Journal of World Englishes and Educational Practices

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EISSN : 2707-7586
Total articles ≅ 68
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Journal of World Englishes and Educational Practices, Volume 4, pp 06-17; https://doi.org/10.32996/jweep.2022.4.2.2

Abstract:
Three groups of EFL freshman students were concurrently enrolled in a grammar and a writing course. One group was taught the grammar and writing courses by the same instructor; the other two groups were taught grammar and writing by two different instructors using the same textbook but different instructional and assessment techniques. The study aims to find out which group made higher gains in grammatical knowledge and writing skill development. It also aimed to find out the effects of instructor qualifications, assessment, and pedagogical variables on students’ grammatical competence and writing skill development. Comparisons of the grammar and writing post-tests showed significant differences between the three groups in the writing and grammar post-test mean scores. There were strong correlations between the grammar and writing post-test scores. Performance of the Group that received a combination of writing and grammar instruction by the same instructor (Instructor A) was the highest. The relationship between grammar and writing instruction seems to be reciprocal: writing instruction affects grammatical competence and grammatical knowledge affects writing skill development. Better achievements were made when both courses were taught by the same instructor as she can make the right connections between what is taught in both courses, which specific structures and skills should be emphasized. The instructors’ qualifications, pedagogical system, educational and professional experience, the integration of online instruction, the type of error correction and instant feedback given to the students and the formative assessment technique used were significantly more effective than writing/grammar instruction that depended on the textbook alone. These variables proved to be important for enhancing the grammatical knowledge and writing quality of unskilled, low ability EFL students and resulted in a significant improvement in their grammar and writing post-test scores.
, Ramil Ilustre
Journal of World Englishes and Educational Practices, Volume 4, pp 01-05; https://doi.org/10.32996/jweep.2022.4.2.1

Abstract:
Social media has livened the digital world with its numerous modern features in communication, media sharing, and entertainment elements. As a part of the continuous search for effective and efficient ways of instruction, this review aimed to describe social media as a pedagogical tool in language acquisition. The methodology used was patterned to Arksey and O'Malley's (2005) approach to reviewing the literature. Fifteen (15) research articles published in online journals were reviewed to describe the effectiveness of social media when utilized as a pedagogical tool in language acquisition. Results of the review showed that social media is primarily used for communication, collaborative learning, and extension of learning practice. Writing skills and vocabulary are the primary skills developed in using social media platforms such as Facebook which is the most frequently used app for language learning. Participants of the studies show a positive attitude toward the integration of social media into language acquisition. In a conclusion, various social media apps and sites exhibit promising influence on language learning not only in formal education but as well as the extension of instruction outside schools.
Marwan A. Almuhaysh
Journal of World Englishes and Educational Practices, Volume 4, pp 80-96; https://doi.org/10.32996/jweep.2022.4.2.7

Abstract:
This study aims to investigate the overuse of English prepositions by Arabs caused by first language transfer among high school, university, and graduate-level students who study English as a foreign language in Saudi Arabia. The researcher developed the research tool of multiple-choice questions to be responded to by the study participants, including five hundred thirty-one persons of the mentioned research community. It has been found after the analysis of responses of the study participants that the greater the students' competence level, the less impact the first language transfer has on second language acquisition. In this study, the researcher recommends that the student should be taught more about the different meanings and usage of prepositions in English and Arabic. In addition, more comparative linguistic research between English and other languages, such as Arabic, should be encouraged to help students understand how prepositions are used in each language.
Journal of World Englishes and Educational Practices, Volume 4, pp 35-69; https://doi.org/10.32996/jweep.2022.4.2.5

