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Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre - service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in -depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up -positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation. [ABSTRACT FROM AUTHOR]

Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well -documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed -method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology -related materials that meet English and specific content knowledge needs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic compelled most countries in the world to implement online teaching. However, not all countries were ready to do that. This study aimed to assess the efficacy of online teaching implementation as well as to investigate the perceptions of teachers and the challenges faced by fifty senior high schools in East Java, Indonesia, during the COVID-19 pandemic. The study involved 150 English as a Foreign Language (EFL) teachers and utilized both quantitative and qualitative data. The research employed questionnaires and semi-structured interviews to collect data. The questionnaires consisted of twenty-five questions with seven categories: student--faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and diverse talents in ways of learning, which were delivered to 150 English teachers. The semi-structured interview with twenty-five EFL teachers focused on the English teachers' challenges and actions to deal with the challenges during online teaching implementation. To analyze the quantitative data, the researcher used descriptive statistics, and for the qualitative data, the researcher transcribed the semi-structured interview results and continued with data reduction, data display, and conclusion drawing. The findings indicated that online teaching implementation was challenging. The teachers faced six significant challenges during online teaching implementation: internet access, students' economy, students' psychology, lack of facilities, time constraints, and the teachers' and students' technology competencies. [ABSTRACT FROM AUTHOR]

It has been widely acknowledged that autonomy significantly impacts English as a Foreign Language (EFL) learners' learning outcomes in many ways, but relatively few studies have examined learners' readiness for autonomy and online learning in a single inquiry. This study attempts to address three vital issues, namely, the relationship between learner readiness for autonomy and online learning from the perspectives of EFL teachers using Learners' Readiness for Autonomy (LRA) and Learners' Readiness for Online Learning (LROL) questionnaires, as well as their practices and challenges in implementing autonomy during online learning practices. One hundred and fifty-seven Indonesian EFL teachers from East Java Province in Indonesia were surveyed to view their learners' readiness for autonomy and online learning and draw on their practices and challenges in implementing autonomy and online learning. Mixed methods combining a quantitative survey approach using a structural equation modeling (SEM) and a qualitative approach applying thematic analysis from interviews were employed. The results revealed a high correlation between learners' readiness for autonomy and online learning. Further, the EFL teachers rated their learners' autonomy level as developing level of autonomy and online learning. The specific dimension of these points is also elaborated in this article. The learners were also perceived to be psychologically ready for autonomy and online learning but, technically and behaviorally, were not. Meanwhile, the opinions of the EFL teachers regarding autonomy and online learning practices and challenges showed that only a few reported successful practices but that most of them needed to be more successful and aware of autonomy practices. [ABSTRACT FROM AUTHOR]

The transition of traditional classroom teaching to online teaching platforms in English as a foreign or second language context has caused the shift of teachers' motivational factors. The present study aimed to develop a new motivational teaching instrument and provide indication for the scale's validity and reliability of English for Specific Purposes (ESP) teachers' basic psychological need fulfillment in online teaching (BPNOT), using samples of Indonesian novice and experienced ESP teachers across genders. The author employed four different development stages of BPNOT's scale using four different independent samples of ESP teachers in Indonesian EFL context (total n = 566). The first developmental stage was designed to develop items for the scale and to establish structure of factorial design utilizing a multivariate statistics of exploratory factor analysis (EFA) test. The second scale development was continued to determine the item scale factorial structure using confirmatory factor analysis (CFA) to confirm whether the construct was consistent or not. The third development stage estimated the test of invariance across gender and teaching experience. Finally, the last developmental stage aimed to revalidate the validity and reliability of the new scale over time. The findings of the preliminary scale validation revealed that the scale has acceptable psychometric features. [ABSTRACT FROM AUTHOR]

Basic Psychological Needs (BPN) in blended learning has become a crucial precursor in promoting the harmony of competence, relatedness and autonomy for both traditional and online learning approaches. This mixed study aims to investigate in-service teachers' and learners' perspectives of BPN fulfillment and its issues under the context of blended professional training. A total of 60 in-service teachers and 120 secondary school students from 24 provinces in Indonesia participated in the study. Construct validity of the questionnaire was established using exploratory factor analysis. Findings using the non-parametric Mann–Whitney U test showed no significant differences between in-service teachers' and learners' perspectives of the in-service teachers' BPN. Learners believed that the in-service teachers' fulfillment of relatedness and competence was low in connecting to other people using IT, online care, online teachers' adornment, and learning new skills. The interview with both groups of participants depicted that in some points, the learners perceived that their in-service teachers BPN of relatedness made them unsatisfied with low online care, empathy, and massive online tasks. Suggestion to harmonize these issues and their pedagogical implications for the second language (L2) curriculum and teacher training program in Indonesia and similar contexts were discussed. [ABSTRACT FROM AUTHOR]

This article, titled "Editorial: Strengthening the quality of teacher education programs," discusses the importance of teacher education programs in preparing future teachers to meet the needs of diverse learners. The article highlights the efforts to enhance the quality of these programs and identifies innovative strategies that can improve teacher education. It also presents research findings on pedagogical reforms in Chinese and Korean teacher education programs, as well as the impact of the COVID-19 pandemic on teacher education. The article concludes by emphasizing the importance of collaboration among policymakers, teacher education institutions, and practitioners in ensuring the success of teacher education programs. [Extracted from the article]

Scaffolding research has been widely investigated involving parent - child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two -second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story - sharing application. Participant observations and in -depth interviews on scaffolding using story -sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application. [ABSTRACT FROM AUTHOR]

