Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.28644
M. Barghamadi, James Rogers, J. Arciuli, Amanda Müller
Multi-word units (MWUs) are defined as two or more words that commonly co-occur. There is evidence that knowledge of high-frequency MWUs is essential to language fluency, leading to growing research identifying valuable MWUs to learn and the impact of L1-L2 congruency and semantic transparency on the learning burden of MWUs. Therefore, there needs to be more research on which MWUs should be selected with these criteria. This article highlights an investigation of the role of congruency and semantic transparency using a corpus-based list that offers a sizable sample of MWUs that appear in general English. In this study, we analysed a list of 11,212 high-frequency MWUs created using a lemmatised concgramming approach to examine the role of semantic transparency and L1-L2 congruency. The list was translated into Persian, and L1-L2 congruency ratings were given to each item. The list was also classified based on Grant and Bauer’s (2004) taxonomy to explore the role of semantic transparency to determine the extent to which these two factors play a role in the learning burden of the MWUs. The results showed that 85% of items were literal, and a low number of opaque items were found in the high L1-L2 congruency rating, suggesting a positive relationship between congruency and transparency. The current research then discusses the implications of these two criteria for teaching English as a second language and considers their importance in designing teaching materials.
{"title":"The use of semantic transparency and L1-L2 congruency as multi-word units selection criteria","authors":"M. Barghamadi, James Rogers, J. Arciuli, Amanda Müller","doi":"10.24815/siele.v10i2.28644","DOIUrl":"https://doi.org/10.24815/siele.v10i2.28644","url":null,"abstract":"Multi-word units (MWUs) are defined as two or more words that commonly co-occur. There is evidence that knowledge of high-frequency MWUs is essential to language fluency, leading to growing research identifying valuable MWUs to learn and the impact of L1-L2 congruency and semantic transparency on the learning burden of MWUs. Therefore, there needs to be more research on which MWUs should be selected with these criteria. This article highlights an investigation of the role of congruency and semantic transparency using a corpus-based list that offers a sizable sample of MWUs that appear in general English. In this study, we analysed a list of 11,212 high-frequency MWUs created using a lemmatised concgramming approach to examine the role of semantic transparency and L1-L2 congruency. The list was translated into Persian, and L1-L2 congruency ratings were given to each item. The list was also classified based on Grant and Bauer’s (2004) taxonomy to explore the role of semantic transparency to determine the extent to which these two factors play a role in the learning burden of the MWUs. The results showed that 85% of items were literal, and a low number of opaque items were found in the high L1-L2 congruency rating, suggesting a positive relationship between congruency and transparency. The current research then discusses the implications of these two criteria for teaching English as a second language and considers their importance in designing teaching materials.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82564084","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}
Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.25542
Norwati Roslim, V. Nimehchisalem, M. Abdullah, Nornadiah Mohd Razali
This study aims to investigate undergraduates’ perspectives toward personality traits, presentation skills, and audience factors based on their experiences in online oral presentations as assessment tasks during English language classes. It also examines the factors affecting online oral presentations and suggestions to overcome them. To achieve this purpose, an online questionnaire with 5 sections and 28 items was distributed to 90 university undergraduate students. The data were analyzed descriptively using SPSS (version 26). The results revealed that the undergraduates’ perceptions of online oral presentations depended on three essential factors. Personality traits included fears of failure in the oral presentation assessment resulting in students’ anxiety even when they were well prepared. Oral presentation skills included their concerns on grammar, vocabulary, pronunciation, and reading from notes during the oral presentation. The audience included feeling frightened to present in front of an audience and worried if their peers were better than them. To conclude, the important factors that students realized were the audience, personality traits, and presentation skills. Hence, suggestions that students had provided included having enough preparation and practice as well as receiving good support from lecturers. This study highlights the vital role of lecturers in preparing learners for online oral presentations and underscores the need for guiding effective preparation strategies such as practice sessions.
