ELE Reviews: English Language Education Reviews

Unveiling Online Collaborative Learning and Sense of Community in an English Drama Course: Indonesian EFL Undergraduate Students View

Supeno — 2024-11-29

A sense of community enhances the exchange of information, fosters cooperation and support, and strengthens commitment to group objectives. Numerous studies have investigated the importance of community and collaborative learning activities within online environments. However, online collaborative learning and a sense of community in an English Drama Course (EDC) are still under-explored. The current study aims to fill that gap by following a group of 131 undergraduate students participating in a 16-week online EDC. Data was gathered via a questionnaire and a semi-structured interview coded by following the dimensions of the questionnaire. The current study reveals that students view online collaborative learning in an EDC positively and generate interactive engagement, teamwork, creativity, efficacy, social skills, problem-solving skills, idea generation, and enjoyment, which is particularly advantageous for navigating unfamiliar subject matter or foreign language contexts. The collaborative learning process hinges on establishing a robust sense of community, emphasizing shared objectives, effective communication, trust, collective problem-solving, and a supportive environment, highlighting the importance of addressing barriers to fostering this communal ethos for successful collaboration. The implications of this study might catalyze researchers and educators to consider developing a sense of community in online collaborative environments.

Evaluating Inclusive EFL Instruction for Visually Impaired Students in Beninese Secondary Schools

Coffi Martinien Zounhin Toboula — 2024-11-29

Teaching English as a Foreign Language (TEFL) in an inclusive classroom with visually impaired and able-bodied students presents unique challenges. In particular, appropriate teaching and assessment strategies are critical in ensuring equitable education. This mixed-methods study, conducted at CEG2 Abomey in the Zou Region of Benin, aimed to develop an effective pedagogical approach to address these challenges. The research involved 200 students (57 visually impaired and 143 sighted) and seven teachers. Quantitative data were gathered through questionnaires, while qualitative data were collected through focus group discussions and classroom observations. Using descriptive statistical analysis and inductive method, the study identified a pressing need for reliable and objective assessment methods and teaching strategies to support visually impaired and sighted students. Despite these findings, the study anticipates potential challenges in implementing such approaches. Recommendations and suggestions have been made to address these difficulties and enhance TEFL education in inclusive classrooms.

Unlocking the Secrets of Effective Teaching: An Exploration of Positive Emotions During Telecollaboration

Adlina Nur Azri — 2024-11-29

In recent years, the recognition of teachers’ well-being has gained worldwide attention. Language teacher well-being has a significant contribution to classroom activity. This study explores a pre-service English teacher’s positive emotions of well-being based on PERMA and its impact on future careers. Positive emotions are the presence of positive emotions, lack of negative emotions, and life satisfaction. Telecollaboration provides a beneficial space to get the chance to expand content knowledge, increase techno-pedagogical abilities, improve the methodology of teaching, and achieve a sense of well-being. This study used autobiographical narratives to capture the researcher’s positive well-being experiences. Data were gathered through diaries and artifacts in the form of photos and screenshots during telecollaboration. The researcher used a thematic analysis technique to analyze the data. The findings underscore the presence of positive emotions that influence the outcomes of pre-service teachers, while negative emotions shift into positive feelings, thus contributing to personal development. These experiences lead the pre-service English teacher into an effective prospective educator for the future.