Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.29544
Hadeli Hadeli, M. Kustati, T. Zulfikar, Hidayat Al Azmi, N. Arumugam
This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.
{"title":"Effects of formative tests and communicative grammar instruction on EFL students’ oral response ability","authors":"Hadeli Hadeli, M. Kustati, T. Zulfikar, Hidayat Al Azmi, N. Arumugam","doi":"10.24815/siele.v10i2.29544","DOIUrl":"https://doi.org/10.24815/siele.v10i2.29544","url":null,"abstract":"This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76457532","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.v10i2.26033
Emi Nursanti, E. Andriyanti, Ikha Adhi Wijaya
Politeness might lessen imposition in argumentative conversations which potentially result in conflict. However, different conventions on politeness among different cultures may cause problems for EFL (English as a Foreign Language) learners who often transfer their native communication preferences to their target language usage. This article explores the (im)politeness employed by multilingual EFL learners in casual agreeing-disagreeing exchanges among peers. Using explanatory sequential mixed method design, students’ utterances in role plays were analyzed based on Leech’s (2014) politeness theory, Kakava’s (1993) disagreement strategies, as well as Locher’s (2004) mitigating strategies on disagreement. It is found that in conversations with people of equal status and power, the observance of politeness maxims is more apparent than the violation. It indicates that maintaining others’ faces is essential irrespective of age differences, even in arguing conversations. The more frequent use of positive politeness than negative politeness strategies represents their greater orientation to others than to themselves. The prevalence of mitigated disagreement and the frequent use of an appreciation preface also show their priority to maintaining good relationships. Those findings support the view of Asians as a collectivistic group whose primary concern in communication is group membership. This suggests that awareness of politeness in argumentative conversations among EFL learners must be increased by giving them different perspectives from non-Asian cultures.
{"title":"(Im)politeness employed by multilingual Indonesian EFL learners in argumentative conversations","authors":"Emi Nursanti, E. Andriyanti, Ikha Adhi Wijaya","doi":"10.24815/siele.v10i2.26033","DOIUrl":"https://doi.org/10.24815/siele.v10i2.26033","url":null,"abstract":"Politeness might lessen imposition in argumentative conversations which potentially result in conflict. However, different conventions on politeness among different cultures may cause problems for EFL (English as a Foreign Language) learners who often transfer their native communication preferences to their target language usage. This article explores the (im)politeness employed by multilingual EFL learners in casual agreeing-disagreeing exchanges among peers. Using explanatory sequential mixed method design, students’ utterances in role plays were analyzed based on Leech’s (2014) politeness theory, Kakava’s (1993) disagreement strategies, as well as Locher’s (2004) mitigating strategies on disagreement. It is found that in conversations with people of equal status and power, the observance of politeness maxims is more apparent than the violation. It indicates that maintaining others’ faces is essential irrespective of age differences, even in arguing conversations. The more frequent use of positive politeness than negative politeness strategies represents their greater orientation to others than to themselves. The prevalence of mitigated disagreement and the frequent use of an appreciation preface also show their priority to maintaining good relationships. Those findings support the view of Asians as a collectivistic group whose primary concern in communication is group membership. This suggests that awareness of politeness in argumentative conversations among EFL learners must be increased by giving them different perspectives from non-Asian cultures.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88460030","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.v10i2.26682
N. Thamrin, Suwarsih Madya, N. Putro, S. Mustakim, Aminuddin Hassan, H. Retnawati
The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers’ assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.