{"title":"Students’ perceptions of personality traits, presentation skills, and audience factors in their online presentations","authors":"Norwati Roslim, V. Nimehchisalem, M. Abdullah, Nornadiah Mohd Razali","doi":"10.24815/siele.v10i2.25542","DOIUrl":"https://doi.org/10.24815/siele.v10i2.25542","url":null,"abstract":"This study aims to investigate undergraduates’ perspectives toward personality traits, presentation skills, and audience factors based on their experiences in online oral presentations as assessment tasks during English language classes. It also examines the factors affecting online oral presentations and suggestions to overcome them. To achieve this purpose, an online questionnaire with 5 sections and 28 items was distributed to 90 university undergraduate students. The data were analyzed descriptively using SPSS (version 26). The results revealed that the undergraduates’ perceptions of online oral presentations depended on three essential factors. Personality traits included fears of failure in the oral presentation assessment resulting in students’ anxiety even when they were well prepared. Oral presentation skills included their concerns on grammar, vocabulary, pronunciation, and reading from notes during the oral presentation. The audience included feeling frightened to present in front of an audience and worried if their peers were better than them. To conclude, the important factors that students realized were the audience, personality traits, and presentation skills. Hence, suggestions that students had provided included having enough preparation and practice as well as receiving good support from lecturers. This study highlights the vital role of lecturers in preparing learners for online oral presentations and underscores the need for guiding effective preparation strategies such as practice sessions. ","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89209091","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}
Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.29282
Mohammad Ali Salmani Nodoushan
The current study sought to compare the rhetorical moves and steps that native-English-speaking and Iranian authors of research articles (RAs) employ in writing up the ‘discussion’ sections of their RAs. It was hypothesized that the latter group is not as proficient in writing RA discussions as the former group. A total of 66 (N=66) RA discussions from three reputable international academic journals and three Iranian journals were sampled from years 2009 to 2019. This corpus was then analyzed by three human coders who used Yang and Allison’s (2003) rhetorical move analysis model for scoring the sampled RA discussions. Results showed stark differences between Iranian and native RA writers; the majority of the rhetorical moves and steps that are considered obligatory or conventional by the native group are seen as options by the Iranian group. With the native group and the reputable international journals being the standard points of reference, it was concluded that Iranian authors of RAs lack the professional knowledge and expertise prerequisite to writing standard RA discussions. It is recommended (a) that non-native authors of RAs receive professional training for writing standard discussions, and (b) that journal editors be more sensitive to rhetorical moves and steps before they accept a submission for publication.
{"title":"Native experts and reputable journals as points of reference: A study on research-article discussions","authors":"Mohammad Ali Salmani Nodoushan","doi":"10.24815/siele.v10i2.29282","DOIUrl":"https://doi.org/10.24815/siele.v10i2.29282","url":null,"abstract":"The current study sought to compare the rhetorical moves and steps that native-English-speaking and Iranian authors of research articles (RAs) employ in writing up the ‘discussion’ sections of their RAs. It was hypothesized that the latter group is not as proficient in writing RA discussions as the former group. A total of 66 (N=66) RA discussions from three reputable international academic journals and three Iranian journals were sampled from years 2009 to 2019. This corpus was then analyzed by three human coders who used Yang and Allison’s (2003) rhetorical move analysis model for scoring the sampled RA discussions. Results showed stark differences between Iranian and native RA writers; the majority of the rhetorical moves and steps that are considered obligatory or conventional by the native group are seen as options by the Iranian group. With the native group and the reputable international journals being the standard points of reference, it was concluded that Iranian authors of RAs lack the professional knowledge and expertise prerequisite to writing standard RA discussions. It is recommended (a) that non-native authors of RAs receive professional training for writing standard discussions, and (b) that journal editors be more sensitive to rhetorical moves and steps before they accept a submission for publication. ","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73578021","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}
Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.28215
A. Ariyanti, S. Setiawan, A. Munir
The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students’ ideas and not give negative comments in front of the class to avoid increasing students’ anxiety, but build up enjoyment instead to boost their devotion to the writing class.
