Pub Date : 2023-09-22DOI: 10.17576/3l-2023-2903-02
Chin Koon Poh, Mohammad Ewan Awang, Arbaayah Ali Termizi, Florence Toh Haw Ching
{"title":"Reclaiming Subjectivity through the Maternal Abject in Janie Chang’s Three Souls","authors":"Chin Koon Poh, Mohammad Ewan Awang, Arbaayah Ali Termizi, Florence Toh Haw Ching","doi":"10.17576/3l-2023-2903-02","DOIUrl":"https://doi.org/10.17576/3l-2023-2903-02","url":null,"abstract":"","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011310","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 : 2023-09-22DOI: 10.17576/3l-2023-2903-14
Thitirat Suwannasom
{"title":"EFL Teachers’ Maxims: The Impact of COVID -19 Pandemic on Online Teaching in the Thai Tertiary Context","authors":"Thitirat Suwannasom","doi":"10.17576/3l-2023-2903-14","DOIUrl":"https://doi.org/10.17576/3l-2023-2903-14","url":null,"abstract":"","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011314","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 : 2023-09-20DOI: 10.30870/jels.v8i2.20973
Elmeruche Poumba, Jian Gong
This paper looks into university overseas students’ motivation and needs analysis in the Chinese language teaching-learning process. Its uniqueness lies in exploring English for Specific Purposes (ESP) based approach implications as much effective teaching model able to help teachers foster the motivation of adult learners in Chinese universities. This research was conducted at the university of Science and Technology in a southern province in China. Data were obtained from ten classroom observations and a questionnaire survey during the fall semester. Master’s foreign students attending Chinese class as a compulsory course are the participants of this research. The results have proved that those international students’ motivation and interests are academically and professionally utilitarian. Thereby, the wide gap between the Chinese language teaching methods at the investigated university and the multifaceted needs of students is remarkable. As a matter of fact, such students expect teachers’ support and specific curriculum implication to help them improve language input and output abilities related to their main fields of study for future academic and professional purposes. To continuously maintain overseas students’ motivation toward Chinese and self-study in Chinese universities, our findings strongly suggest using the ESP-based approach as an affordable model for implementing Chinese teaching content specifically in small classroom sessions twice a week. Using the ESP-based approach in small classroom sessions twice a week is a specific and actionable recommendation.
{"title":"ESP-based Approach for Chinese teaching to Foster overseas Students’ Motivation in China","authors":"Elmeruche Poumba, Jian Gong","doi":"10.30870/jels.v8i2.20973","DOIUrl":"https://doi.org/10.30870/jels.v8i2.20973","url":null,"abstract":"This paper looks into university overseas students’ motivation and needs analysis in the Chinese language teaching-learning process. Its uniqueness lies in exploring English for Specific Purposes (ESP) based approach implications as much effective teaching model able to help teachers foster the motivation of adult learners in Chinese universities. This research was conducted at the university of Science and Technology in a southern province in China. Data were obtained from ten classroom observations and a questionnaire survey during the fall semester. Master’s foreign students attending Chinese class as a compulsory course are the participants of this research. The results have proved that those international students’ motivation and interests are academically and professionally utilitarian. Thereby, the wide gap between the Chinese language teaching methods at the investigated university and the multifaceted needs of students is remarkable. As a matter of fact, such students expect teachers’ support and specific curriculum implication to help them improve language input and output abilities related to their main fields of study for future academic and professional purposes. To continuously maintain overseas students’ motivation toward Chinese and self-study in Chinese universities, our findings strongly suggest using the ESP-based approach as an affordable model for implementing Chinese teaching content specifically in small classroom sessions twice a week. Using the ESP-based approach in small classroom sessions twice a week is a specific and actionable recommendation.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136378854","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 : 2023-09-15DOI: 10.30870/jels.v8i2.20014
Badriyah Ulfah, Nur Mukminatien
To meet the demand for effective content integration in summative listening tests for English Specific Purpose classes catering to Government Science majors, this development project aims to create an engaging and immersive listening test. Drawing on the TOEIC-based framework, the test incorporates government science content as the thematic foundation of the questions. The development process comprises three key stages: exploration, development, and preliminary field testing. The test product was rigorously validated through expert assessment and a try-out test involving 50 students was conducted for preliminary field testing. The try-out test demonstrated a high reliability coefficient of 0.828. It encompasses 50 listening questions, spanning four sections: Photograph (10 questions), Questions-responses (16 questions), Conversation (12 questions), and Talks (12 questions). By seamlessly blending language proficiency with scientific knowledge, this innovative approach promises to enhance learning outcomes and bridge the gap between language acquisition and subject-specific competence for Government Science students. Based on the positive results obtained from the preliminary field testing and the validation process, it is recommended that the integrated TOEIC-based listening test be implemented in English Specific Purpose classes for Government Science majors.