{"title":"Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles","authors":"N. Thamrin, Suwarsih Madya, N. Putro, S. Mustakim, Aminuddin Hassan, H. Retnawati","doi":"10.24815/siele.v10i2.26682","DOIUrl":"https://doi.org/10.24815/siele.v10i2.26682","url":null,"abstract":"The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers’ assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.","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":"79329222","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.v10i2.25564
Loiy Hamidi Qutaish Alfawa’ra, Jameel Alghaberi
To date, The Arabian Nights still create frames of reference outside its fictive core. The article critically examined the adaptations and appropriation of the classic Arabian Nights by Edgar Allan Poe and how he invested his interest in the Orient to advance his career as a writer. More specifically, the aim was to study the links between European Orientalism and the new version of the Orient constructed in the United States. Various modes of reading and approaches were used to critically interpret the primary texts. Orientalism and postcolonial theories provided a theoretical framework for the study, and the deconstructive approach was applied in certain contexts to deconstruct and dismantle the stereotyping and mythologizing of the Orient. The article contributed to the growing scholarship on American oriental discourse by offering a counter perspective. Poe’s poems and short stories all perpetuate negative oriental representations. His obsession with the Orient is not reflected as aesthetic appreciation but it is rather appropriation that distorts and never restores. Poe’s oriental discourse is only examined lately by Arab critics of American literature and more specifically it surfaced through translations of his works into Arabic. Through stereotypical duplication in the world of realism, a fake Orient has become there in the world of reality.
{"title":"American orientalism: A critical reading through Edgar Allan Poe","authors":"Loiy Hamidi Qutaish Alfawa’ra, Jameel Alghaberi","doi":"10.24815/siele.v10i2.25564","DOIUrl":"https://doi.org/10.24815/siele.v10i2.25564","url":null,"abstract":"To date, The Arabian Nights still create frames of reference outside its fictive core. The article critically examined the adaptations and appropriation of the classic Arabian Nights by Edgar Allan Poe and how he invested his interest in the Orient to advance his career as a writer. More specifically, the aim was to study the links between European Orientalism and the new version of the Orient constructed in the United States. Various modes of reading and approaches were used to critically interpret the primary texts. Orientalism and postcolonial theories provided a theoretical framework for the study, and the deconstructive approach was applied in certain contexts to deconstruct and dismantle the stereotyping and mythologizing of the Orient. The article contributed to the growing scholarship on American oriental discourse by offering a counter perspective. Poe’s poems and short stories all perpetuate negative oriental representations. His obsession with the Orient is not reflected as aesthetic appreciation but it is rather appropriation that distorts and never restores. Poe’s oriental discourse is only examined lately by Arab critics of American literature and more specifically it surfaced through translations of his works into Arabic. Through stereotypical duplication in the world of realism, a fake Orient has become there in the world of reality.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85048685","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.v10i2.28119
Eri Kurniawan, Zahra Fadillah Haerunisa
Multi-word expressions referred to as lexical bundles are the important ‘discourse building blocks’ to construct and signal fluent writing, particularly in an attempt to produce high-quality research articles that can be accepted by reputable journals. A number of studies have reported the use of lexical bundles in various sections of research articles, including introductions as the holder of research rationale. In spite of that, attention is barely paid to the comparison between accepted and rejected manuscripts. With the intention to fill this gap, this study is aimed at investigating whether the manifestation of lexical bundles will differ between the introduction sections of accepted and rejected research articles in applied linguistics. A total of 15 introductions for each data group were analyzed under the frameworks of lexical bundles structures (Biber et al., 2004) and functions (Hyland, 2008). Findings reveal that noun phrase-based and research-oriented bundles were respectively detected as the most prevalent main structure and function in both accepted and rejected data sets. Closer inspection, however, evinced a greater frequency and richer variety of lexical bundles in accepted introductions. Even so, this study confirmed that the two datasets exhibit different subcategories of lexical bundles in numerous cases. Implicationally, the findings of this study may shed further light on the comprehension of lexical bundles use in preparing related future studies.
