Portraying ownership in English learning in task mobile-mediated Language Teaching: voice from Indonesian EFL students

Misdi Misdi, Nunung Nurjannah, Aisyah Aisyah, Anna RS Tambunan, Chafita Nur Azmi

Abstract


Last two decade has witnessed English learning emphasizes on language skills. To this, task-based language teaching is recognized as a powerful approach to empower EFL students to enhance their skills. Albeit many studies have been conducted to investigate this areas, whether the tasks provide learning ownership to the students is still rarely reported. Thus, this study aimed at portraying the ownership in English learning in task mobile-mediated language teaching settings during the Covid-19 pandemics. Grounded in qualitative case study, the current research utilized questionnaire and interview in collecting participants’ points of views on the enactment of task-based language teaching situated in a vocational high school in Cirebon city in Indonesia.  The results reveal students felt  their English learning which was facilitated in mobile learning import and therefore, they have sense of learning ownership. The results of the study imply the importance of establishing sense of learning ownerships during English learning, e.g. task-based language teaching, to provide sense of security in learning English.

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References


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DOI: http://dx.doi.org/10.30870/aiselt.v4i4.11051

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