{"title":"Bridging Language Proficiency and Scientific Knowledge: Integrating Government Science Content into TOEIC-Based Summative Listening Tests","authors":"Badriyah Ulfah, Nur Mukminatien","doi":"10.30870/jels.v8i2.20014","DOIUrl":"https://doi.org/10.30870/jels.v8i2.20014","url":null,"abstract":"To meet the demand for effective content integration in summative listening tests for English Specific Purpose classes catering to Government Science majors, this development project aims to create an engaging and immersive listening test. Drawing on the TOEIC-based framework, the test incorporates government science content as the thematic foundation of the questions. The development process comprises three key stages: exploration, development, and preliminary field testing. The test product was rigorously validated through expert assessment and a try-out test involving 50 students was conducted for preliminary field testing. The try-out test demonstrated a high reliability coefficient of 0.828. It encompasses 50 listening questions, spanning four sections: Photograph (10 questions), Questions-responses (16 questions), Conversation (12 questions), and Talks (12 questions). By seamlessly blending language proficiency with scientific knowledge, this innovative approach promises to enhance learning outcomes and bridge the gap between language acquisition and subject-specific competence for Government Science students. Based on the positive results obtained from the preliminary field testing and the validation process, it is recommended that the integrated TOEIC-based listening test be implemented in English Specific Purpose classes for Government Science majors.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135486898","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 : 2023-09-13DOI: 10.30870/jels.v8i2.18896
Fathia Maharani Putri, Eri Kurniawan, Arif Husein Lubis
Expert writers are defined as someone that frequently publish their research articles (hereafter RAs) in reputable journals during their established-career period. Publication in highly reputable journals is an essential part of academic life. Therefore, many academicians are competing to produce articles that can be published in international journals. However, the path to achieving this goal is not easy. This study investigates the rhetorical moves in 16 English RAs written by four highly reputable lecturers from soft and hard science throughout their established-career period. The RAs were chosen randomly from highly reputable journals and were analyzed using a framework from Maswana et al. in 2015. The results revealed that there were moves/steps often present in both soft and hard science articles in some sections, i.e., Move a Step 2 Purpose; Move a Step 3 Methods; Move a Step 4 Results; Move a Step 5 Conclusion; Move 1, Step 1 Reference to established knowledge in the field; Move 7, Step 4 Stating specific findings; and Move 9, Step 1 Stating the main results and significance. However, both disciplines also organize their RAs in different ways, specifically in the Methods section. Move 5 Describing experimental procedure was found to be frequently used in hard science articles rather than in soft science. These results can conclude that the cross-disciplines partly project rhetorical moves in RAs. The findings of this study provide a guideline and overview for expert writers in evaluating their writing and for novice writers in increasing their discourse competence.
