The purposes of this research were to find out the students’ difficulties in developing a paragraph and to understand the students’ difficulties in implementing the writing elements in writing their undergraduate thesis proposals. This research used the descriptive qualitative method. The instrument used in this research were interviews, documentation, and Oshima & Hogue’s Paragraph Rubric. The research subject was 7 eighth-semester students of UINSI Samarinda. The data were collected from the background of the study of the student’s undergraduate thesis proposals and analyzed with the Miles and Huberman Model. The result showed that the difficulties in developing a paragraph experienced by the students were related to too specific and too general topic sentences, poor supporting sentences, the absence of concluding sentences, inconsistent topic discussion, and inharmonic sentences. At the same time, the students’ difficulties shown in implementing the writing elements were found in the organization (the failure to run the sentences smoothly), vocabulary (informal phrases, redundancy, unclear word), grammar (singular and plural error, wrong word choice errors, missing word error, article error, subject-verb agreement error, fragment error, conjunction error, wrong word form error, wrong word order error, and preposition error), and mechanics (capitalization error, punctuation error, and spelling error). The causes of these problems were the interference of students’ native language and the lack of knowledge about the rules of the development of paragraph and writing elements.
{"title":"The Undergraduate Students’ Difficulties in Writing Thesis Proposal","authors":"Umar Fauzan, N. Hasanah, S. Hadijah","doi":"10.21462/ijefl.v7i1.515","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.515","url":null,"abstract":"The purposes of this research were to find out the students’ difficulties in developing a paragraph and to understand the students’ difficulties in implementing the writing elements in writing their undergraduate thesis proposals. This research used the descriptive qualitative method. The instrument used in this research were interviews, documentation, and Oshima & Hogue’s Paragraph Rubric. The research subject was 7 eighth-semester students of UINSI Samarinda. The data were collected from the background of the study of the student’s undergraduate thesis proposals and analyzed with the Miles and Huberman Model. The result showed that the difficulties in developing a paragraph experienced by the students were related to too specific and too general topic sentences, poor supporting sentences, the absence of concluding sentences, inconsistent topic discussion, and inharmonic sentences. At the same time, the students’ difficulties shown in implementing the writing elements were found in the organization (the failure to run the sentences smoothly), vocabulary (informal phrases, redundancy, unclear word), grammar (singular and plural error, wrong word choice errors, missing word error, article error, subject-verb agreement error, fragment error, conjunction error, wrong word form error, wrong word order error, and preposition error), and mechanics (capitalization error, punctuation error, and spelling error). The causes of these problems were the interference of students’ native language and the lack of knowledge about the rules of the development of paragraph and writing elements.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74345798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reading is an acquired skill needed for obtaining knowledge. To be successful in reading, one should adopt certain attitudes to ensure the reading activity's fruitfulness. This correlational study investigates the possible significant relationship between reading attitude and L2 achievement. The subjects of this study were 47 vocational school students in Yogyakarta. Samples were chosen using purposive sampling with X graders and XI graders of a vocational school. The data were collected through a questionnaire, interview sessions, and an English exam. The hypothesis of this research was the more positive the students’ attitude was, the higher were L2 achievements of the students. The writers conducted a Pearson correlation computation to analyze the correlation of the obtained data. The findings showed that the students' reading attitude was positive and the L2 achievements were high, but the reading attitude correlated negatively and weakly to L2 achievements. Other factors affected L2 achievements as well. ESL teachers should be concerned about their students’ reading attitudes
