cover
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota makassar,
Sulawesi selatan
INDONESIA
IJoLE: International Journal of Language Education
ISSN : 25488457     EISSN : 25488465     DOI : -
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Arjuna Subject : -
Articles 22 Documents
REMEDIAL AND CORRECTIVE FEEDBACK STRATEGIES FOR IMPROVING STUDENTS’ ENGLISH LANGUAGE PROFICIENCY Maawa, Paul Kharlo L.; Ortega-Dela Cruz, Ruth
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (638.509 KB) | DOI: 10.26858/ijole.v1i1.7794

Abstract

The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students’ English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students’ behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students’ grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students’ English language proficiency.
LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES Begum, Jahanara
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (680.235 KB) | DOI: 10.26858/ijole.v1i1.6397

Abstract

Abstract: In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.

Page 3 of 3 | Total Record : 22