{"title":"How Reputable Indonesian Writers from Cross-Disciplines Construct Their Research Articles During Established-Career Period? A Move Analysis","authors":"Fathia Maharani Putri, Eri Kurniawan, Arif Husein Lubis","doi":"10.30870/jels.v8i2.18896","DOIUrl":"https://doi.org/10.30870/jels.v8i2.18896","url":null,"abstract":"Expert writers are defined as someone that frequently publish their research articles (hereafter RAs) in reputable journals during their established-career period. Publication in highly reputable journals is an essential part of academic life. Therefore, many academicians are competing to produce articles that can be published in international journals. However, the path to achieving this goal is not easy. This study investigates the rhetorical moves in 16 English RAs written by four highly reputable lecturers from soft and hard science throughout their established-career period. The RAs were chosen randomly from highly reputable journals and were analyzed using a framework from Maswana et al. in 2015. The results revealed that there were moves/steps often present in both soft and hard science articles in some sections, i.e., Move a Step 2 Purpose; Move a Step 3 Methods; Move a Step 4 Results; Move a Step 5 Conclusion; Move 1, Step 1 Reference to established knowledge in the field; Move 7, Step 4 Stating specific findings; and Move 9, Step 1 Stating the main results and significance. However, both disciplines also organize their RAs in different ways, specifically in the Methods section. Move 5 Describing experimental procedure was found to be frequently used in hard science articles rather than in soft science. These results can conclude that the cross-disciplines partly project rhetorical moves in RAs. The findings of this study provide a guideline and overview for expert writers in evaluating their writing and for novice writers in increasing their discourse competence.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786592","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 : 2023-09-12DOI: 10.30870/jels.v8i2.19515
Erwin Pohan, Didi Suherdi, Pupung Purnawarman
This research aimed to review the literature on teachers' low interest in employing digital tools in their teaching practices. There were 34 pieces of research, and the issues associated with using it in English language training were found. The problems were explored with a systematic review. The results revealed that most teachers had poor confidence, inadequate training, and insufficient time using technology tools in their classrooms. A summary of the argumentation was presented alongside the paper. Then, Preferred Reporting Items for Systematic and Meta-analysis (PRISMA) statements with four stages: identification, screening, eligibility, and included were conducted to certify the review processes. Moreover, the findings suggested that administrations provide teachers with adequate training and time to successfully utilize technology apparatus in English classroom practices by reducing the teachers' workload. Additionally, the teachers could manage, organize their time and skills, and participate in personal online training to solve their problems and improve their capacity to practice technology tools in the classroom.
{"title":"A Review of Challenges to Applying Information and Communication Technology in English Language Instruction","authors":"Erwin Pohan, Didi Suherdi, Pupung Purnawarman","doi":"10.30870/jels.v8i2.19515","DOIUrl":"https://doi.org/10.30870/jels.v8i2.19515","url":null,"abstract":"This research aimed to review the literature on teachers' low interest in employing digital tools in their teaching practices. There were 34 pieces of research, and the issues associated with using it in English language training were found. The problems were explored with a systematic review. The results revealed that most teachers had poor confidence, inadequate training, and insufficient time using technology tools in their classrooms. A summary of the argumentation was presented alongside the paper. Then, Preferred Reporting Items for Systematic and Meta-analysis (PRISMA) statements with four stages: identification, screening, eligibility, and included were conducted to certify the review processes. Moreover, the findings suggested that administrations provide teachers with adequate training and time to successfully utilize technology apparatus in English classroom practices by reducing the teachers' workload. Additionally, the teachers could manage, organize their time and skills, and participate in personal online training to solve their problems and improve their capacity to practice technology tools in the classroom.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135935217","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 : 2023-09-12DOI: 10.30870/jels.v8i2.19294
Rizky Eka Prasetya, Didik Hariyadi Raharjo
This study investigated the effectiveness of using the Grammarly application in teaching English language writing skills. A mixed-methods approach was utilised to collect data from 100 English language learners with diverse backgrounds and levels of proficiency. Participants were randomly assigned to either an experimental group that used Grammarly or a control group that received traditional writing instruction. The study collected quantitative and qualitative data, including pre-and post-test assessments of writing skills and surveys and interviews exploring participants' perceptions of Grammarly. Quantitative data analysis showed a significant improvement in the experimental group's writing skills regarding grammatical accuracy, vocabulary use, and overall writing quality. The effect size was also calculated to determine the magnitude of the difference between the two groups. Qualitative data analysis revealed that participants positively perceived Grammarly, including its user-friendliness and ability to provide personalized feedback. The findings suggest that Grammarly effectively teaches English language writing skills and can supplement traditional writing instruction. The study provides insights into the benefits and limitations of Grammarly and its potential impact on English language learners' writing skills. This research contributes to the ongoing discussion on integrating technology in language learning and provides implications for language instructors and developers of writing applications.