As an exclusionary rule, the notability pillar helps the invisible Wikipedia editors to exclude any information on topics beyond coverage. Regarding the egalitarian policy of "anyone can edit", the authors recommend that Wikipedia's editors nominate article deletion as the last option after careful investigation. Finally, Chapter 5 elaborates Wikipedia's commitment to improving the issue of representation of community engagement and content equities in its strategic plans. [Extracted from the article]

This study is conducted to reveal the types of mood, speech function realizations, and the persuasion strategies applied to Donald Trump‟s clauses in his three remarks regarding the issue of COVID-19. Discourse analysis is applied to analyze the data. The applied mood types and speech function realizations are then correlated with Cialdini's principles of persuasion to see the persuasion principles applied in the three remarks. The results show that the President's three remarks are dominated by declarative mood with three most frequently used speech functions: statements of fact, statements of opinion, and statements of the assertion. In terms of Cialdini's persuasion principles, the speaker uses all of the six principles in his three remarks, except the principle of preference employed only in the third remark. The other five principles, namely authority, consistency, social-evidence, reciprocity, and rareness/scarcity, are contained in the three remarks with their persuasive purposes. In Cialdini's persuasion principles, the clauses used by President Trump reveal the strategies of taking advantage of his powerful authority in his remarks, showing his consistency while delivering the remarks, expressing his best efforts for his inhabitants, and showing successful evidence in overcoming the pandemic compared with other countries‟ endeavors. [ABSTRACT FROM AUTHOR]

Previous studies have indicated inconsistencies in utilizing the mobile application known as WhatsApp in academic vocabulary learning. This study attempts to overcome those inconsistencies by addressing three research aims, namely a) to examine any significant difference of employing vocabulary learning between using WhatsApp-based reporting and receiving on the one hand, and traditional-based reporting and receiving strategies on the other; (b) to determine the best predictor of vocabulary learning, and (c) to draw learners' attitudes among the four types of strategies. A mixed randomized experimental type of research with pre-test and post-test design as well as survey design has been consecutively applied for these purposes. The results of the study reveal that English Academic Purposes (EAP) learners who expand their academic vocabulary using WhatsApp-based reporting activities achieve better having been exposed to these three different treatments. Learners' endeavours to find out the mixed Indonesian-English vocabulary definitions by themselves, followed by reporting these to their teacher using WhatsApp turn out to be the best vocabulary learning predictor. Learners' attitudes observed in this cohort also show positive responses. Since the aspect of familiarity with academic vocabulary learning is not incorporated into this study, future researchers may find filling up this lacuna worth pursuing. [ABSTRACT FROM AUTHOR]

The development of English language learning in any country is interdependent with its socio-cultural experiences. Learning is determined by the social, historical, economic, political, and cultural dimensions of its context. This study aims to explore the socio-cultural challenges of teaching English in a remote area. It was conducted in Pemana Island (East Nusa Tenggara) using the ethnography exploration. Pemana is one of the Indonesian government's target locations for a teaching program to improve educational quality and overcome the problem of limited number of teachers in remote areas. This program involves bachelor degree holders of English being deployed to teach in the frontier, outlying and underdeveloped region. Several challenges of English teaching and learning emerge due to socio-cultural aspects. These include the economic situation of the society, the community beliefs about English teaching, and the ill-fitting curriculum with the social condition. The teaching implications are then discussed here. [ABSTRACT FROM AUTHOR]

This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners' general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs. [ABSTRACT FROM AUTHOR]

This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners' general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs. [ABSTRACT FROM AUTHOR]

An increasing number of researchers have adopted blended learning approaches for the purpose of EFL teachers' professional development. Current empirical study has been sparse regarding the investigation of interaction quality. This study attempts to address those weaknesses, with the objectives of systematically identifying the quality of interactions in both blended and traditional contexts. A sample of 1000 EFL students from various secondary schools at a provincial level was randomly assigned to rate 120 EFL teachers who attend a year blended professional training program using an online (OLIQ) and traditional (TLIQ) learning interaction quality scales to draw the perceived interaction qualities. After distributing the questionnaires, the data were analysed by applying structural equation modelling (SEM). The findings indicated that the one-year blended teacher professional development program showed a significant influence on their traditional and online teaching interaction qualities. Student-Content (SC) dimension became the highest marker of interaction quality in online instruction settings, while Emotional Support (ES) became the highest marker of interaction quality in the traditional face-to-face instruction settings. Some practical recommendations in light of the findings are offered, such as in terms of online material development and online feedback and assessment. [ABSTRACT FROM AUTHOR]

Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners' cohesion in writing. [ABSTRACT FROM AUTHOR]

Current seminal studies on teacher creativity and teaching effectiveness have been widely investigated by numerous researchers. Most of them explored both variables (teacher creativity and effectiveness) from various aspects such as the perspectives of teachers, learners, and of gender but they failed to address one important variable, namely the influence of professional development background on these variables. Consequently, this study aims to analyse the influence of blended teacher professional training on teaching creativity and teaching effectiveness from the learners' perspective. A sample of 901 learners from various secondary schools in East Java province was randomly assigned to rate 120 EFL teachers using both the English language teaching creativity scale (ELT-CS) and the English language teaching effectiveness scale (ELT-ES). For this purpose, a validated and reliable five-point Likert scale of ELT-CS and ELT-ES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree) has been employed. After administering the questionnaires, the data were analysed using structural equation modelling (SEM). The findings indicate a positive influence of blended professional training on EFL teachers' creativity and their teaching effectiveness. As for the indicators of teaching effectiveness and creativity, knowledge, subject matter, independent learning, learning environment, and material variables show the strongest influences. Conversely, fluency, flexibility, originality, and elaboration variables show the weakest influences. The detailed influences of each indicator from both variables were also elaborated on. Finally, recommendations for further research are presented. [ABSTRACT FROM AUTHOR]