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This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.

This study aimed to address three vital issues applying lesson study in EFL literature review writing course, namely to explain the effect of applying Facebook aided lesson study instruction model on the students' comprehension of literature review patterns/moves and literature review writing ability, to compare the effect of Facebook-aided lesson study and traditional teaching instruction model, and to elaborate the correlation between students' literature review patterns comprehension and their literature writing ability. Experimental research was employed to examine those three potentials. This research involved 30 EFL learners, with 15 studying in a Facebook-aided lesson study instruction and 15 in a traditional classroom. Results indicated that the implementation of Facebook-aided lesson study in an EFL setting could not improve students' literature review comprehension, but this teaching approach could enhance students' literature writing ability. Finally, the positive correlation between EFL students' literature review comprehension and their literature writing ability was found from the study. Implementing a lesson study activities plan, do, and see using a Facebook-aided media in EFL teaching and learning context is recommended. This study could not comprehensively explore online teacher interactions during the Facebook discussion as it was more emphasized on outcome-based learning. Consequently, research on process-based interaction among lesson study teams is worth pursuing. [Note: The attached content shows an incorrect citation. This article was published in v14 n1 Jan 2021.]

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.

Many studies have investigated the TPACK level of competence of teachers as part of their incidental online conferences, seminars, or study programs using the educational TPACK framework through a single perspective. However, limited attention has been given to the in-service EFL teachers' TPACK in CALL literature using a specific TPACK framework for EFL teaching involving teachers, students, and trainers in a single study. This mixed-method research explored a comprehensive perspective of in-service teachers' TPACK while attending two semesters of online professional training funded by the Ministry of Education of the Republic of Indonesia. A total of 120 senior high school EFL teachers, 360 students, and five EFL trainers with doctoral (PhD) degrees participated in the study. Quantitative and qualitative data showed divergence or convergence in the research outcomes. Quantitative findings indicated different perceptions among students, teachers and trainers regarding in-service teachers' CK, TPK, PCK, and TPACK level of competence. In addition, qualitative results claimed that familiarity with basic computer hardware, research in ELT, intercultural awareness, authentic language problem-solving, learners' engagement and adaptability to various cultural events and environments were required to foster forthcoming TPACK practices and support the language learning process of learners.

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.

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.

This study aims to show the effect of individual SMS [short message service]-based academic vocabulary reporting activities on EAP [English for academic purposes] 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.

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.

Teachers' creativity becomes a perpetual issue in an educational setting. This study aimed to investigate the influence of teachers' creativity on learners' learning involvement between English for specific purposes (ES), teachers' creativity toward ESP learners' learning involvement and to seek whether there was any significant difference between male and female ESP teachers' creativity to enhance ESP learners' learning involvement. A sample of 435 ESP learners was randomly assigned and was rated both using learners' involvement survey (L-IS) from National Survey of Students Engagement (NSEE) checklist and teaching creativity scale (ELT-CS) of the teachers teaching creativity. With this objective, validated and reliable scale of assessing creativity and involvement were employed. After administering the questionnaires, the data were then analysed using structural equation modelling (SEM). The findings showed that all five parameters of creativity had a significant correlation with learners' involvement. The latent variable and supporting indicators of involvement were identified. The findings also asserted that female ESP teachers performed higher involvement scale than those males. Suggestion for a further researcher to investigate factors contributing to EFL learners' learning involvement in ESP class is worth pursuing.

This paper investigates EFL learners' cohesion with small group writing activities compared to individual flipped instruction model through WhatsApp with individual writing activities. 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 instrument of this study was a writing test. The findings revealed that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. Flipped classroom innovation has attracted English language teaching researchers' attention to scrutinize its effectiveness.

This classroom action research is carried out within two cycles to breed a strategy on how a" Round Robin Discussion Learning Model" enhance students' critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom participation sheet, observation sheet, and rubric are utilized in the study. In addition, the collected data are then scrutinized via quantitative and qualitative doctrine. Quantitative analysis is pertained to gauge students' critical comprehension on TEFL issues through test, quiz, and worksheet. Meanwhile, for the qualitative analysis, constant comparative method is executed to enlighten parallel variable to depict students' presentation skills, confidence, and independent learning. The result of the study uncovers that guided question and answer session within and without the group foster students' higher order thinking skills and the results of the tests, pop-up quizzes indicates significant upgrading from 66% into 82%. Next, round presentation in and out group activity also cultivates students' presentation skills as well as confidence and independent learning from 65% to 85%, 67% into 77%, and from 65% to 93%. Round Robin discussion model operates well if it is supported with fixed and detailed roles of both students and teacher so that equal interactive practice is well established.

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.