{"title":"Enhancing English Language Writing Skills: An Evaluation of the Efficacy of Grammarly Application","authors":"Rizky Eka Prasetya, Didik Hariyadi Raharjo","doi":"10.30870/jels.v8i2.19294","DOIUrl":"https://doi.org/10.30870/jels.v8i2.19294","url":null,"abstract":"This study investigated the effectiveness of using the Grammarly application in teaching English language writing skills. A mixed-methods approach was utilised to collect data from 100 English language learners with diverse backgrounds and levels of proficiency. Participants were randomly assigned to either an experimental group that used Grammarly or a control group that received traditional writing instruction. The study collected quantitative and qualitative data, including pre-and post-test assessments of writing skills and surveys and interviews exploring participants' perceptions of Grammarly. Quantitative data analysis showed a significant improvement in the experimental group's writing skills regarding grammatical accuracy, vocabulary use, and overall writing quality. The effect size was also calculated to determine the magnitude of the difference between the two groups. Qualitative data analysis revealed that participants positively perceived Grammarly, including its user-friendliness and ability to provide personalized feedback. The findings suggest that Grammarly effectively teaches English language writing skills and can supplement traditional writing instruction. The study provides insights into the benefits and limitations of Grammarly and its potential impact on English language learners' writing skills. This research contributes to the ongoing discussion on integrating technology in language learning and provides implications for language instructors and developers of writing applications.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135935216","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 : 2023-09-12DOI: 10.30870/jels.v8i2.19155
Farisani Thomas Nephawe
Research proposals are the main benchmark for assessing postgraduate students' competence in different disciplines at a university. Nevertheless, writing a research proposal in the English language can be a daunting challenge for both students and their supervisors if they lack grammatical mastery of the language usage. The paper investigated Honours English students’ grammatical competence in their written research proposals. A qualitative research approach was followed because it provides an in-depth understanding of the research topic. Data were collected using students' written research proposals presented in the 2022 academic year in the Department of English, Media Studies and Linguistics at the University of Venda in Limpopo Province, South Africa. A document analysis was used to obtain insights from students' use of English grammar in their written proposals. Three purposively selected students’ written research proposals were scrutinized based on the researcher’s preference. Preliminary and final investigations both revealed students’ deviant English competence. Nevertheless, after employing the 'Humanistic approach-based didactic strategy for rural-based students’ and ‘Discourse-based grammar approach’, research proposal writers’ performance improved preternaturally. Therefore, it is high time that students adhered to the guidelines and procedures for composing an informed research proposal paper.
{"title":"Approaches for Deviant English Competence Repair in Written Research Proposals at a Rural-Based University","authors":"Farisani Thomas Nephawe","doi":"10.30870/jels.v8i2.19155","DOIUrl":"https://doi.org/10.30870/jels.v8i2.19155","url":null,"abstract":"Research proposals are the main benchmark for assessing postgraduate students' competence in different disciplines at a university. Nevertheless, writing a research proposal in the English language can be a daunting challenge for both students and their supervisors if they lack grammatical mastery of the language usage. The paper investigated Honours English students’ grammatical competence in their written research proposals. A qualitative research approach was followed because it provides an in-depth understanding of the research topic. Data were collected using students' written research proposals presented in the 2022 academic year in the Department of English, Media Studies and Linguistics at the University of Venda in Limpopo Province, South Africa. A document analysis was used to obtain insights from students' use of English grammar in their written proposals. Three purposively selected students’ written research proposals were scrutinized based on the researcher’s preference. Preliminary and final investigations both revealed students’ deviant English competence. Nevertheless, after employing the 'Humanistic approach-based didactic strategy for rural-based students’ and ‘Discourse-based grammar approach’, research proposal writers’ performance improved preternaturally. Therefore, it is high time that students adhered to the guidelines and procedures for composing an informed research proposal paper.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135935215","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 : 2023-09-12DOI: 10.30870/jels.v8i2.19432
Ihsan Hikmawan, Ika Lestari Damayanti, Sri Setyarini
Speaking is an inevitable skill that EFL young learners have to master. However, their anxiety and teacher’s strategies in the class remain the big issues which cause the low engagement in the speaking activities. This study examined if integrating traditional games into English class can lower the anxiety and increase their motivation to learn the skill by real interaction and collaboration provided in the games. The study observed a class of the fifth grade in Bandung, Indonesia learning speaking by implementing traditional games. The descriptive study equipped with the observation checklist, transcription of the recorder and questionnaires were used to look into the students’ experiences and responses. The study revealed that integrating traditional games in English classes could boost young learners’ motivation in learning the skill and bring about better confidence in speaking in English. Moreover, the integration could build a joyful and safe learning atmosphere, thus lowering anxiety for the students.
