Bilingual Communicative Competence of EFL Students during Online Language Teaching Context: Lecturer Perspectives
Abstract
The majority of studies on the relationship between classroom interaction and online language teaching have been undertaken in bilingual settings, yet few have focused on how lecturers view students’ communicative competence in carrying out the context. Therefore, the study aims to investigate EFL lecturer perspectives of bilingual communicative competence enacted at Indonesian higher education students in an online teaching scheme. A qualitative approach using semi-structured interviews via video conferencing was employed in collecting data on the disparities in the way lecturers view bilingual communicative competence of EFL students and the extent to explore lecturers’ thoughts, experiences, opinions, and beliefs parallel to impact the bilingual communicative competence. This study included English lecturers with more than ten years of teaching experience. Three issues are taken into account in the result of this study. First, the lecturers eyed balanced bilingual and L2 dominance in acknowledging bilingual in the EFL online teaching context which is designated from the interference of L1 and the different roles of each language in class activities. Second, the distinction between competence and performance, proficiency in both languages and the use of code mixing and code switching turn out the important aspects of bilingual communicative competence. Third, lecturers depicted motivation and interest, L1 influence, and L2 ability as the challenges for students to be competent in communication during the EFL online teaching context.
Keywords
Full Text:
PDFReferences
Boers, F. (2021). Evaluating second language vocabulary and grammar instruction: A synthesis of the research on teaching words, phrases, and patterns. Routledge.
Brown, A. (2021). Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels. Language teaching research, 1362168821990347.
Cesaria, A., Kemal, E., & Adnan, M. (2023). How Does the Bilingualism Improve the Student English Ability: A Discourse Case Study on Higher Education. Journal of Pragmatics and Discourse Research, 3(2), 122-136.
Chew, S. Y., & Ng, L. L. (2021). The Influence of Personality and Language Proficiency on ESL Learners' Word Contributions in Face-to-Face and Synchronous Online Forums. Journal of Nusantara Studies (JONUS), 6(1), 199-221.
de Sousa, A. P., & de Gouveia, G. F. (2021). Communication in Tourism: Information Technologies, the Human User, Visual Culture and the Location. Dialog Systems: A Perspective from Language, Logic and Computation, 189-217.
Duffy, L. N., Stone, G. A., Townsend, J., & Cathey, J. (2022). Rethinking curriculum internationalization: Virtual exchange as a means to attaining global competencies, developing critical thinking, and experiencing transformative learning. SCHOLE: A Journal of Leisure Studies and Recreation Education, 37(1-2), 11-25.
Erlangga, D. T. (2022). Student Problems in Online Learning: Solutions to Keep Education Going on. Journal of English Language Teaching and Learning, 3(1), 21-26.
Gnach, A., Weber, W., Engebretsen, M., & Perrin, D. (2022). Digital Communication and Media Linguistics. Cambridge University Press.
Goldstein, E. B., & Cacciamani, L. (2021). Sensation and perception. Cengage Learning.
Gutiérrez, B., Reljanovic Glimäng, M., Sauro, S., & O'Dowd, R. (2022). Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange. Journal of International Students, 12, 149-167.
Hawa, S., Suryani, S., Susiani, R., Dauyah, E., & Majid, A. H. (2021). University students’ perception toward the use of the mother tongue in the EFL classrooms. Studies in English Language and Education, 8(3), 1094-1110.
Henderson, K. (2022). Language ideological multiplicity and tension within dual language bilingual education teachers. Journal of Language, Identity & Education, 21(2), 116-132.
Junn, H. (2023). L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms. Innovation in Language Learning and Teaching, 17(1), 15-31.
Juvonen, P., & Källkvist, M. (Eds.). (2021). Pedagogical translanguaging: Theoretical, methodological and empirical perspectives (Vol. 132). Multilingual Matters.
Kalimullina, O., Tarman, B., & Stepanova, I. (2021). Education in the context of digitalization and culture. Journal of Ethnic and Cultural Studies, 8(1), 226-238.
Karimi-Farzana, R. M. B. F., & Zarfashani, M. (2023). Acquiring a Secondary Language. Misan Journal of Academic Studies (Humanities and social sciences), 22(46), 252-268.
Kharkhurin, A. V., Koncha, V., & Charkhabi, M. (2023). The effects of multilingual and multicultural practices on divergent thinking. Implications for plurilingual creativity paradigm. Bilingualism: Language and Cognition, 26(3), 592-609.
Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural theory and concept-based language instruction. Language Teaching, 54(3), 327-342.
Lindolf, T. R., & Taylor, B. C. (2017). Qualitative communication research method (4th ed.). Sage.