Abstract:
This survey-correlational research was conducted to determine the levels of research, writing, and collaborative skills and research output quality of Senior High School students under the new normal, S.Y. 2020-2021. The participants of this study were sixty-three (63) Grade 12 students and five (5) Senior High School teachers involved in research advising, paneling, and teaching, who are currently enrolled and employed respectively in Ochando National High School in the District of New Washington. The research skills of the students were measured using a 42-item objective type researcher-made Research Skills Test. The writing skills were evaluated through an adapted Writing Skills Test and were graded using a 20-point adapted rubric. The collaborative skills were assessed using a 50-item adapted and modified Collaborative Skills Questionnaire. The research output quality was assessed through a 60-point researcher-made Research Output Quality Rubric. The data-gathering instruments were subjected to face and content validation by a panel of experts, reliability testing, and item analysis. The statistical tools used in descriptive data analyses were frequency count, mean, and standard deviation. The Analysis of Variance and Pearson r were used as inferential statistical tools to determine the significant differences and relationships among the levels of the variables of the study. All inferential tests were set at a 5% alpha level of significance. The study revealed that students had developing research skills. Students possessed developing writing skills. Students had high collaborative skills. Their research output quality was poor. There was a significant difference in research output quality among the levels of research skills of Senior High School students. There was a significant difference in research output quality among the levels of writing skills of Senior High School students. There was a significant difference in research output quality among the levels of collaborative skills of Senior High School students. There were significant relationships among research skills, writing skills, collaborative skills, and research output quality of Senior High School students.
Diether Bernardino Bautista, , Ramil G. Ilustre
Journal of World Englishes and Educational Practices, Volume 4, pp 28-34; https://doi.org/10.32996/jweep.2022.4.2.4

Abstract:
This scoping review studies the relationship of past translation studies to present-day lexicography. Different scholarly articles and journals about the two disciplines have been collated and meticulously studied in order to come up with a direct conclusion. It has been discovered that through the amalgamation of the articles and journals, cohesion and similarities were discovered. Translation has a strong historical background, and so is lexicography, but as the timeline between the two was separated, certain connections became vague. With the propensity for being equivocal, related articles were tediously read, and it has come to light that the relationship between translation’s history and present-day lexicography is indispensable. The derivatives of the studies that were utilized in this scoping review can definitely be of the essence to future studies and promote translation and lexicography's function in language learning. The two principles are both seen to be crucial and vital to the learning of language, thus making them strong foundations of vocabulary, meaning-making, and word adaptation and variation.
, Maragustam Siregar, Ro’Fah Ro’Fah
Journal of World Englishes and Educational Practices, Volume 4, pp 18-27; https://doi.org/10.32996/jweep.2022.4.2.3

Abstract:
Character Education Approach and Actualization in PAUD (Study on Inclusive PAUD Organizers in Yogyakarta City). Dissertation: Early Childhood Islamic Education (PIAUD) Concentration Doctoral Program of UIN Sunan Kalijaga. This research is qualitative, taking the background of PAUD organizers in Yogyakarta. Data were collected by conducting observations, interviews, and documentation. The research approach uses a phenomenological approach. Data analysis gives meaning to the data collected, and conclusions are drawn from that meaning. First, the study results show that the character education approach in institutions is carried out using a micro, meso, and macro approach. The micro approach covers critical thinking skills, problem-solving skills, and value facilitation. The meso approach covers inculcation value, environment value, and community value. The macro approach includes the realm of moral values (exemplary teachers and parents) and religious behaviour. Second: The actualization of character education in the Pedagogia UNY Kindergarten and the Pelangi Anak Indonesia Islamic Kindergarten is mainly given by example and habituation. Character education includes 18 pillars of character education following the provisions of the Ministry of National Education, specifically: religious, honest, tolerance, discipline, hard work, creativity, independence, democratic, curiosity, national spirit and love for the homeland, respect for achievement, friendly/communicative, love peace, likes to read, cares about the environment, cares about social, and is responsible. Third: The actualization of character education can be classified into three, specifically: self-awareness (moral knowing), a sense of responsibility for oneself and others (moral feeling), and prosocial behaviour (moral action). Self-awareness actualization includes religious character, honesty, independence, discipline, hard work, and creativity. Actualization of a sense of responsibility for oneself and others includes tolerance for others, love of peace, curiosity, responsibility, love of reading, and love for the homeland. Actualizing prosocial behaviour includes being friendly, democratic, appreciating achievements, caring for the surrounding environment, and caring for social and national spirit. Fourth: The stage for the actualization of character education in PAUD can be classified into three levels, specifically: first-level character, middle-level character, and top-level character. At the first level, the character of the realm of self-awareness, a sense of responsibility for oneself and others, and prosocial behaviour has not been able to be absorbed and appropriately applied by students in daily activities. At the middle level, the characters in the realm of self-awareness, a sense of responsibility for themselves and others, and prosocial behaviour have been well absorbed by students, but in applying them in daily behaviour, they still need the guidance of others. At the top level, the character of the realm of self-awareness, a sense of responsibility for oneself and others, and prosocial behaviour have been absorbed and applied well by students in daily activities and does not need guidance from others.
Journal of World Englishes and Educational Practices, Volume 4, pp 70-79; https://doi.org/10.32996/jweep.2022.4.2.6

