Nurfitriana, Latifah (2025) Exploring the impact of study abroad versus social media exposure on indonesian pre-service teachers’ attitudes toward english as a lingua franca / Latifah Nurfitriana</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The global spread of English as a lingua franca (ELF) has established it as a primary means of intercultural communication used by speakers from various linguistic backgrounds. This shift from native English norms to a more adaptable form of English is particularly relevant for Indonesia where English education needs to prepare students not only for native-speaker interactions but also for authentic multicultural exchanges. This study addresses the necessity for teacher education programs to integrate ELF principles equipping future teachers to view and teach English as a dynamic globally diverse language. Research on study abroad (SA) typically examines experiences in English-speaking countries and their influence on teachers rsquo attitudes toward English. However less attention has been given to SA in multilingual non-English-speaking contexts where pre-service teachers may gain unique insights into English rsquo s role as a practical tool for intercultural communication beyond native norms. Additionally social media (SM) platforms offer their own form of informal English exposure facilitating spontaneous interactive engagement with English across diverse global users. This study addresses these gaps by exploring the attitudes of Indonesian pre-service teachers who have either experienced multilingual SA or had extensive SM exposure examining whether digital immersion in SM can replicate or complement the linguistic and cultural benefits of physical immersion. To achieve a comprehensive understanding of these attitudes a mixed-methods approach was employed combining quantitative and qualitative data. Data collection occurred in two phases first a structured survey measured four dimensions of ELF including attitudes toward different models of English the use of English as a communication tool the role of language and culture in English classrooms and the language use in the classroom. In the second phase semi-structured interviews provided in-depth insights into how SA or SM experiences influenced participants views on ELF. This dual-phase approach enabled cross-validation combining broad trends with detailed personal experiences. The study involved two groups of Indonesian pre-service teachers those with recent non-English-speaking SA experiences and those with extensive SM exposure. Five participants were selected for the SA group and seven for the SM group. SA participants had spent at least six months abroad encountering varied uses of English in multicultural contexts. SM participants were selected based on high self-reported daily engagement with social media (over four hours) which involved activities such as engaging in discussions through comments exchanging messages participating in live sessions and consuming English content from diverse global speakers. These interactions reflected aspects of real-world English communication in a digital context. Data were analyzed through thematic coding. Survey data highlighted common ELF-related attitudes while interview transcripts were coded to capture specific reflections on participants rsquo ELF experiences. This analysis revealed nuanced attitudes toward ELF principles such as the acceptance of diverse English accents the role of English as a communicative language the integration of ELF-informed materials and the use of L1 in English classrooms. Findings indicate that both SA and SM groups generally favored ELF. SA participants emphasized English as a tool for intercultural communication valuing clear adaptable language use over native norms. SM participants meanwhile displayed a practical acceptance of English variety aligning with research from other Asian contexts. Both groups supported ELF principles in teaching but SA participants highlighted a preference for culturally relevant materials that reflect authentic communication needs. This study advocates for ELF-informed teacher education showing that both digital and physical immersion can foster global readiness among pre-service teachers. Limitations include reliance on self-reported data and small sample size leaving room for further research on exploring a larger sample size and diverse data collection methods to improve the accuracy and generalizability of the findings. Nonetheless this study offers important insights into integrating ELF exposure in Indonesian curricula equipping future educators for global English communication.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 04 Feb 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/365608 |
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