被称为词汇束的多词表达是构建和标志流畅写作的重要“话语构建块”，特别是在试图写出高质量的研究文章时，可以被知名期刊接受。许多研究报告了在研究文章的各个部分中使用词汇束，包括作为研究基本原理持有人的介绍。尽管如此，很少有人注意到接受和拒绝的手稿之间的比较。为了填补这一空白，本研究旨在探讨词汇束的表现是否会在应用语言学被接受和被拒绝的研究文章的引言部分有所不同。在词汇束结构(Biber et al.， 2004)和函数(Hyland, 2008)的框架下，对每个数据组共15个介绍进行了分析。结果表明，在接受和拒绝的数据集中，以名词短语为基础的和以研究为导向的束分别是最普遍的主要结构和功能。然而，更仔细的检查表明，在公认的介绍中，词汇束的频率更高，种类更丰富。即便如此，这项研究证实了这两个数据集在许多情况下表现出不同的词汇束子类别。本研究的结果可以为进一步理解词汇束的使用提供启示，为今后的相关研究做准备。
{"title":"A comparative study of lexical bundles in accepted and rejected applied linguistic research article introductions","authors":"Eri Kurniawan, Zahra Fadillah Haerunisa","doi":"10.24815/siele.v10i2.28119","DOIUrl":"https://doi.org/10.24815/siele.v10i2.28119","url":null,"abstract":"Multi-word expressions referred to as lexical bundles are the important ‘discourse building blocks’ to construct and signal fluent writing, particularly in an attempt to produce high-quality research articles that can be accepted by reputable journals. A number of studies have reported the use of lexical bundles in various sections of research articles, including introductions as the holder of research rationale. In spite of that, attention is barely paid to the comparison between accepted and rejected manuscripts. With the intention to fill this gap, this study is aimed at investigating whether the manifestation of lexical bundles will differ between the introduction sections of accepted and rejected research articles in applied linguistics. A total of 15 introductions for each data group were analyzed under the frameworks of lexical bundles structures (Biber et al., 2004) and functions (Hyland, 2008). Findings reveal that noun phrase-based and research-oriented bundles were respectively detected as the most prevalent main structure and function in both accepted and rejected data sets. Closer inspection, however, evinced a greater frequency and richer variety of lexical bundles in accepted introductions. Even so, this study confirmed that the two datasets exhibit different subcategories of lexical bundles in numerous cases. Implicationally, the findings of this study may shed further light on the comprehension of lexical bundles use in preparing related future studies.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87479737","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.v10i2.27524
Rahmah Bakoko, Budi Waluyo, Kritsadee Songkhai
A plethora of studies has examined EFL learners’ attitudes towards and perceptions of English pronunciation, yet little has been discussed about the influence of religious backgrounds on one’s pronunciation abilities, especially in the Thai context. This study aims to extend the research area by studying Buddhist and Muslim EFL learners’ attitudes and perspectives about their English pronunciation abilities in Thailand. Using a mixed-method design, it collected survey data from 60 undergraduate students (50% Buddhist, 50% Muslim) at a university in south Thailand. An English pronunciation test was conducted to gather data on the students’ English pronunciation performances. The quantitative findings revealed that Buddhist and Muslim Thai EFL learners possessed moderate levels of attitudes towards their English pronunciation and perceived indirect influences of their religion on their English pronunciation. Although the learners’ attitudes and perceptions were connected, they were not significant predictors of their actual English pronunciation. Religion and gender had no direct impact on the learners’ attitudes; however, their frequent religious practices have led to the awareness that students from some religious backgrounds can have an advantage in pronouncing some English sounds, letters, or words over their friends with a different religion. The results of this research also suggest that there is much more to be learned about the effects and contributions of religious backgrounds on learners’ English pronunciation among learners.
