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Thursday, September 19, 2024
Sunday, September 15, 2024
The use of photo story in the Indonesian English language classroom: Working with multimodal tasks
Abstract
This chapter examines the use of digital technology in the teaching of narrative texts as part of the Indonesian secondary-school curriculum. The digital photo story is a way to introduce students to different modes and use them to improve their English ability. The use of digital photo story in the educational domain has been well-documented. The chapter establishes that drafting and negotiating the multimodal activities as a challenge for the students. As a matter of fact, framing the language use was the most challenging part of the project. The main role of the teacher in this project was monitoring the whole learning process. The most important role of the teacher in the learning trajectory was to facilitate a safe environment for students. The digital photo story enhanced students' responsibility and critical thinking skills regarding their own learning. The students worked collaboratively to perform digital photo story tasks, which proved that digital photo story had improved students' learning autonomy.
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The analysis of Ecoliteracy elements in language textbooks
Investigating English language teachers in developing TPACK and multimodal literacy
Abstract
Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using qualitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers' professional development.
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Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language
Abstract
This study examined the under-researched relationship between informal digital learning of English (IDLE) activities (receptive IDLE activities and productive IDLE activities), affective variables (grit, motivation, self-confidence and second language speaking anxiety) and willingness to communicate in a second language. Data (N = 183) were collected through a questionnaire from one state university in an English-as-a-foreign-language Indonesian context. The results showed that students' willingness to communicate correlated significantly with all of the IDLE activities and affective variables. However, only productive IDLE activities, grit, self-confidence, and motivation were identified as the significant predictors of students' willingness to communicate. Findings suggest that students' IDLE engagement and affective states play a significant role in a second language communication. In particular, pedagogical benefits of affective variables (e.g., grit, self-confidence, and motivation) and productive IDLE activities should be emphasised to facilitate students' willingness to communicate in a second language. These results will broaden current knowledge of IDLE and second language communication behaviour, which can contribute to bridging the interdisciplinary gap between computer assisted language learning, second language acquisition, and psychology.
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Linking the theory and practice: self-reflections on technology-integrated English grammar teaching
Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing
EXPLORING INTONATIONS IN SESAME STREET’S PUPPET SHOWS: A PHONOLOGICAL PERSPECTIVE
Abstract
Intonation is a primary aspect in phonology, particularly in the supra-segmental area. Intonation carries meaning and changing the intonation of an utterance can quickly change the meaning of that utterance. This research aims to discover the patterns of intonation used in Sesame Street's puppet show and identify how interpersonal meaning is constructed on the show. This research was conducted from a phonology perspective and using the qualitative method. This research concentrates on phonology, mainly the supra-segmental area that is intonation. The focus of this study was on the relation between intonation patterns (tonality, tonicity, and tone) and interpersonal meaning. The website of Sesame Street was the source of Primary data for this study, as well as the puppet show's episode "Alphabet Race" (from Season 38). This research involved the researchers as its major instrument for analysing the data. In the process of collecting data, the researchers did documentation. This analysis finds the different division of the information between the systemic functional grammar level and the intonation level, which is shown from the clauses and tone units found in the show. The findings of this research provide teachers and EFL learners with further insight into how utterances deal with their intonation.
https://www.ils.unimas.my/all-issues/11-volume/98-vol8-no2
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The Representation of Gender Stereotypes in Indonesian English Language Textbooks
Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia
Preservice English teachers’ perceptions of English as an international language in Indonesia and Korea
Abstract
Preservice English teachers’ perceptions about English as an international language (EIL) have not been adequately examined in different cross-cultural contexts. To fill that void, a total of 590 preservice English teachers from Indonesia (n = 344) and South Korea (n = 246) completed an EIL perception questionnaire. Subsequently, an independent samples t-test was conducted to examine differences between Indonesian and Korean preservice teachers with regard to their EIL perceptions. Three major findings were identified: first, Indonesian preservice teachers reported a higher level of perceived capacity to employ effective cross-cultural communicative strategies in comparison to their Korean counterparts. Second, although Korean preservice teachers acknowledged the existence of non-native varieties of English, they seemed hesitant to include non-native English accents in ELT listening materials. Intriguingly, the same phenomenon was not observed with the Indonesian group. Third, Indonesian preservice teachers were perceived to have a higher degree of ownership over their own English accents in contrast to the Korean group. These results are discussed with consideration of geographic, sociocultural and educational contexts of both countries that might have influenced shaping preservice English teachers’ language perceptions. Lastly, three pedagogical suggestions (i.e. Exposure and Critical Reflection, EIL Pedagogy Implementation, and Reality Check) will be offered.