{"title":"Students’ enjoyment and anxiety in reminiscing about mind-mapping use in the English writing class","authors":"A. Ariyanti, S. Setiawan, A. Munir","doi":"10.24815/siele.v10i2.28215","DOIUrl":"https://doi.org/10.24815/siele.v10i2.28215","url":null,"abstract":"The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students’ ideas and not give negative comments in front of the class to avoid increasing students’ anxiety, but build up enjoyment instead to boost their devotion to the writing class.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89166329","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}
Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.26957
I. Damayanti, F. A. Hamied, Harni Kartika-Ningsih, Nindya Soraya Dharma
As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
{"title":"Building knowledge about language for teaching IELTS writing tasks: A genre-based approach","authors":"I. Damayanti, F. A. Hamied, Harni Kartika-Ningsih, Nindya Soraya Dharma","doi":"10.24815/siele.v10i2.26957","DOIUrl":"https://doi.org/10.24815/siele.v10i2.26957","url":null,"abstract":"As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80571368","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}
Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.31954
Bahrun Bahrun, Rizki Maulana, A. Muslem, Y. Yulianti
The objectives of this study were to describe how teachers design the Computer-Based Madrasah Exam (CBME) questions for English subjects, to investigate learning strategies students use, and to explore the obstacles the students face in this exam. Questionnaires and interviews were used as the instruments to collect data for this study. A number of 95 ninth-grade students and two English teachers of Madrasah Tsanawiyah Negeri No. 1 (MTsN 1; this school level is equivalent to junior high schools) in South Aceh, Indonesia, participated in this study. The data were analyzed quantitatively and qualitatively using thematic analysis. The results revealed that in designing the assessment of CBME, the teachers used four strategies which were preparing for the change in the final exam model, selecting sources in designing the exam questions, preparing students to face the exam in the new model, and resolving obstacles in developing the exam questions. Meanwhile, the students used five strategies in facing the exam, they are managing time, motivating themselves, creating study groups, practicing, and strengthening basic abilities. Furthermore, the obstacles that the students faced in the exam are a lack of skill in using a computer for the exam, slow internet access, limited computer availability, limitation of vocabulary mastery, taking time to understand questions, and peers’ interventions. Thus, this study suggests that more training is still needed for teachers in designing the assessment model of CMBE and the school also need sufficient facilities before they enforce CMBE to their students.
{"title":"Assessment design, learning strategies and obstacles in facing Computer-Based Madrasah Exam on the English subject","authors":"Bahrun Bahrun, Rizki Maulana, A. Muslem, Y. Yulianti","doi":"10.24815/siele.v10i2.31954","DOIUrl":"https://doi.org/10.24815/siele.v10i2.31954","url":null,"abstract":"The objectives of this study were to describe how teachers design the Computer-Based Madrasah Exam (CBME) questions for English subjects, to investigate learning strategies students use, and to explore the obstacles the students face in this exam. Questionnaires and interviews were used as the instruments to collect data for this study. A number of 95 ninth-grade students and two English teachers of Madrasah Tsanawiyah Negeri No. 1 (MTsN 1; this school level is equivalent to junior high schools) in South Aceh, Indonesia, participated in this study. The data were analyzed quantitatively and qualitatively using thematic analysis. The results revealed that in designing the assessment of CBME, the teachers used four strategies which were preparing for the change in the final exam model, selecting sources in designing the exam questions, preparing students to face the exam in the new model, and resolving obstacles in developing the exam questions. Meanwhile, the students used five strategies in facing the exam, they are managing time, motivating themselves, creating study groups, practicing, and strengthening basic abilities. Furthermore, the obstacles that the students faced in the exam are a lack of skill in using a computer for the exam, slow internet access, limited computer availability, limitation of vocabulary mastery, taking time to understand questions, and peers’ interventions. Thus, this study suggests that more training is still needed for teachers in designing the assessment model of CMBE and the school also need sufficient facilities before they enforce CMBE to their students.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73676370","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}
Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.27408
N. Padmadewi, L. Artini, N. M. Ratminingsih, I. Putu, Andre Suhardiana, A. Zamzam, Putu Adi, K. Juniarta
Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.