Reading as one of English skills has paramount features in shaping EFL English competence. Referring to the importance for reading, it is inevitable that teaching method, assessments tools, reading material and activities have indispensable tasks to attain EFL learners' reading objectives. This study is intended to develop integrated reading material using PHP software. It is designed to react toward the vast development of technology and to reach the attainment of more comprehensive reading objectives in accordance with International Reading Association's views which is not achieved yet in today's EFL teaching context. The study utilizes the five phases Research and Development model covering need analysis, design, development, Focus Group Discussion, and Try out. The development invented 10 units of reading material within "Pamanpintermu's" program containing audio vocabulary survey, timed reading, audio reading, comprehension task, writing sections and its integrated auto assessment devices in every unit. The results from FGD and try out revealed that the theoretical foundation and syntax were categorized into high as it reached the average score of 3.7. In addition, content relevance achieved the average score of 3.9 as high and difficulty level reached 2.3 as medium. Meanwhile, the category of integrated reading skills and auto scoring obtained 3.6 and 3.8, and both categories belonged to high level. The last point, software practicality achieved 3.5 is very high as it is also applicable for teacher-made reading material automatically through modifying the reading text, audio, exercises and score thoroughly. Toward overall astonishing prototype "Pamanpintermu", it remains one problematic point on the error reading detector section which cannot detect users' errors reading automatically as it requires intensive investigation from different background field of studies.

Writing research proposal in educational setting is a very complex process involving variety of elements. Consequently, analyzing the complex elements from introduction to data analysis sections in order to yield convinced research proposal writing through reviewing reputable journal articles is worth-contributing. The objectives of this research are to improve students' ability in generating a research topic from reputable journal articles, developing thesis proposal draft, and writing comprehensive thesis proposal. A classroom action research administered at English Department University of Muhammadiyah Gresik Indonesia is adopted. The results reveal that the implementation of team-based discovery learning may improve students' ability in generating a research topic, developing research proposal draft and writing comprehensive research proposal. Several suggestions are addressed. First, although the syntax of the team based discovery learning is quite similar to the remaining strategies but it will not work more optimally if it is not followed by relevant sets of guiding questions reflecting the detailed content of each reputable journal article in each meeting. Second, learning innovations activities through intensive writing practices and consultations should be taken into account to foster the steps of discovery learning in group discussion process. Finally, the results of commonalities of strategies may be used as a reference to enhance students' ability in writing comprehensive research proposal.

The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners' needs for the first semester students of English department at university level, who rarely or even never have a direct contact with native speakers, with meaningful and contextual reading textbook in an EFL setting is worth contributing. This study utilizes research and development paradigm within four stages, namely planning, development, try-out, and textbook revision. The textbook development resulted fifteen chapters containing fifteen local reading passages from various famous local tourism objects, famous public figures, cultures, traditional cuisines, and music. Each chapter encompasses eight exercises generated from the reading text itself with approximately from 400 to 600 words. Those exercises cover picture reading preview and identification, lexical sets, collocation and formation, literal, interpretive, and critical comprehension, and networking activity through interview and writing activity beyond the text. The average result of textbook validation from reading experts, English practitioners, and learners revealed the average score was 3.76 within the interval 1 to 4 and it was sorted out into "good" category. Further, revisions toward grammatical error, diction, instruction clarity and picture lay out were also addressed and refined. As the textbook effectiveness toward the improvement of learners' reading comprehension is not measured yet, so an experimental study is welcome for further research to address the issue of textbook effectiveness.

The dominant complexities of English teaching in Indonesia are about limited development of teaching methods and materials which still cannot optimally reflect students' needs (in particular of how to acquire knowledge and select the most effective learning models). This research is to develop materials with complete task-based activities by using CALL at junior high school in Indonesia. In order to entirely develop comprehensive materials, the first step is to do need analysis especially identifying task based learning model which fulfils students' expectation, creates and develops pre-task and task cycle (consisting of task, planning, and reporting) into CALL integration of learning module. The results of the students' needs show that they like to have appropriate materials for their level, related to real life, variety of media and sources of learning chiefly incorporated to computer which optimizes interactive, contextual, and authentic materials. Therefore, the design of its prototype consists of three main steps. First, pre-task activity, it is designed in observing and questioning stage which is done by providing English comics with thematic situations. Second, main task activities, it is designed in exploring and associating stage which are done by presenting real life situations by utilizing videos, songs, and stories which elaborate exercises, role play, and discussion sections. Finally, post task activity, it is designed in communicating stage and it is intended to provide follow-up activities in wider contexts. The evaluation of the final product is done by validating the materials by means of a group discussion with English teachers.

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 relationship between attitudes and motivation towards gender roles in English for Academic Purposes (EAP) has been an under-researched field. Therefore, this study aims to answer three main questions, namely; what are current gender attitudes, gender motivation, and correlation of female and male students in the context of EAP. This study uses mixed-approach where information extraction is carried out by surveying 245 students spread across exact and social sciences using two questionnaires about perceptions and orientations of motivation and interviewing seven selected respondents. Furthermore, the data were analysed using descriptive statistics, Pearson correlation test, and interview processing. The results showed five findings: first, all students had a positive attitude (75.9%) and motivation (72.06%). Second, female students have a higher attitude (78.09%) and stronger motivation (84%) compared to male students (76.18% and 70%). Third, students' attitudes and their motivation had a moderate correlation (r= .382). Fourth, the attitudes of male and female students have a strong and positive correlation (r=.979). Fifth, the motivation and attitudes of male students are strongly correlated (r=.992). Interview data of this study has also confirmed why and how they are allied. Male and female learners have different tendencies in completing assignments because each has a different degree of perception on attitude and motivation in learning EAP. [ABSTRACT FROM AUTHOR]