Engagement in high-and low-rated argumentative essays: Interactions in Indonesian students' writings
English as an international language beyond the ELT classroom
English as an international language beyond the ELT classroom
While previous interventional studies on English as an international language (EIL) have focused on the role of teachers, recent studies have begun viewing how students engage autonomously in informal digital learning of English (IDLE) activities that are associated with their perception of English varieties and cross-cultural communication strategies. This mixed-method study examined the empirical relationship between IDLE and these two aspects of EIL involving 324 Indonesian EFL students. Results showed that receptive IDLE activity (e.g. watching English content) significantly predicted positive perception of English varieties, whereas quantity (frequency) of IDLE and productive IDLE activity (e.g. communicating with English users) significantly predicted the development of cross-cultural communication strategies. This study sheds light on the emerging phenomenon of how contemporary EFL students are exposed to and interact with diverse forms, accents, and users of English in a range of IDLE environments, along with the pedagogical implications for ELT.
Engagement in high-and low-rated argumentative essays: Interactions in Indonesian students' writings
Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey
Abstract
Several studies have been undertaken to develop instruments to measure English teachers’ TPACK, but few studies have measured English teachers’ TPACK to develop meaningful relationships among technology, content, and pedagogy in the context whereby literacy should be associated with a range of semiotic modes beyond the written language. The interactions with a wider range of texts across modes, media and contexts point to the need for an instrument that can measure English teachers’ TPACK in the context of teaching multimodal literacies. In this study, we investigated what factors and items were necessary for examining pre-service teachers’ TPACK in multimodal literacy teaching. The proposed TPACK instrument was validated with 220 pre-service teachers across three institutions in Indonesia, China, and Australia. The study shows that the proposed eight-factor instrument generally expressed acceptable validity and reliability and was appropriate for assessing pre-service teachers’ TPACK for multimodal literacies. Implications and further research are discussed with the aim of equipping pre-service teachers with the capabilities to integrate content, pedagogy, technology and understand the complex interdependence of contextually bound factors that influence their classroom readiness in teaching multimodal literacies.
Engagement in high-and low-rated argumentative essays: Interactions in Indonesian students' writings
Abstract
This study reports the use of engagement in high-rated and low-rated EFL undergraduate students' argumentative essays. The engagement here refers to one of the aspects in interacting with the readers, which is called metadiscourse (Hyland, 2005a). The data in this study were ten highest-rated and ten lowest-rated argumentative essays written by first-year undergraduate students. The data were coded manually by two raters to maintain data validity. The results reveal that high-rated essays contain less engagement than low-rated ones. However, it also shows that the engagement in high-rated essays was more varied and grammatically sophisticated than those in low-rated essays. Furthermore, while this study reveals that the higher number of engagement used in argumentative essays does not always coincide with the improved quality of the writing, it implies that the writing quality and score do not depend on the number of engagement expressed but more on the ways students use the engagement effectively. Thus, the explicit teaching on how to use engagement effectively in persuasive writings may be useful for the students to build more persuasive arguments as well as to improve their writing quality.
Willingness to communicate in digital and non-digital EFL contexts: scale development and psychometric testing
Abstract
This study introduces a new scale of willingness to communicate in a second language (L2 WTC) in digital and non-digital EFL contexts. The psychometric testing of the revised L2 WTC (L2 WTC-R) was undertaken with 114 Indonesian EFL students by means of exploratory factor analysis (EFA). The results yielded an 11-item scale composed of three factors (L2 WTC inside the classroom, L2 WTC outside the classroom, and L2 WTC in the context of informal digital learning of English [IDLE]), with strong reliability and validity evidences. Confirmatory Factor Analysis was subsequently administered for a new sample (215 Indonesian EFL students), confirming the three-factor model that emerged from EFA. These results not only validate the existing L2 WTC scale but also expand its scale into digital settings, which will enable future research to consider another domain of L2 WTC (the IDLE context). From a real-world perspective, this can serve as a useful instrument for practitioners to gauge and foster L2 WTC levels in digital and non-digital contexts.
Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia
Abstract
The importance of English reading skills in developing overall English literacy has made reading instruction one of the primary focuses in Indonesia's English teaching. Regardless of the high value of reading skills, the teaching of reading has not been successful in developing the reading comprehension ability of Indonesian students. This exploratory case study research examines teachers' beliefs and practices in teaching reading in Islamic secondary schools. It focuses mainly on how teachers view good reading instruction and the problems they encounter in teaching reading. Additionally, this paper explores how teachers implement reading instruction in their contexts. Data were obtained from 31 senior Islamic secondary school English teachers from six different provinces in Indonesia. Data collection methods comprised document analysis, participant classroom observation, personal in-depth interviews, written guided reflections, and focus group discussions. The data were analyzed using the constant comparative method. The research findings show that despite admitting the importance of teaching reading in schools, the English teachers of Islamic senior high schools found teaching reading challenging. The teachers identified several problems in reading instruction in their classrooms, such as lack of strategies to teach vocabulary, limited repertoire of strategies to teach reading, the use of teaching materials, and improving students' reading motivation and autonomy. As a result, they have not been able to implement classroom practices that effectively develop students' reading comprehension. This issue calls for the innovation and development of teaching reading strategies to improve reading instruction quality in Islamic secondary schools in Indonesia.
Enhancing efl teachers’ technological pedagogical content knowledge (Tpack) competence through reflective practice
Abstract
This study examines how reflective practices can be an effective strategy in enhancing in-service teachers’ Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development workshop. Data collected from their reflective journals and interviews were analyzed using thematic analysis. Findings from the interviews and teacher’s reflective journal revealed three reflective practices: reflection in, on, and for action. Reflective practices helped the teachers to describe and articulate their own experiences in teaching, learn from enacted experiences in the classroom, and apply learned practices in subsequent teaching. This virtuous cycle indicates that reflective practice is an essential mechanism for EFL teachers to become proficient in integrating technology in their teaching practice.
Investigating the adoption of TPACK-21CL by English pre-service teachers in a COVID-19 teaching practicum
Abstract
Applying the Technological Pedagogical and Content Knowledge 21 Century Learning framework during pandemic gives both chances and challenges for English pre-service teachers. Due to the complexity of integrating the TPACK and 21CL skills, many pre-service teachers are not yet equipped with the knowledge. This case study was to investigate twenty English pre-service teachers’ TPACK-21CL in Teaching Practicum. The data of this study were collected from lesson plans, reflective journals, and interviews. The findings indicate that (1) pre-service teachers demonstrated varying degrees of the knowledge and practice in designing lesson plan with TPACK-21CL framework; (2) the adoption of the TPACK-21CL framework into lesson plans had a positive impact on English pre-service teachers in terms of solving the problems and learning values. Teacher education programs, especially in a teaching practicum, should afford chances and challenges for English pre-service teachers to develop their TPACK-21CL framework into their lesson plan to effectively integrate technology, pedagogy, and content into their teaching in the future.
The Representation of Gender Stereotypes in Indonesian English Language Textbooks
Abstract
Gender stereotyping in educational textbooks and language textbooks can have a particular influence on how students and teachers perceive gender roles. Much empirical evidence has been reported regarding gender stereotyping in language textbooks, but little is known about how this issue is examined discursively through an interdisciplinary approach. Informed by two theories, Language Sexism and Visual Narrative Representation, the present study investigates the representation of gender stereotyping in two junior high school English language textbooks used in Indonesian schools. The findings show that both textbooks portray gender stereotypes in which the social role of males is more predominantly presented compared to its female counterpart in both visualizations and written texts. This study implies that language textbook writers need to have a greater critical awareness of gender stereotyping when designing language textbooks.
Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing
Abstract
Little is recognized regarding teachers’ beliefs about teaching with the appropriate framework integrating technology into language instruction, particularly during the COVID-19 outbreak. TPACK is a framework for apprehending knowledge domains required by EFL teachers nowadays. The preliminary study indicated that among the four English skills taught to middle school students, teaching writing was the most challenging. Therefore, it is essential to understand more about teachers’ beliefs regarding the practice of the TPACK framework in teaching writing. For that reason, This study aimed to (1) explore teachers' beliefs about the TPACK framework and (2) analyze classroom practices in teaching writing. This case study examined three teachers from different senior high schools in Indonesia of their beliefs about teaching writing with the TPACK framework and their classroom practices. A semi-structured interview was administered to explore their beliefs, while classroom observations focused on their classroom practices. The results demonstrated similarities and differences among teachers’ beliefs about learning objectives, teacher’s role, and assessment, while in classroom procedure and instructional material, teachers shared identical beliefs. Indeed, there was a majority of consistency between teachers’ beliefs and classroom practices of teaching writing with the TPACK framework. Despite its paramount consistency between teachers’ beliefs and classroom practices, the presence of the government to educate teachers is urgently needed, which can be in the form of virtual TPACK training. Then, this study may provide references for teaching writing with the TPACK framework that can adequately be applied during the COVID-19 outbreak and new normal.
Linking the theory and practice: self-reflections on technology-integrated English grammar teaching
Abstract
This narrative study aimed at exploring how one pre-service English teacher linked theories into practice through reflective practice. To record the teacher’s reflection, we gathered the teacher’s video-based reflective diaries. The data were thematically analysed using Farrell’s framework for foreign language teachers’ self-reflection: theories and practice. The results revealed two significant points from the teacher’s reflection: (1) the pre-service teacher had a conscious raise on the affordance of theories-in-use (i.e. experience-based knowledge); and (2) the pre-service teacher realized that technology is a tool and a teacher has a crucial role in teaching to achieve the learning goals. It implied that reflective practice stimulated teachers to make sense of their experiences, leading them to the development of their teaching knowledge and performance. The implications of the present study are discussed.
Exploring the Impact of TPACK-based Teacher Professional Development (TPD) Program on EFL Teachers' TPACK Confidence and Beliefs
Abstract
This research explicates the impacts of the English as Foreign Language (EFL) Teacher Professional Development (TPD) program for fostering EFL teachers' technological, pedagogical, and content knowledge (TPACK) competence. The TPD program included the scaffolding framework, co-designing lessons, reviewing lessons with peers and researchers, and implementing TPACK in a real classroom. This case study examines data from EFL teachers' diaries and interviews to explore the impacts of TPACK-based TPD on EFL teachers' confidence and beliefs about technology integration. Two main findings indicate: (1) TPACK-based TPD program provided positive impacts on EFL teachers' confidence and beliefs; (2) most EFL teachers developed their confidence and beliefs about TPACK during the lesson enactment in the real classrooms mainly influenced by their personal, vicarious, social, and cultural experiences. This study provides implications for TPD programs, school stakeholders, and EFL teachers' community in developing EFL teachers' confidence and beliefs in teaching supported by the TPACK framework.
Digital Storytelling Projects in Developing Indonesian EFL Pre-Service Teachers’ Metasemiotic Awareness and Professional Competence
Abstract
Despite the widely-cited potential of digital storytelling (DST), its use in EFL education remains under-explored in Indonesia. Thus, EFL pre-service teachers (PSTs) in Indonesia are not sufficiently prepared to create digital and multimodal teaching materials using pedagogical approaches like DST since EFL education still prioritizes language and has not yet acknowledged other meaning-making modes for communication. In order to fill in the gap, we invited 20 pre-service teachers (aged 22 to 24) in Central Java to be involved in our study. Employing a case study with intervention and using classroom observations, artifacts, and reflections to collect the data, this study aimed to increase pre-service teachers’ metasemiotic awareness and professional competence by involving these PSTs in examining the linguistic and visual modes whilst creating digital stories for EFL teaching. Furthermore, we discussed the approach to facilitate the processes to achieve this dual aim. The findings highlighted both the importance of teaching EFL from a multimodal approach and the pedagogical implications for Indonesian EFL pre-service teacher education.
