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This study is conducted to reveal the types of mood, speech function realizations, and the persuasion strategies applied to Donald Trump’s clauses in his three remarks regarding the issue of COVID-19. Discourse analysis is applied to analyze the data. The applied mood types and speech function realizations are then correlated with Cialdini's principles of persuasion to see the persuasion principles applied in the three remarks. The results show that the President's three remarks are dominated by declarative mood with three most frequently used speech functions: statements of fact, statements of opinion, and statements of the assertion. In terms of Cialdini's persuasion principles, the speaker uses all of the six principles in his three remarks, except the principle of preference employed only in the third remark. The other five principles, namely authority, consistency, social-evidence, reciprocity, and rareness/scarcity, are contained in the three remarks with their persuasive purposes. In Cialdini's persuasion principles, the clauses used by President Trump reveals the strategies of taking advantage of his powerful authority in his remarks, showing his consistency while delivering the remarks, expressing his best efforts for his inhabitants, and showing successful evidence in overcoming the pandemic compared with other countries’ endeavors.

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Scaffolding research has been widely investigated involving parent-child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.

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Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre-service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in-depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up-positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation

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Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well-documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed-method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology-related materials that meet English and specific content knowledge needs.