{"title":"Impacts of English Reading Attitudes on L2 Achievements","authors":"Dayan Domisianus Toar, Barli Bram","doi":"10.21462/ijefl.v7i1.448","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.448","url":null,"abstract":"Reading is an acquired skill needed for obtaining knowledge. To be successful in reading, one should adopt certain attitudes to ensure the reading activity's fruitfulness. This correlational study investigates the possible significant relationship between reading attitude and L2 achievement. The subjects of this study were 47 vocational school students in Yogyakarta. Samples were chosen using purposive sampling with X graders and XI graders of a vocational school. The data were collected through a questionnaire, interview sessions, and an English exam. The hypothesis of this research was the more positive the students’ attitude was, the higher were L2 achievements of the students. The writers conducted a Pearson correlation computation to analyze the correlation of the obtained data. The findings showed that the students' reading attitude was positive and the L2 achievements were high, but the reading attitude correlated negatively and weakly to L2 achievements. Other factors affected L2 achievements as well. ESL teachers should be concerned about their students’ reading attitudes","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86899027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the fact that online teaching has been widely implemented across the globe during this Covid-19 pandemic, teachers are required to have a high level of IT skills to be able to conduct online teaching. It is without exception that EAP (English for Academic Purpose) teachers need to familiarize themselves with electronic devices due to the benefits they have to offer in an e-learning environment. The current study aims at examining teachers’ perceptions of using e-learning tools in the context of Indonesian EAP classrooms. Forty-five Indonesian EAP teachers participated in the current study with different ages, academic backgrounds, and lengths of EAP teaching experiences. The instruments used to collect the research data were an online survey and semi-structured interviews. The results showed that video and VLEs were the two most commonly-used e-learning tools among the teachers with “self-taught” and “colleagues” being the two most favorite approaches the teachers have employed to learn such tools. Besides, promoting student engagement and developing learner autonomy were perceived as positive impacts of using e-learning tools by the teachers. Pedagogical implications of this study’s findings suggested that school authorities should organize more regular pre-service teacher training programs with the purpose to help novice teachers to improve their IT skills. Besides, e-learning tools should be more used in online teachings due to the benefits they have to offer for promoting student engagement and facilitating learner autonomy. A number of limitations in the current study are also presented along with some suggestions for future studies
{"title":"Examining Teachers’ Perceptions of E-Learning Tools: A Survey from Indonesian EAP Classrooms","authors":"A. Suherman, Hamzani Wathoni","doi":"10.21462/ijefl.v7i1.470","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.470","url":null,"abstract":"Given the fact that online teaching has been widely implemented across the globe during this Covid-19 pandemic, teachers are required to have a high level of IT skills to be able to conduct online teaching. It is without exception that EAP (English for Academic Purpose) teachers need to familiarize themselves with electronic devices due to the benefits they have to offer in an e-learning environment. The current study aims at examining teachers’ perceptions of using e-learning tools in the context of Indonesian EAP classrooms. Forty-five Indonesian EAP teachers participated in the current study with different ages, academic backgrounds, and lengths of EAP teaching experiences. The instruments used to collect the research data were an online survey and semi-structured interviews. The results showed that video and VLEs were the two most commonly-used e-learning tools among the teachers with “self-taught” and “colleagues” being the two most favorite approaches the teachers have employed to learn such tools. Besides, promoting student engagement and developing learner autonomy were perceived as positive impacts of using e-learning tools by the teachers. Pedagogical implications of this study’s findings suggested that school authorities should organize more regular pre-service teacher training programs with the purpose to help novice teachers to improve their IT skills. Besides, e-learning tools should be more used in online teachings due to the benefits they have to offer for promoting student engagement and facilitating learner autonomy. A number of limitations in the current study are also presented along with some suggestions for future studies","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82808521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The notion of translanguaging has hitherto gained prominence in composition scholarship and pedagogy. Scholars have specifically pointed out that translanguaging pedagogy is particularly germane if it is implemented in the teaching and learning of writing in a multilingual setting. Drawing upon the plethora of published studies, these scholars have argued that translanguaging strategies can help maximize students’ linguistic resources and communicative potentials. This conceptual article looks at intellectual endeavors which try to challenge the monolingual ideology and its biases, and to justify the legitimacy of mixing different linguistic codes for achieving desired communicative goals in written communication. Contemporary issues of composition scholarship and pedagogy under translanguaging vantage point of view will be addressed, and evidence of code-meshing from multilingual writers showcasing the acts of translanguaging in academic writing presented. Finally, the article discusses the controversies over the application of the notion of translanguaging in writing research and pedagogy.