{"title":"Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized","authors":"N. Padmadewi, L. Artini, N. M. Ratminingsih, I. Putu, Andre Suhardiana, A. Zamzam, Putu Adi, K. Juniarta","doi":"10.24815/siele.v10i2.27408","DOIUrl":"https://doi.org/10.24815/siele.v10i2.27408","url":null,"abstract":"Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82024403","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}
Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.28173
Dwi Bayu Saputra, M. A. Arianto, Eko Saputra
Many studies have discussed the importance of technology in delivering feedback to students’ assignments since its deployment provides convenience, timeliness, rich information, asynchronous discussion, and social presence. However, the effectiveness of audio feedback has received very scant investigation in the context of higher education in Indonesia. To fill such an empirical void, this exploratory sequential mixed method probes the students’ perceptions towards the use of audio feedback. Thirty-two undergraduate students from one of the public universities in Bengkulu, Indonesia, majoring in Early Childhood and Studies and taking English as a compulsory subject, participated in this study. Three data collection techniques were deployed to triangulate the data. A questionnaire was distributed to examine students’ perceptions of audio feedback, followed by a freeform writing and semi-structured interview to draw more pictures of the students’ experiences of this feedback mode. The results show that even though all participants in this study had never received this type of feedback, most participants had positive perceptions of using audio feedback. They mentioned they got thorough, detailed, and personal feedback, so they felt engaged in the learning processes. This finding is expected to enrich the knowledge of the effectiveness of audio feedback and to encourage eager teaching practitioners to use it in their teaching processes, as it could increase students’ engagement in the learning process.
{"title":"“Will they listen to me?” Investigating the utilization of audio feedback in higher education","authors":"Dwi Bayu Saputra, M. A. Arianto, Eko Saputra","doi":"10.24815/siele.v10i2.28173","DOIUrl":"https://doi.org/10.24815/siele.v10i2.28173","url":null,"abstract":"Many studies have discussed the importance of technology in delivering feedback to students’ assignments since its deployment provides convenience, timeliness, rich information, asynchronous discussion, and social presence. However, the effectiveness of audio feedback has received very scant investigation in the context of higher education in Indonesia. To fill such an empirical void, this exploratory sequential mixed method probes the students’ perceptions towards the use of audio feedback. Thirty-two undergraduate students from one of the public universities in Bengkulu, Indonesia, majoring in Early Childhood and Studies and taking English as a compulsory subject, participated in this study. Three data collection techniques were deployed to triangulate the data. A questionnaire was distributed to examine students’ perceptions of audio feedback, followed by a freeform writing and semi-structured interview to draw more pictures of the students’ experiences of this feedback mode. The results show that even though all participants in this study had never received this type of feedback, most participants had positive perceptions of using audio feedback. They mentioned they got thorough, detailed, and personal feedback, so they felt engaged in the learning processes. This finding is expected to enrich the knowledge of the effectiveness of audio feedback and to encourage eager teaching practitioners to use it in their teaching processes, as it could increase students’ engagement in the learning process.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84995773","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}
{"title":"Analyzing Pedagogic Strategies to Incorporate Global Englishes into the Teaching of Young EFL Learners","authors":"Koun Choi","doi":"10.22275/see.28.1.01","DOIUrl":"https://doi.org/10.22275/see.28.1.01","url":null,"abstract":"","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83195281","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}
{"title":"Research Trend Analysis of Online English Learning and Teaching Using Topic Modeling","authors":"Yeonsuk Bae, E. Lee, Mae-ran Park","doi":"10.22275/see.28.1.03","DOIUrl":"https://doi.org/10.22275/see.28.1.03","url":null,"abstract":"","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80444872","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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