It happened in IAIN Manado, where the researcher takes place as the case of the study and as the research location. Respondents in this study were 28 students of the Manado IAIN English Education Study Program. The data collection technique used in this study was purposive sampling and analyzed through descriptive qualitative analysis. It is analyzed by reducing data, selecting relevant data, organizing data into regular patterns, and drawing conclusions. The study results show that learning English that integrates intercultural communicative competence positively benefits students, with an average percentage of 73.95. An effective strategy for combining intercultural communication competencies is openness to experience and knowledge of other cultures. However, in combining intercultural communication competencies, students also face challenges. These challenges include adapting to foreign cultural communication styles, expressing opinions in the context of intercultural communication in English, understanding conversational etiquette in foreign cultures, and socializing with new cultural environments while learning English. Then, with the right approach and sufficient hands-on experience, students can overcome these challenges and develop solid intercultural communication skills.
subject: Articles
  topic: section
subject: EFL Students
  topic: keywords
subject: English learning
  topic: keywords
subject: Intercultural communicative competence
  topic: keywords
creator: Fadhlan Saini
creator: Andi Anugrah Surya Ardhy
rights: Copyright (c) 2023 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-12-02
publication date: 2023-12-02
starting page: 145
ending page: 159
doi: 10.24235/eltecho.v8i2.15111

RURAL COLLEGE EFL LEARNERS’ BARRIERS IN WRITING A RESEARCH PAPER: A PHOTOVOICE PHENOMENOLOGICAL APPROACH
type: item
description: This current study aimed to investigate rural college EFL students’ experiences in dealing with English research paper writing and publication barriers. Five senior EFL students voluntarily participated in a photovoice phenomenological study. The data were collected through two methods, including semi-structured interviews and a photovoice. The students took some emotional photos to express their feeling on paper writing and publication barriers visually. The interviews encouraged them to describe their experiences and feelings through the photos. The data were analyzed by synchronizing each photo with its qualitative description. As for the results, it is noted that there were three main paper writing and publication barriers, including a lack of linguistic competence, being trapped with a journal template, and anxiety towards written corrective feedback. Each interview result was accomplished with emotional photos in several themes such as untidy pieces of paper, scenery, internet search, children’s toys, colourful pens, and empty box. The photos were also supported by qualitative remarks of each EFL student. In short, the photovoice helps to represent deep feelings on the research paper writing and publication barriers experienced by the EFL students.
subject: Articles
  topic: section
subject: Photovoice
  topic: keywords
subject: Phenomenology
  topic: keywords
subject: Writing barrier
  topic: keywords
subject: Research paper
  topic: keywords
creator: Heri Mudra
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-12-30
publication date: 2023-12-30
starting page: 195
ending page: 210
doi: 10.24235/eltecho.v8i2.15121

Undergraduate Students’ Perception of Lecturers Written Corrective Feedback in the Process of Writing Undergraduate Thesis
type: item
description: This survey study aims to identify EFL undergraduate students' perception of the practice of written corrective feedback (WCF) for their undergraduate thesis drafts. 60 students enrolling in Thesis Proposal Defense coursework agreed to participate in this study. This study used a 31-item questionnaire adopted from Marrs' (2016) Perceptions of Writing Feedback Scale (PoWF) questionnaire which describes four aspects: views/expectations of feedback, experiences with feedback, usefulness/value of feedback, and affect/emotions associated with feedback. The result of the mean score of the items indicates that students' perception is generally positive. The participants perceived written feedback as important in their writing. They also perceived that even though they have a good score, feedback is still meaningful. They value writing feedback and perceive it useful to help them to be better with their writing. Finally, in terms of affect and emotions associated with writing feedback, the findings revealed that the participants felt happy and confident when they were given writing feedback in their undergraduate thesis proposal draft. For further research, the researchers recommend further investigation into the relationship between students' self-efficacy in writing and their perception of writing feedback.
subject: Articles
  topic: section
subject: written feedback
  topic: keywords
subject: thesis proposal defense
  topic: keywords
subject: EFL writing
  topic: keywords
creator: Zulva Rahmadhani
creator: Astri Hapsari
rights: Copyright (c) 2023 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-11-15
publication date: 2023-11-15
starting page: 135
ending page: 144
doi: 10.24235/eltecho.v8i2.13399

WRITING ANXIETY IN EFL STUDENTS: PERSONALITY TRAITS PERSPECTIVE
type: item
description: This study is aimed to investigate the distinction level of writing anxiety between introvert and extrovert English-language (EFL) students. A qualitative case study methodology was utilized to explore a phenomenon within its authentic setting. A modified edition of the Second Language Writing Anxiety Scale (SLWAS) questionnaire was developed by Y.-S. Cheng (2004). The study's participants were categorized based on their personality traits as either introverts (n=29) or extroverted (n=29), categorized according to their personality types. The results showed that introverted individuals have a higher level of anxiety in writing context, with an average score of 3.38. In addition, the results showed the relationship between personality traits and writing anxiety among EFL students. In conclusion, this study found that personality traits like introversion and extraversion can affect writing anxiety and performance. It's important to recognize and address these variations to support individuals with different personality types in improving their writing skills and reducing writing-related anxiety.
subject: Articles
  topic: section
subject: Anxiety
  topic: keywords
subject: Personality
  topic: keywords
subject: Introvert
  topic: keywords
subject: Extrovert
  topic: keywords
subject: Writing
  topic: keywords
creator: Benni Ichsanda Rahman Hz
rights: Copyright (c) 2023 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-12-04
publication date: 2023-12-04
starting page: 160
ending page: 169
doi: 10.24235/eltecho.v8i2.15245

LEXICAL OPPORTUNITIES IN ENGLISH THROUGH THE LENS OF ETYMOLOGY
type: item
description: A substantial linguistic base requires a good command of grammar and vocabulary. As Nation (2001) narrates, the knowledge of vocabulary encompasses form, meaning, and use. Aside from pronunciation and grammatical functions, etymology might also be associated with vocabulary knowledge (i.e., form and meaning) in that the spelling and pronunciation and, accordingly, meaning of words have evolved in time. In this regard, studying etymology might offer educational advantages for language learners and teachers. To this end, this study dealt with the utilization of etymology in vocabulary instruction. The background information and the conceptual framework of etymology were initially presented. The relationship of etymology with vocabulary and its significance were established next. Previous studies on the relevant topic were cited afterward. The potential benefits of etymology in language education, particularly vocabulary instruction, and their implications were discussed. The study concluded by verbalizing the limitations and offering recommendations for future research.
subject: Articles
  topic: section
subject:
  topic: subjects
creator: Ibrahim Halil Topal
rights: Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
date: 2023-12-30
publication date: 2023-12-30
starting page: 179
ending page: 194
doi: 10.24235/eltecho.v8i2.15087