Marek, M. W., Chew, C. S., & Wu, W. C. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies (IJDET), 19(1), 89-109.
Marrie, H. (2022). Reviewing the potentials of Mobile Media and Learning. Journal of Media and Interdisciplinary Studies, 1(2), 5-51.
Martyushev, N., Shutaleva, A., Malushko, E., Nikonova, Z., & Savchenko, I. (2021). Online communication tools in teaching foreign languages for education sustainability. Sustainability, 13(19), 11127.
Marzulina, L., Harto, K., Erlina, D., Holandyah, M., Desvitasari, D., Arnilawati, A., ... & Mukminin, A. (2021). Challenges in teaching english for efl learners at pesantren: Teachers’ voices. Theory and Practice in Language Studies, 11(12), 1581-1589.
Melo-Pfeifer, S. (2021). Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education. International journal of multilingualism, 18(4), 601-618.
Nurhikmah, A., Basri, M., & Abduh, A. (2020). Bilingual Communicative Competence Development of the Students in Indonesian Higher Education. The Asian EFL Journal, 27(2.3), 172-187.
Nurhikmah, A., Syam, A. F., & Sumrah, A. P. (2023). Lecturer Attitudes on Cross-Cultural Practices in EFL Online Teaching. Elsya: Journal of English Language Studies, 5(1), 27-44.
Nursanti, R. R. (2021). Classroom strategies through translanguaging for multilingualism students. English Learning Innovation (Englie), 2(1), 17-27.
Onebunne, J. I., Ezeaku, C. S., Ikwuagwu, O. B., & Obinwa, A. U. (2021). Assessment of Student’s Linguistic Competence in Anambra State. Nnadiebube Journal of Social Sciences, 2(1), 251-277.
O'Dowd, R. (2021). What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges. International Journal of Educational Research, 109, 101804.
Paquet, P. L., & Woll, N. (2021). Debunking student teachers’ beliefs regarding the target-language-only rule. Multilingualism and third language acquisition: Learning and teaching trends, 95-116.
Parry, N. M., & Thomas, E. M. (2021). Addressing teacher confidence as a barrier to bilingual classroom transmission practices in Wales. The Psychological Experience of Integrating Content and Language, 12.
Prasetya, R. E. (2021). The characteristics of instructional systematic design English online teaching environment. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(2), 109-123.
Puma, E. G. M. (2022). How universities have responded to E-learning as a result of Covid-19 challenges. Periodicals of Engineering and Natural Sciences, 10(3), 40-47.
Sejdiu, S., Ramadani, R., & Qovanaj, A. (2023). Code-Switching and Code-Mixing as Styles of Language Use. The International Journal of Literacies, 30(1), 19.
Shadiev, R., & Dang, C. (2022). A systematic review study on integrating technology-assisted intercultural learning in various learning context. Education and Information Technologies, 27(5), 6753-6785.
Siemund, P. (2023). Multilingual development: English in a global context. Cambridge University Press.
Syafiq, A. N., Rahmawati, A., Anwari, A., & Oktaviana, T. (2021). Increasing speaking skill through YouTube video as English learning material during online learning in pandemic covid-19. Elsya: Journal of English Language Studies, 3(1), 50-55.
Syafutri, T., & Saputra, A. (2021). The first language interference toward students’ English speaking as foreign language. Linguists: Journal of Linguistics and Language Teaching, 7(1), 39-51.
Syam, A. F., Nurhikmah, A., & Sumrah, A. P. (2023). Exploring Intercultural Communicative Competence of EFL Higher Education Students: A Communal Perspective. Tamaddun, 22(1), 52-64.
Tenés, L. S., Weiner-Bühler, J. C., Volpin, L., Grob, A., Skoruppa, K., & Segerer, R. K. (2023). Language proficiency predictors of code-switching behavior in dual-language-learning children. Bilingualism: Language and Cognition, 1-17.
Warokka, V. N., Pelenkahu, N., & Liando, N. (2022). Teacher’s Perception Toward E-Learning Experience. JoTELL: Journal of Teaching English, Linguistics, and Literature, 1(4), 450-471.
Wei, L. (2022). Translanguaging as a political stance: Implications for English language education. ELT journal, 76(2), 172-182.
Woang, J. P. (2021). Translation activities on oral translation and written translation. Applied Translation, 15(1), 28-38.
Xiuwen, Z., & Razali, A. B. (2021). An overview of the utilization of TikTok to improve oral English communication competence among EFL undergraduate students. Universal Journal of Educational Research, 9(7), 1439-1451.
Article Metrics
Abstract view : 0 timesPDF - 0 times
Refbacks
- There are currently no refbacks.