{"title":"Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners","authors":"Ihsan Hikmawan, Ika Lestari Damayanti, Sri Setyarini","doi":"10.30870/jels.v8i2.19432","DOIUrl":"https://doi.org/10.30870/jels.v8i2.19432","url":null,"abstract":"Speaking is an inevitable skill that EFL young learners have to master. However, their anxiety and teacher’s strategies in the class remain the big issues which cause the low engagement in the speaking activities. This study examined if integrating traditional games into English class can lower the anxiety and increase their motivation to learn the skill by real interaction and collaboration provided in the games. The study observed a class of the fifth grade in Bandung, Indonesia learning speaking by implementing traditional games. The descriptive study equipped with the observation checklist, transcription of the recorder and questionnaires were used to look into the students’ experiences and responses. The study revealed that integrating traditional games in English classes could boost young learners’ motivation in learning the skill and bring about better confidence in speaking in English. Moreover, the integration could build a joyful and safe learning atmosphere, thus lowering anxiety for the students.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135935218","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 : 2023-09-11DOI: 10.30870/jels.v8i2.19677
Yemeserach Bayou Kebede, Tamene Kitila
Promoting students’ critical thinking (CT) in writing classes gained attention in the education system following the requirement of students' CT ability in academic writing, particularly in higher education. The study sought to uncover how instructors promote students’ CT in writing classes as perceived by university students and students’ CT performance in writing. The participants were 330 first-year university students selected from Wolkite University using a stratified sampling technique. A questionnaire of Students’ Perceptions of the Promotion of CT in Writing (SPPCTW) and essay writing were used to generate data. The data analysis included descriptive statistics, spearman rho correlation, and multiple regression. The findings revealed that instructors utilized some particular CT stimulating strategies. These included allowing students to work collaboratively, make arguments, and examine the role of different expressions, words, and ideas before writing. They allowed students to perform argumentative and expository writing activities through the process approach. Contrarily, the students reported limited chances to challenge instructors' perspectives, generate ideas from different sources, and do self-reflection. The result further indicated a positive and statistically significant relationship between the students' perceptions of instructors' promotion of CT in writing classes and students' CT performance in writing. Besides, the three factors (CI, IM, and NWA) had a statistically significant and positive impact on students' CT performance in writing. Yet, the impact of SFP was negative and not statistically significant. These findings could provide insights to different concerned bodies in the English language teaching field.
{"title":"The Promotion of Critical Thinking in Writing Classes: University Students’ Perceptions and Critical Thinking Performance in Writing","authors":"Yemeserach Bayou Kebede, Tamene Kitila","doi":"10.30870/jels.v8i2.19677","DOIUrl":"https://doi.org/10.30870/jels.v8i2.19677","url":null,"abstract":"Promoting students’ critical thinking (CT) in writing classes gained attention in the education system following the requirement of students' CT ability in academic writing, particularly in higher education. The study sought to uncover how instructors promote students’ CT in writing classes as perceived by university students and students’ CT performance in writing. The participants were 330 first-year university students selected from Wolkite University using a stratified sampling technique. A questionnaire of Students’ Perceptions of the Promotion of CT in Writing (SPPCTW) and essay writing were used to generate data. The data analysis included descriptive statistics, spearman rho correlation, and multiple regression. The findings revealed that instructors utilized some particular CT stimulating strategies. These included allowing students to work collaboratively, make arguments, and examine the role of different expressions, words, and ideas before writing. They allowed students to perform argumentative and expository writing activities through the process approach. Contrarily, the students reported limited chances to challenge instructors' perspectives, generate ideas from different sources, and do self-reflection. The result further indicated a positive and statistically significant relationship between the students' perceptions of instructors' promotion of CT in writing classes and students' CT performance in writing. Besides, the three factors (CI, IM, and NWA) had a statistically significant and positive impact on students' CT performance in writing. Yet, the impact of SFP was negative and not statistically significant. These findings could provide insights to different concerned bodies in the English language teaching field.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136026981","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：