{"title":"Translanguaging Practices in Composition Scholarship and Pedagogy: Issues, Evidence, and Controversies","authors":"S. Sugiharto","doi":"10.21462/ijefl.v7i1.469","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.469","url":null,"abstract":"The notion of translanguaging has hitherto gained prominence in composition scholarship and pedagogy. Scholars have specifically pointed out that translanguaging pedagogy is particularly germane if it is implemented in the teaching and learning of writing in a multilingual setting. Drawing upon the plethora of published studies, these scholars have argued that translanguaging strategies can help maximize students’ linguistic resources and communicative potentials. This conceptual article looks at intellectual endeavors which try to challenge the monolingual ideology and its biases, and to justify the legitimacy of mixing different linguistic codes for achieving desired communicative goals in written communication. Contemporary issues of composition scholarship and pedagogy under translanguaging vantage point of view will be addressed, and evidence of code-meshing from multilingual writers showcasing the acts of translanguaging in academic writing presented. Finally, the article discusses the controversies over the application of the notion of translanguaging in writing research and pedagogy.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79422712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The language acquisition of each child is different. Some children are perfect and good at language, but other children still have difficulties in language. This causes the other person also have difficulty understanding what they are saying. The purpose of this study was to determine the acquisition of language in children aged 3-4 years and to know the Parsing Syntax of the language of children aged 3-4 years in the Darussalam Study Group Blokagung Banyuwangi. The research design used is descriptive qualitative. Data were collected by applying observation and interviews with the teacher and the students of Playgroup of Darussalam. The data were analyzed using the Interactive model of Miles, Huberman, and Saldana. The results showed that language acquisition was obtained from the family environment, social environment, and school environment. The students of the Darussalam Blokagung Banyuwangi Playgroup have basic language acquisition. They tend to imitate or learn from the surrounding environment, family, school, or social environments.
{"title":"Parsing Syntaxis on Language Acquisition of 3-4-Year-Old Children of Playgroup Darussalam Banyuwangi","authors":"Nurin Nauvalia, Hairus Salikin","doi":"10.21462/ijefl.v7i1.460","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.460","url":null,"abstract":"The language acquisition of each child is different. Some children are perfect and good at language, but other children still have difficulties in language. This causes the other person also have difficulty understanding what they are saying. The purpose of this study was to determine the acquisition of language in children aged 3-4 years and to know the Parsing Syntax of the language of children aged 3-4 years in the Darussalam Study Group Blokagung Banyuwangi. The research design used is descriptive qualitative. Data were collected by applying observation and interviews with the teacher and the students of Playgroup of Darussalam. The data were analyzed using the Interactive model of Miles, Huberman, and Saldana. The results showed that language acquisition was obtained from the family environment, social environment, and school environment. The students of the Darussalam Blokagung Banyuwangi Playgroup have basic language acquisition. They tend to imitate or learn from the surrounding environment, family, school, or social environments.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90656184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Abrar, Nunung Fajaryani, Habizar Habizar, M. Miftahudin, Mercy Sokoy
Speaking is one of the most difficult skills in language learning particularly in learning English as a foreign language. The purpose of this qualitative study was to explore the issues of speaking anxiety, the factors influencing their speaking anxiety, and the strategies they employed to alleviate the anxiety at one English teacher education program in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. Due to the Covid-19 pandemic, we only had access to invite 12 students to participate in our study-they were nine male and three female student teachers. To select the participants, we employed purposive sampling with a convenience case strategy. Through thematic analysis (Braun and Clark, 2006), we identified three major themes of factors influencing the participants’ speaking anxiety, including 1) language barrier (Grammar, vocabulary, pronunciation, and fluency); 2) psychological issues (low motivation, and personality); and 3) learning proponents (lecturers, classmates, and unfamiliar topic). To alleviate their anxiety, the participants have undertaken strategies, such as 1) self-management (self-practice and doing positive activities) and 2) getting-help strategies (friends’ help and motivation).
