Exploring EFL students perception on the advantages of attending research proposal seminars
DOI:
https://doi.org/10.24036/jelt.v15i1.6Keywords:
EFL Students, Student Perception, Proposal SeminarAbstract
Students of the English Language Education Study Program often attend research proposal seminars, but do not fully understand the benefits of these activities on the development of their academic language skills. This study aims to explore students' perception on the advantages of attending research proposal seminars reviewed from three aspects, namely cognitive, affective, and conative. This study uses a qualitative approach with phenomenological design that focuses on students' direct experience in attending proposal seminars. Data were collected through semi-structured interviews with six informants selected by purposive sampling. The results of the study show that from a cognitive aspect, students become more aware of the importance of English skills such as listening, vocabulary, and grammar in understanding academic presentations. From the affective aspect, students experience greater motivation to learn academic english and understand research proposal structures, increased confidence in speaking english in public, and more positive attitude toward the English learning process. Meanwhile, from the conative aspect, students demontraste clear behavioral intentions, such as preparing for their own research proposals, developing presentation skills, and actively participating in proposal seminars. Overall, the results of this study reveal that attending the proposal seminar provides a meaningful experience that contributes to the development of students academic English skills and student readiness to engage in academic activities within the context of English language learning
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