Abstract:
Reflective journal writing is an innovative and learner-centered activity. In recent years, its use has exponentially increased in both academic and professional education due to its versatile nature and its myriad of evidenced advantages. Such a pedagogical tool has the potential to fulfill diverse functions and serve different purposes. It can be used as a teaching, learning, and assessment tool. Besides this, it can be utilized to stimulate different modes of thinking and hence influences the quality of reflective reasoning. However, reflective journal writing can fail to fulfill this purpose due to a set of inhibiting factors or barriers. There is a range of intrinsic and extrinsic factors that hinder the developmental process of reflective thinking through journal writing and negatively affect its enhancement. This article review, therefore, aimed to expose and synthesize the inhibiting factors existing in the literature. Being conscious of these factors, educators and academics would optimize the design and implementation of reflective journal writing and hence maximize to the fullest the development of students’ reflective thinking.
, Ramil G. Ilustre
Journal of World Englishes and Educational Practices, Volume 4, pp 10-14; https://doi.org/10.32996/jweep.2022.4.1.2

Abstract:
This journal article is a conflation of qualitative, quantitative exploration, papers and review papers published over the last decade. A brief overview of the level of motivation is provided, supported by the literature review. Hence, accumulated stylish practices in motivating learners in learning a second language will be presented. These exploration findings are anticipated to contribute to the sweats in the teaching and literacy area, particularly in acknowledging the level of motivation of the young Filipino learners in learning the second language. This journal used a grounded theory design to synthesize the motivation level of Filipino young learners in L2 Learning on Online Distance Learning. The journal article intends to offer styles to be suitable to enhance tutoring learning English as a second language to encourage pupils in their literacy manner and maintain their motivation consistently.
, Endry Boeriswati, Elindra Yetti
Journal of World Englishes and Educational Practices, Volume 4, pp 15-17; https://doi.org/10.32996/jweep.2022.4.1.3

Abstract:
This study aimed to determine the teacher's ability to make lesson plans based on the teacher's pedagogic Knowledge and implement integrative holistic learning. This study used a descriptive method by using a questionnaire on 30 Kindergarten teachers in the city of Serang. Early childhood is the most critical age in children's growth and development. The role of a teacher is needed in order to support the children. Children need stimulation for growing and development. In order to have close interaction and exemplary implementation, a teacher is needed to have great potential, such as the best standard of knowledge quality. Pedagogic Knowledge of teachers is one of support for implementing a holistic and integrative approach in arrangement programs to the early childhood education. The population is selected to be teacher majoring in childhood education who has qualified for the degree. The sample is taken from 30 teachers. The instrument used a collection questionnaire and test that combined with the observation. This research is descriptive. A teacher could discuss stimulation aspects to get the best holistic and integrative.
Steve T. Corsino, , Kristine M. Reyes
Journal of World Englishes and Educational Practices, Volume 4, pp 01-09; https://doi.org/10.32996/jweep.2022.4.1.1

Abstract:
This study aimed to determine the significant relationship between the constructivist learning environment management skills and creativity-fostering behaviours of language teachers to the English language learning motivation of senior high school students. It used the quantitative method and employed a correlation research design. A stratified random sampling technique was applied in gathering data among 319 senior high school students from the schools which are in Davao del Sur. Findings revealed that in the constructivist learning environment, management skills, learning, and teaching was the dominant skill manifested by the teachers, followed by time usage and assessment, while the relation establishment was the lowest skill manifested. Moreover, in the creativity-fostering behaviours, integration was the highest indicator manifested, followed by independence and the question. Furthermore, the highest level of English language learning motivation was in the external regulation followed by intrinsic motivation and introjected regulation. Finally, constructivist learning environment management skills and creativity- fostering behaviours of language teachers significantly predict students' English language learning motivation.
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