口语是语言学习中最困难的技能之一，尤其是在学习英语作为外语时。本研究旨在探讨印尼占碑市英语教师教育项目学生的口语焦虑问题、影响口语焦虑的因素，以及缓解口语焦虑的策略。为了收集数据，采用半结构化访谈，并在访谈协议的指导下刺激参与者在访谈过程中回答问题。由于Covid-19大流行，我们只能邀请12名学生参加我们的研究，他们是9名男学生和3名女学生教师。为了选择参与者，我们采用了方便案例策略的目的抽样。通过主题分析(Braun and Clark, 2006)，我们确定了影响参与者口语焦虑的三个主要因素，包括:1)语言障碍(语法、词汇、发音和流利度);2)心理问题(低动机、个性);3)学习的支持者(讲师、同学和不熟悉的话题)。为了减轻焦虑，参与者采取了以下策略:1)自我管理(自我实践和积极活动)和2)寻求帮助策略(朋友的帮助和激励)。
{"title":"Exploring EFL Students’ Speaking Anxiety of English Teacher Education Program at One Public University in Jambi","authors":"M. Abrar, Nunung Fajaryani, Habizar Habizar, M. Miftahudin, Mercy Sokoy","doi":"10.21462/ijefl.v7i1.457","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.457","url":null,"abstract":"Speaking is one of the most difficult skills in language learning particularly in learning English as a foreign language. The purpose of this qualitative study was to explore the issues of speaking anxiety, the factors influencing their speaking anxiety, and the strategies they employed to alleviate the anxiety at one English teacher education program in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. Due to the Covid-19 pandemic, we only had access to invite 12 students to participate in our study-they were nine male and three female student teachers. To select the participants, we employed purposive sampling with a convenience case strategy. Through thematic analysis (Braun and Clark, 2006), we identified three major themes of factors influencing the participants’ speaking anxiety, including 1) language barrier (Grammar, vocabulary, pronunciation, and fluency); 2) psychological issues (low motivation, and personality); and 3) learning proponents (lecturers, classmates, and unfamiliar topic). To alleviate their anxiety, the participants have undertaken strategies, such as 1) self-management (self-practice and doing positive activities) and 2) getting-help strategies (friends’ help and motivation).","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83745007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Herlandri Eka Jayaputri, Muhammad Fahruddin Aziz MT
The study aims to improve students’ communicative speaking and motivation using the simple code theory. It was action research. The research procedure consisted of identifying the students’ problems, designing the plans, applying the classroom practice expression (suitable with simple code), observing, and reflecting on each cycle. The subject was 20 students who have the lowest mark in communicative speaking ability and motivation in the pre-observation. Data were collected through observation, tests, interviews, questionnaires, and documentation and were analyzed using the descriptive quantitative, and qualitative. The English Simple Code could improve students’ communicative speaking ability and motivation in grade VIII of SMP Yapis Biak. it is also supported by the result of speaking tests and questionnaires. There are some findings; 1) implementing the classroom practice expression can help the teacher to provide a simpler language for students; 2) teacher-talk and interlanguage-talk are useful for acquiring English at the low-intermediate level; 3) emphasizing the activities of repetition drill and acting from a script can provide a prefabricated routine to prefabricated pattern and develop their fluency simultaneously; 4) teacher‘s role can improve the communicative speaking in performance; 5) delayed feedback is very useful to encourage students’ low affective filter in the learning process, so they got the high confidence and motivation in the second language acquisition. Thus, Theoretically, the English simple code can provide a good contribution to learning strategy in the classroom. Then, the teacher can use classroom practice expression, various activities, and delayed feedback to acquire English as the target language.