{"title":"Learners’ attitudes and perspectives towards English pronunciation abilities with different religious backgrounds in Thailand","authors":"Rahmah Bakoko, Budi Waluyo, Kritsadee Songkhai","doi":"10.24815/siele.v10i2.27524","DOIUrl":"https://doi.org/10.24815/siele.v10i2.27524","url":null,"abstract":"A plethora of studies has examined EFL learners’ attitudes towards and perceptions of English pronunciation, yet little has been discussed about the influence of religious backgrounds on one’s pronunciation abilities, especially in the Thai context. This study aims to extend the research area by studying Buddhist and Muslim EFL learners’ attitudes and perspectives about their English pronunciation abilities in Thailand. Using a mixed-method design, it collected survey data from 60 undergraduate students (50% Buddhist, 50% Muslim) at a university in south Thailand. An English pronunciation test was conducted to gather data on the students’ English pronunciation performances. The quantitative findings revealed that Buddhist and Muslim Thai EFL learners possessed moderate levels of attitudes towards their English pronunciation and perceived indirect influences of their religion on their English pronunciation. Although the learners’ attitudes and perceptions were connected, they were not significant predictors of their actual English pronunciation. Religion and gender had no direct impact on the learners’ attitudes; however, their frequent religious practices have led to the awareness that students from some religious backgrounds can have an advantage in pronouncing some English sounds, letters, or words over their friends with a different religion. The results of this research also suggest that there is much more to be learned about the effects and contributions of religious backgrounds on learners’ English pronunciation among learners.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87248242","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.v10i2.28295
D. Imamyartha, Utami Widiati, M. Anugerahwati, Afendi Hamat
This study compared Moodle and Telegram as mobile-instant messaging (MIM) to understand how the platforms performed in technology-enhanced content and language integrated learning (TECLIL) settings. It involved 68 English for Academic Purpose (EAP) students enrolled in two groups, i.e., Moodle group and Telegram group. Using the mixed-method design, the study garnered quantitative data through pre- and post-tests of language performance coupled with post-tests of spoken presentation, content knowledge, and collective knowledge co-construction. Qualitative data concerning the interaction patterns in online discussion forums were amassed by retrieving students’ postings on both platforms. This study garnered additional quantitative data as covariates, which involved a survey of technology acceptance and a survey of teacher evaluation. Upon analysis, paired sample t-test was operative to identify noteworthy differences between groups with respect to technology acceptance, evaluation of teacher performance, language performance, and content knowledge. For the qualitative inquiry, thread analysis on the interaction patterns in both groups was conducted to scrutinize their depth of knowledge co-construction. Although the interaction trends in both platforms mark the dominance of knowledge sharing, the findings lend credence to the stronger potential of Moodle to empower students’ in-depth knowledge co-construction while exercising their subject-specific language performance. For deep engagement in knowledge co-construction and authentic language use, teachers need to provide appropriate scaffolding through modeling effective collaboration, making explicit the characteristics of quality discussion, and establishing a mutual understanding of what students need to achieve in the online discussion forum.
{"title":"Moodle and Telegram to develop students’ language performance and knowledge co-construction in technology-enhanced CLIL","authors":"D. Imamyartha, Utami Widiati, M. Anugerahwati, Afendi Hamat","doi":"10.24815/siele.v10i2.28295","DOIUrl":"https://doi.org/10.24815/siele.v10i2.28295","url":null,"abstract":"This study compared Moodle and Telegram as mobile-instant messaging (MIM) to understand how the platforms performed in technology-enhanced content and language integrated learning (TECLIL) settings. It involved 68 English for Academic Purpose (EAP) students enrolled in two groups, i.e., Moodle group and Telegram group. Using the mixed-method design, the study garnered quantitative data through pre- and post-tests of language performance coupled with post-tests of spoken presentation, content knowledge, and collective knowledge co-construction. Qualitative data concerning the interaction patterns in online discussion forums were amassed by retrieving students’ postings on both platforms. This study garnered additional quantitative data as covariates, which involved a survey of technology acceptance and a survey of teacher evaluation. Upon analysis, paired sample t-test was operative to identify noteworthy differences between groups with respect to technology acceptance, evaluation of teacher performance, language performance, and content knowledge. For the qualitative inquiry, thread analysis on the interaction patterns in both groups was conducted to scrutinize their depth of knowledge co-construction. Although the interaction trends in both platforms mark the dominance of knowledge sharing, the findings lend credence to the stronger potential of Moodle to empower students’ in-depth knowledge co-construction while exercising their subject-specific language performance. For deep engagement in knowledge co-construction and authentic language use, teachers need to provide appropriate scaffolding through modeling effective collaboration, making explicit the characteristics of quality discussion, and establishing a mutual understanding of what students need to achieve in the online discussion forum.