Envisioning the use of technology to teach pragmatics

Abstract

One common practice in today’s language education is the integration of technology to enhance the language teaching and learning process. In relation to communicative language teaching and the integration of technology in language education, this paper aims at examining existing studies focusing on the use of technology for pragmatic teaching. This review found the lack of research examining the possible positive correlation between technology utilization and pragmatic teaching and learning. The connection remains unexplored though not impossible; whereas future research on this issue, given the rapid advancement of the information and communication technology, is promising and will be challenging at the same time.

Citation:

Khaerudin, T. (2012). Envisioning the use of technology to teach pragmatics IJ-TEFL, 1(1), 60-69. 

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City of Football

The English Premier League (EPL) season 2016/2017 is opened with the triumph of a promoted club over the defending champion. I am hoping to see a lot of surprises in EPL this season as there were in the previous edition. Wishful as it may sound, Leicester city's cinderella-like victory is not expected to happen again as big clubs have learned their lesson the hard way; they have spent money to buy stronger players and install high-profile managers expecting better results in the end of the season. Even the champ admits it would be another miracle to retain the title. 

As a temporary Londoner, my support is for any of the London's clubs, either the Blues, the Gunners, the Whites, or the Boleyn Ground's boys. 

University teachers' intercultural profiles and their own positionings toward intercultural language teaching and learning of English

Abstract

The intercultural approach to English language teaching and learning has been taught and implemented in Indonesian universities in multiple names: intercultural communication, intercultural pedagogy, and others. In essence, intercultural values are promoted and inculcated into Indonesian learners of English. However, the pedagogy itself can be interpreted diversely across individuals and contexts. The present study strives to reveal the interrelationship between teacher personal development and teacher belief in shaping one’s intercultural profile positioning. This is vital for understanding the real implementation of the intercultural pedagogy in English as a Foreign Language (EFL) teaching setting. As a qualitative exploratory case study, this study interviewed six teachers of three universities in Indonesia. Their voices were extracted and analyzed to understand the teachers’ positionings related to intercultural EFL pedagogy. The qualitative data analysis identified some themes related to the individual teacher beliefs, which emphasized resistance, contradiction, and ambivalence as intercultural EFL teachers. The present study highlights these intercultural profiles and emphasizes the importance of understanding EFL teachers’ intercultural positioning to improve the quality of the intercultural pedagogy. The intercultural approach to EFL teaching and learning is known to be highly personal, contextual, and dynamic. Understanding the formation of teacher identity and awareness of the sociocultural relations in EFL teaching contexts should be a matter of concern for future research and EFL teacher professional development.

Citation:

Aulia, M., & Khaerudin, T. (2021). University teachers' intercultural profiles and their own positionings toward intercultural language teaching and learning of English. Paper presented at the 11th Annual International Conference (AIC) on Social Sciences, Universitas Syiah Kuala.

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Digital technology supporting English learning among Indonesian university students

 Abstract

Worldwide, information technology now plays a substantial role in the daily life of most people, whether in the developed world or in developing countries, such as Indonesia. In this fourth most populated country in the world, information technology is widely used for everyday communications and entertainment purposes, as well as for supporting education. Using a survey of 496 students enrolled in a university in Jakarta, this paper reports on a study aimed at assessing the experiences of young Indonesian students undertaking online learning and the potential of this platform for English learning. The findings show that online activities, skills, and perceived usefulness were positively correlated with positive experiences of learning English online. In particular, the perceived usefulness of the Internet and the ability to use different functions of digital devices and applications had a stronger correlation with increased benefits of online English learning. The study generates implications for Indonesian education suggesting a review of the roles of English instructors in promoting English learning through technology, improvement in English instructors' skills in utilizing technology in their teaching, and support of relevant stakeholders as well as the preparation of English teacher preparation programme to support pre-service teachers for teaching with technology.

Citation: 

Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. Res Pract Technol Enhanc Learn, 17(1), 23. doi:10.1186/s41039-022-00198-8

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COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis

Abstract

Background: As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teachers' psychological well-being has been affected by this global health crisis.

Objective: The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, and depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological well-being domains of the teachers.

Methods: Academic Search Premier, Eric, PsycINFO, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers".

Results: This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed a higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, the nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and the provision of technical support for online teaching, reduced teachers' negative psychological experiences.

Conclusion: There is a need for authorities to formulate educational policies to improve teachers' well-being at the time of global crisis. Special attention should be paid to assisting female teachers in overcoming physical and mental stressors.

Keywords: COVID-19; Mental health; prevalence; risk factors


Citation:

Ma, K., Liang, L., Chutiyami, M., Nicoll, S., Khaerudin, T., & Ha, X. V. (2022). COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work. doi:10.3233/WOR-220062

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Evaluating supports for learner autonomy in ELT textbooks

Abstract

The promotion of language learner autonomy has become a standard policy ratified by many language education curricula. Textbooks, one of the key tools for curriculum implementation, have a crucial role in bringing the aspiration of learner autonomy into classroom practice. This study aims to evaluate how existing English textbooks used in Indonesia’s secondary schools support the development of learner autonomy, which is incorporated into current Indonesia’s curricular goals. Two frameworks, from Reinders (2010) and Nunan (1997), were used to evaluate the evidence and levels of support for language learner autonomy development in five selected English textbooks. The evaluation shows that the current English textbooks have not provided enough tasks that support learner autonomy. When evident, supports are mostly at a very superficial level. The findings suggest that textbooks have not been adequately explored and exploited for developing language learner autonomy.

Citation: 

Khaerudin, T., & Chik, A. (2021). Evaluating supports for learner autonomy in ELT textbooks. The Journal of Asia TEFL, 18(1), 39-56. doi:10.18823/asiatefl.2021.18.1.3.39

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