: Although word stress is a crucial aspect of English speaking, it is not given much emphasis in Indonesia's EFL instruction. Students, consequently, lack the theoretical understanding of how to properly stress syllables in English words. This study uses a program named Praat to examine the acoustic parameters of word stress produced by EFL students in terms of its intensity level. These parameters can indicate whether the students pronounce two-syllable words of nouns and verbs accurately. The subjects of this research were the third-year students of English Education Department who were selected purposively based on the students’ results of EF SET (Standardized English Test). The findings revealed that the students produced more inaccurate word stress when pronouncing nouns than they did when pronouncing verbs. Moreover, the inaccurate word stress produced by the students was divided into three categories: equation stress, no-stress placement, and reverse stress. Among the three categories, equation stress is the most common error found in this study. This study provides insight into the features of word stress and the acoustic measurement of word stress produced by Indonesian learners of English. It implies that there is a need to integrate explicit instruction on word stress. This could involve dedicated lessons on stress placement, incorporating practical exercises and feedback mechanisms to help students develop a theoretical understanding and practical skills in pronouncing English words accurately. The study also encourages future research in related areas, suggesting a focus on other pronunciation problems like intonation. This broader approach to research can contribute to a more comprehensive understanding of the challenges Indonesian learners face in mastering English pronunciation that can provide a foundation for curriculum development and instructional strategies aimed at enhancing English language proficiency in Indonesia.

The impact of COVID-19 exacerbated the need to integrate social emotional learning (SEL) for equitable instruction in English as a Foreign Language Classrooms (EFL). This case study explored the integration of SEL in Uruguayan classrooms and its influence on educational practice. Thirteen teachers from public and private schools completed a Cultural Awareness Survey and answered open-ended questions before, during, and after viewing a professional development video on SEL. Findings document that participants recognized the diversity in their classrooms and the relationship between cultural values and interpersonal respect. All participants indicated that their pedagogy focuses on SEL activities, but their responses did not reflect the integration of SEL concepts into the EFL curriculum. Keywords: Culturally responsive instruction; English as a foreign language; social emotional learning; Uruguayan Teachers

The transition from traditional face-to-face to online teaching during the Covid-19 pandemic happened so rapidly that most teachers started teaching without enough training, preparation, and knowledge of online teaching. In order to better understand this current teaching paradigm, the present research examined how English teachers perceive their own ability to teach online. It investigated English teachers’ self-efficacy to teach online by surveying 138 EFL university teachers in Japan. A survey with 29 Likert-scale and two open-ended questions was developed to examine four latent constructs of online English teaching self-efficacy: technology, pedagogy, communicative language teaching, and self-management. Results of the survey found that English teachers were highly self-efficacious toward teaching online. They were most self-efficacious toward the usage of technology, followed by pedagogy, communicative language teaching (CLT), and least efficacious toward self-management when teaching online. Teachers had high self-efficacy for using different online platforms, organizing group work activities, and conducting formative assessments for evaluation. On the other hand, teachers had lowest self-efficacy for maintaining the balance between research and teaching activities. This paper concludes with some pedagogical implications for English teachers when teaching online.

This article is about foreign languages hegemony in Tunisia. It describes the linguistic situation at the macro and micro levels, the Tunisian and the international linguistic communities, the status of English and French languages throughout the world, and their effects on the Tunisian educational policy. The prevalence of French in Tunisia as the language of science and technology between 1956 and 1987, the way the value of English is promoted in the Tunisian educational system between 1987 and 2011 though Tunisia is a French colonized country, and the tendency to linguistic isolationism since 2011, prove the intrinsic link between language and politics. Political changes at international and local levels shape the local linguistic communities.

The widespread use of mobile devices plays a significant role in our everyday lives and has changed the way we communicate and interact. Mobile-Assisted Language Learning (MALL) offers numerous opportunities for learning inside the classroom with mobile devices no longer seen as only social and gaming devices. Research shows that mobile device applications (apps) are now valuable tools which are used for education and language learning, in particular for promoting learner collaboration and social interaction. The purpose of this study is to discover how smartphones and apps can support greater student interaction. With an increased number of educational institutions, namely private junior and senior high schools in Japan embracing mobile technology into classroom pedagogy, this study investigates which smartphone repurposed apps are useful for encouraging interaction between students. The significance of this research is beneficial for learners, teacher-educators and app developers in advancing the benefits of social interaction in second language acquisition (SLA) utilising mobile devices. Through qualitative structured observation of participants in a Tokyo high school classroom, this study explores which smartphone apps are the most successful in encouraging interaction measured by frequency counts. The quantitative data reveal which apps are the most suitable for supporting greater social interaction and collaboration between learners. The implications derived from the findings support the argument that smartphones provide increased student-student interaction and collaboration.

This study was conducted to examine the proficiency level of English language reading skill of science students. It focused those components of the curriculum that play a role in its improvement and development. The reading skills and habits of students were also examined through data collected from one hundred and twenty students of Faculty of Biological sciences of the University of Malakand, Khyber Pukhtunkhwa, Pakistan, through a questionnaire. The data were analysed using simple percentages method.The findings of the study revealed that the students had improved reading skill up after taking admission in the university. The study concludes that the inclusion of English language courses as compulsory part of the curriculum had a positive contribution. It also concludes that employing effective teaching strategies and giving more space to the language course was of great help in nurturing necessary skills. The study also concludes that English language input is necessary and played pivotal role in the academic journey of the students in dealing with other subjects in a teaching situation where the medium of instruction is English.

This study is aimed at finding out the effectiveness of pairwork activities technique on students’ writing ability. The research is quasi-experiment with posttest only design. Students at grade XI Vocational School 1 Sungai Penuh engage in the study, whereas only two classes selected as sample (experimental class and control class). Writing test carries out after the treatment in each class, it means instrument is constructed in writing form in order to know students ability in writing. The data are analyzed by using t-test. The finding of hypotheses testing proves that the p-value is 0,00. Thus, p-value is lower than 0,05 (0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, the pairwork activities technique is effective to be used in creating student’s better writing ability than conventional technique. Pairwork activities technique can enhance students activities in writing, where each pair of students should be active in generousing the ideas and cross-check their own writing with the intention of create better writing outcome.

The objectives of this research were to find out the teachers’ techniques in teaching, the problems in teaching and the best teaching techniques used by the teacher in teaching English to young learners at TK Bambini School of Makassar. It applied descriptive qualitative research. The subjects of the research were three kindergarten teachers of TK Bambini School of Makassar. The data were obtained through interview and observation. The data were analyzed based on procedure of data analysis that consisted of the data collection, the data reduction, the data display, and conclusion: drawing/verification. The findings showed that (1) the teachers’ techniques in teaching English to young learners were singing a song, games, presentation practice and production, drilling, demonstration, story-telling, reading aloud, and dictation, (2) the teachers’ problems in applying the certain teaching techniques were learners’ lack of self-confidence, learners’ uncontrollable movement when singing and playing the games, learners’ misunderstanding towards the games rules and the story, learners’ less focus on teachers’ presentation and instructions, learners’ unfamiliarity of the spelling words, learners’ inability to read and write the word or sentences, and the teachers’ difficulty in explaining the lesson and in performing science experiment, (3) the best teaching techniques implemented by the teachers were playing games, demonstration and presentation practice and production.