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86372645","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.v10i2.23804
Siti Mafulah, Y. Basthomi, B. Cahyono, N. Suryati
The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
{"title":"Exploring Indonesian EFL teacher-student interactions in online learning","authors":"Siti Mafulah, Y. Basthomi, B. Cahyono, N. Suryati","doi":"10.24815/siele.v10i2.23804","DOIUrl":"https://doi.org/10.24815/siele.v10i2.23804","url":null,"abstract":"The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"839 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75610066","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.v10i2.25883
Norasyikin Abdul Malik, M. S. Y. Shak, N. Hasni
The widespread dissemination of misinformation or the ‘infodemic’ surrounding COVID-19 poses a significant challenge as the virus continues to spread globally, compounded by the reluctance of many individuals to accept ‘COVID-19 vaccines’. While existing research has predominantly explored how the media framed the disease, its psychological impact, and the presence of disinformation in its messaging, limited attention has been given to the portrayal of ‘COVID-19 vaccines’ in the media and their reception among the general population. This study employs a corpus-based methodology to examine the framing of ‘COVID-19 vaccines’ within a specific English Malaysian newspaper corpus. The data for analysis was gathered through the compilation of news reports from The Star, one of the nation’s primary English newspapers. The analysis showed that the vaccine was positively framed and correlated with keywords like ‘special’, ‘effective’, and ‘important’, as well as with keywords indicating its importance to one’s health and the masses. However, two negatively connoted keywords were also used to describe the act of immunisation. This study’s findings can encourage informed decision-making on COVID-19 vaccination by dispelling unwarranted fears. Positive news coverage can boost confidence and prevent panic while mitigating negative emotions and risk perceptions. These findings can help media practitioners better frame vaccine-related issues in their writings and understand how the public perceives them.
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Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.28338
S. Salwah, Mansoor Nurul, Huda Hamzah, R. K. Shangeetha
This study aimed to investigate the languages used in shop signs in three different areas in Semenyih, Selangor, Malaysia. Using a mixed-method approach, this paper identified the preferred language for shop signs in the town of Semenyih, Pelangi Semenyih, and Setia Ecohill, as well as examined the relationship between the language choice in signages and linguistic landscape in Malaysia. A total of 180 signboards was photographed to ensure the impartiality of data collection, and they were coded based on four aspects: full names of the shops in various languages, the business scope of the shops, the number of languages used in shop signs, size of the scripts, and layout of languages highlighted, adopted from the study of Shang and Guo (2017). Questionnaires and interviews with the shop owners were also employed to elicit information about their preferences regarding the language choice for their shop signages, which shed light on the impact of the development in Semenyih towards the choice of shop signages. The findings revealed that, despite the regulations imposed by the local city council (Majlis Perbandaran Kajang (MPKJ) or Kajang Municipal Town Council) on the permissible shop signages, the shop owners still used languages other than the Malay language in their signboards, such as English, Mandarin, and Tamil, with English being the most dominant one. This indicates that, as the towns develop, the linguistic landscape here changes with importance being given to signboards in English compared to Malay.
本研究的目的是调查在马来西亚雪兰莪州Semenyih三个不同地区的商店标志中使用的语言。本文采用混合方法，确定了Semenyih镇、Pelangi Semenyih镇和Setia Ecohill镇商店标识的首选语言，并研究了马来西亚标识中语言选择与语言景观之间的关系。为了保证数据收集的公正性，共对180个招牌进行了拍摄，并根据店铺的各种语言全称、店铺的经营范围、店铺招牌使用的语言数量、字体大小、突出显示语言的布局四个方面进行编码，采用Shang and Guo(2017)的研究。对店主进行问卷调查和访谈，以了解他们对商铺标识语言选择的偏好，从而揭示Semenyih的发展对商铺标识选择的影响。调查结果显示，尽管当地市议会(Majlis Perbandaran Kajang (MPKJ)或Kajang市议会)对允许的商店招牌实施了规定，但店主仍然在招牌上使用马来语以外的语言，如英语、普通话和泰米尔语，其中英语是最主要的语言。这表明，随着城镇的发展，这里的语言景观发生了变化，与马来语相比，英语的招牌变得更加重要。
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