{"title":"Applying the English Simple Code to Improve Indonesian Students’ Communicative Speaking Ability and Their Motivation","authors":"Herlandri Eka Jayaputri, Muhammad Fahruddin Aziz MT","doi":"10.21462/ijefl.v7i1.463","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.463","url":null,"abstract":"The study aims to improve students’ communicative speaking and motivation using the simple code theory. It was action research. The research procedure consisted of identifying the students’ problems, designing the plans, applying the classroom practice expression (suitable with simple code), observing, and reflecting on each cycle. The subject was 20 students who have the lowest mark in communicative speaking ability and motivation in the pre-observation. Data were collected through observation, tests, interviews, questionnaires, and documentation and were analyzed using the descriptive quantitative, and qualitative. The English Simple Code could improve students’ communicative speaking ability and motivation in grade VIII of SMP Yapis Biak. it is also supported by the result of speaking tests and questionnaires. There are some findings; 1) implementing the classroom practice expression can help the teacher to provide a simpler language for students; 2) teacher-talk and interlanguage-talk are useful for acquiring English at the low-intermediate level; 3) emphasizing the activities of repetition drill and acting from a script can provide a prefabricated routine to prefabricated pattern and develop their fluency simultaneously; 4) teacher‘s role can improve the communicative speaking in performance; 5) delayed feedback is very useful to encourage students’ low affective filter in the learning process, so they got the high confidence and motivation in the second language acquisition. Thus, Theoretically, the English simple code can provide a good contribution to learning strategy in the classroom. Then, the teacher can use classroom practice expression, various activities, and delayed feedback to acquire English as the target language.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78407183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to see the meaning properties of the Covid-19 terms in six different articles. By seeing the meaning properties of these Covid-19 terms we can find if the terms are used meaningfully in those articles. The basis of meaning properties include being meaningful or meaningless – they are deemed meaningless if the words used contain ambiguity, redundancy, anomaly, and contradiction. In this study, the qualitative method was used. The sources of data are covid-19 related articles from Google Scholar. The articles chosen are free-accessed articles related to covid-19 impacts, pandemic, and its measures to tackle the crisis. The six covid-19 related articles are read through and the covid-19 related words or phrases that occur more than one time in one article and in more than one article are collected as the data, thirty-eight terms are the result of this data collection. The application of the thirty-eight terms is analyzed by their meaning properties. The result shows there are nine phrases or sentences that are anomalies, five redundancies, and two ambiguities in the original articles. The findings show that even in Google Scholar articles, some of the Covid-19 terms are not used meaningfully in the sentences.
{"title":"Meaning Properties of Covid-19 Related Terms in Selected Articles","authors":"Fita Chyntia, D. Deliana, Umar Mono","doi":"10.21462/ijefl.v7i1.462","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.462","url":null,"abstract":"This study aims to see the meaning properties of the Covid-19 terms in six different articles. By seeing the meaning properties of these Covid-19 terms we can find if the terms are used meaningfully in those articles. The basis of meaning properties include being meaningful or meaningless – they are deemed meaningless if the words used contain ambiguity, redundancy, anomaly, and contradiction. In this study, the qualitative method was used. The sources of data are covid-19 related articles from Google Scholar. The articles chosen are free-accessed articles related to covid-19 impacts, pandemic, and its measures to tackle the crisis. The six covid-19 related articles are read through and the covid-19 related words or phrases that occur more than one time in one article and in more than one article are collected as the data, thirty-eight terms are the result of this data collection. The application of the thirty-eight terms is analyzed by their meaning properties. The result shows there are nine phrases or sentences that are anomalies, five redundancies, and two ambiguities in the original articles. The findings show that even in Google Scholar articles, some of the Covid-19 terms are not used meaningfully in the sentences.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84529295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This meta-ethnographic study aims to synthesize effective strategies for IT-mediated writing learning by examining the existing literature on the topic. The study adopts a systematic search and selection process, which results in the inclusion of 20 studies that met the pre-determined inclusion criteria. The findings reveal six overarching themes that represent effective strategies for IT-mediated writing learning, which include (1) collaborative learning, (2) scaffolding, (3) feedback, (4) learner autonomy, (5) multimodal approaches, and (6) contextualization. These themes offer insights into how IT can be used effectively to enhance writing learning in educational settings, particularly in the context of EFL learning. The study concludes by discussing the implications of these findings for both research and practice, and highlighting the need for further research in this area.