Informal digital learning of English and perceptions of using EIL materials: attitude toward varieties of English as a mediator
Abstract
This mixed-methods study aims to examine the mediating role of attitude toward English varieties in the relationship between Informal Digital Learning of English (IDLE) and perceptions of using English as an International Language (EIL) materials in pre-service English teachers. We collected and analyzed survey data from 434 Indonesian EFL pre-service teachers, using the Jamovi programme. Survey results showed that both receptive and productive IDLE activities had a significant impact on attitudes toward different forms of English, which in turn had a significant impact on views of using EIL resources. Individual interviews (n = 10) and stimulated recalls (n = 7) revealed that participation in IDLE activities (e.g. watching YouTube videos with different English accents and users) aided in maintaining a more positive attitude toward different varieties of English. As a result, pre-service EFL teachers became more open to using EIL materials, such as listening materials that employ different English accents. This study suggests that IDLE is an important factor in developing positive attitudes toward English varieties, an approach that may enable today's pre-service EFL teachers to become more open toward and tolerant of integrating EIL pedagogy into practice.
Indonesian Non-ELT Pre-service Teachers’ Self-Efficacy in EMI Context: Voices from International Teaching Practicum in Thailand
Abstract
As the trend for English as a medium of instruction (EMI) increases, teacher self-efficacy to teach the contents of their teaching materials in an EMI context has become one of the major challenges. This study investigated the self-efficacy of Indonesian non-ELT pre-service teachers to teach in an EMI context. Two Indonesian non-ELT pre-service teachers, in charge of teaching biology and chemistry in English, in a secondary school in Thailand were interviewed to gain an in-depth information about their experiences. The data from their teaching reflections and interviews were analyzed using thematic analysis. The study shows that both participants perceived that their self-efficacy to teach in EMI context was quite high despite various obstacles during their teaching practicum. Furthermore, four sources of efficacy information
appeared to influence the Indonesian non-ELT pre-service teachers’ self-efficacy to teach in the Thailand EMI context. Mastery experience (the personal experience of success) was the most influential source of efficacy information, followed by the other instances of self-efficacy sources including social persuasion, emotional state, and vicarious experience. The implication derived from this study is that the teacher training institutions in Indonesia need to facilitate the pre-service teachers to help them perceive their self-efficacy to teach in EMI context.
The analysis of Ecoliteracy elements in language textbooks
Abstract
This study reports the analysis of ecoliteracy aspects in four Indonesian language textbooks. The textbooks are based on different curriculum and from different publishers. In analyzing the ecoliteracy aspects, we used the ecological literacy framework proposed by Roth (1992)—Ecoliteracy Content Analysis Frame (ECAF). This framework consists of four elements, namely: (1) knowledge, (2) effective tendency, (3) behavior, and (4) cognitive skills. The results show that the aspect of ecoliteracy, which has the least number, is cognitive skills, while the one which has the highest number of frequencies is the knowledge aspect. Affective tendency and cognitive skill elements are missing in two books. Furthermore, the ecoliteracy aspect of each book is different in frequency. It shows that the textbooks need to be revised to meet the purpose of ecoliteracy. Teachers may use it as a consideration in selecting the textbooks for the teaching-learning process.
Willingness to communicate in digital and non-digital EFL contexts: scale development and psychometric testing
Abstract
This study introduces a new scale of willingness to communicate in a second language (L2 WTC) in digital and non-digital EFL contexts. The psychometric testing of the revised L2 WTC (L2 WTC-R) was undertaken with 114 Indonesian EFL students by means of exploratory factor analysis (EFA). The results yielded an 11-item scale composed of three factors (L2 WTC inside the classroom, L2 WTC outside the classroom, and L2 WTC in the context of informal digital learning of English [IDLE]), with strong reliability and validity evidences. Confirmatory Factor Analysis was subsequently administered for a new sample (215 Indonesian EFL students), confirming the three-factor model that emerged from EFA. These results not only validate the existing L2 WTC scale but also expand its scale into digital settings, which will enable future research to consider another domain of L2 WTC (the IDLE context). From a real-world perspective, this can serve as a useful instrument for practitioners to gauge and foster L2 WTC levels in digital and non-digital contexts
Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey
ABSTRACT
Several studies have been undertaken to develop instruments to measure English teachers’ TPACK, but few studies have measured English teachers’ TPACK to develop meaningful relationships among technology, content, and pedagogy in the context whereby literacy should be associated with a range of semiotic modes beyond the written language. The interactions with a wider range of texts across modes, media and contexts point to the need for an instrument that can measure English teachers’ TPACK in the context of teaching multimodal literacies. In this study, we investigated what factors and items were necessary for examining pre-service teachers’ TPACK in multimodal literacy teaching. The proposed TPACK instrument was validated with 220 pre-service teachers across three institutions in Indonesia, China, and Australia. The study shows that the proposed eight-factor instrument generally expressed acceptable validity and reliability and was appropriate for assessing pre-service teachers’ TPACK for multimodal literacies. Implications and further research are discussed with the aim of equipping pre-service teachers with the capabilities to integrate content, pedagogy, technology and understand the complex interdependence of contextually bound factors that influence their classroom readiness in teaching multimodal literacies.