{"title":"Synthesizing Effective Strategies for IT-Mediated Writing: A Meta-Ethnographic Study","authors":"F. Fadhly","doi":"10.21462/ijefl.v6i2.610","DOIUrl":"https://doi.org/10.21462/ijefl.v6i2.610","url":null,"abstract":"This meta-ethnographic study aims to synthesize effective strategies for IT-mediated writing learning by examining the existing literature on the topic. The study adopts a systematic search and selection process, which results in the inclusion of 20 studies that met the pre-determined inclusion criteria. The findings reveal six overarching themes that represent effective strategies for IT-mediated writing learning, which include (1) collaborative learning, (2) scaffolding, (3) feedback, (4) learner autonomy, (5) multimodal approaches, and (6) contextualization. These themes offer insights into how IT can be used effectively to enhance writing learning in educational settings, particularly in the context of EFL learning. The study concludes by discussing the implications of these findings for both research and practice, and highlighting the need for further research in this area. ","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80440711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the structures of 3- to 5-word bundles used by EFL learners at the university level in writing argumentative essays. This qualitative corpus-based study focuses on answering the structural category and frequency of lexical bundles in students’ essays. The data of this study are sentences containing lexical bundles in the students’ essays, and the data were collected from students' essays compiled as a learner corpus. The lexical bundles were identified from the corpus with the assistance of a corpus tool, LancsBox, using the n-gram feature. This study used ten occurrences as the cutoff frequency and Gries’ DP as the dispersion threshold to identify the lexical bundles. The bundles were then classified into structural taxonomies, and the frequency of use of the lexical bundles was also investigated to complete the analysis. Academic Formulas List comprising bundles commonly used in the academic context was used to validate the bundles. The results show enormous structures of NP-based, VP-based, PP-based, and others identified in the learner corpus with NP-based bundles as the most frequent bundles and ‘the use of’ as the most frequent individual bundle. However, the variants of the bundles in the learner corpus are still dominated by fixed frames. In addition, apart from the shared bundles between the corpus and Academic Formulas List, there are some discrepancies related to the registers. It indicates that writing courses and writing materials should provide learners with more variants of lexical bundles and the appropriate context of use.
{"title":"Lexical Bundles in Students' Argumentative Essays: A Study of Learner Corpus","authors":"Ikmi Nur Oktavianti, Japen Sarage","doi":"10.21462/ijefl.v6i2.421","DOIUrl":"https://doi.org/10.21462/ijefl.v6i2.421","url":null,"abstract":"This study investigates the structures of 3- to 5-word bundles used by EFL learners at the university level in writing argumentative essays. This qualitative corpus-based study focuses on answering the structural category and frequency of lexical bundles in students’ essays. The data of this study are sentences containing lexical bundles in the students’ essays, and the data were collected from students' essays compiled as a learner corpus. The lexical bundles were identified from the corpus with the assistance of a corpus tool, LancsBox, using the n-gram feature. This study used ten occurrences as the cutoff frequency and Gries’ DP as the dispersion threshold to identify the lexical bundles. The bundles were then classified into structural taxonomies, and the frequency of use of the lexical bundles was also investigated to complete the analysis. Academic Formulas List comprising bundles commonly used in the academic context was used to validate the bundles. The results show enormous structures of NP-based, VP-based, PP-based, and others identified in the learner corpus with NP-based bundles as the most frequent bundles and ‘the use of’ as the most frequent individual bundle. However, the variants of the bundles in the learner corpus are still dominated by fixed frames. In addition, apart from the shared bundles between the corpus and Academic Formulas List, there are some discrepancies related to the registers. It indicates that writing courses and writing materials should provide learners with more variants of lexical bundles and the appropriate context of use.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78248023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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