Informal digital learning of English and perceptions of using EIL materials: attitude toward varieties of English as a mediator
ABSTRACT
This mixed-methods study aims to examine the mediating role of attitude toward English varieties in the relationship between Informal Digital Learning of English (IDLE) and perceptions of using English as an International Language (EIL) materials in pre-service English teachers. We collected and analyzed survey data from 434 Indonesian EFL pre-service teachers, using the Jamovi programme. Survey results showed that both receptive and productive IDLE activities had a significant impact on attitudes toward different forms of English, which in turn had a significant impact on views of using EIL resources. Individual interviews (n = 10) and stimulated recalls (n = 7) revealed that participation in IDLE activities (e.g. watching YouTube videos with different English accents and users) aided in maintaining a more positive attitude toward different varieties of English. As a result, pre-service EFL teachers became more open to using EIL materials, such as listening materials that employ different English accents. This study suggests that IDLE is an important factor in developing positive attitudes toward English varieties, an approach that may enable today's pre-service EFL teachers to become more open toward and tolerant of integrating EIL pedagogy into practice.
Investigating the Adoption of TPACK-21CL by English Pre-Service Teacher in a Covid-19 Teaching Practicum
Abstract
- Applying the Technological Pedagogical and Content Knowledge 21 Century Learning framework during pandemic gives both chances and challenges for English pre-service teachers. Due to the complexity of integrating the TPACK and 21CL skills, many pre-service teachers are not yet equipped with the knowledge. This case study was to investigate twenty English pre-service teachers' TPACK-21CL in Teaching Practicum. The data of this study were collected from lesson plans, reflective journals, and interviews. The findings indicate that (1) pre-service teachers demonstrated varying degrees of the knowledge and practice in designing lesson plan with TPACK-21CL framework; (2) the adoption of the TPACK-21CL framework into lesson plans had a positive impact on English pre-service teachers in terms of solving the problems and learning values. Teacher education programs, especially in a teaching practicum, should afford chances and challenges for English pre-service teachers to develop their TPACK-21CL framework into their lesson plan to effectively integrate technology, pedagogy, and content into their teaching in the future.
Saturday, September 14, 2024
Developing pre-service teachers’ intercultural communication competence: Learning through extracurricular informal digital learning of English
Abstract
- Intercultural communication and language proficiency have become increasingly essential in preparing Indonesian EFL pre-service teachers (PSTs) for cultural diversity. Indonesian EFL PSTs only communicated English to people with the same majors or educational background. This study explores the implication of developing PSTs’ intercultural communication competence (ICC) at one of the universities in Indonesia that designed and implemented informal digital learning of English (IDLE) as an extracurricular program. Thirty-seven university PSTs from various multicultural backgrounds with insufficient overseas experiences (such as exchange programs or internship programs) participated in this study. We conducted the study –for one semester during the pandemic, where the PSTs mainly communicated in online environments. Combining the analysis from observations, artifacts, diaries, and interviews, this study reports that engaging in extracurricular IDLE potentially unlocked PSTs to 1) become aware of the value of their own cultural background and biases in developing their perception of other cultures and 2) evaluate their English language choices that potentially affected on how they addressed some topics and interpretation with overseas friends (OFs). Furthermore, this study provides insight into the benefits of implementing ICC for PSTs, especially in language development, and how they perceived this as a motivation for designing their future classroom practices.
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