643 research outputs found
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Lexical bundles in accepted and rejected Scopus-indexed hard science research article introductions
Full text linkLexical bundles are essential components of academic discourse, contributing to linguistic fluency in written and spoken communication. Their role is particularly crucial in publishing research articles in high-impact international journals. While previous studies have explored lexical bundle usage across various sections of research articles, little research has compared their use in accepted versus rejected introductions. This study aims to address this gap by examining the similarities and differences in lexical bundle usage within the introductions of accepted and rejected hard science research articles written by Indonesian scholars. This study employs a mixed-methods comparative research design. It analyzes 30 research article introductions from a hard science Scopus-indexed journal based on Bibers structural (noun/prepositional phrase-based) and Hylands functional (research-oriented, text-oriented, participant-oriented) frameworks. The findings indicate that accepted introductions contain a higher frequency of four-word lexical bundles. Structurally, both datasets are dominated by noun/prepositional phrase bundles and research-oriented bundles, but accepted introductions feature more structurally complete units. Functionally, research-oriented bundles are the most prevalent in both groups, emphasizing research processes and results in hard science writing. However, distinct differences in structural and functional subcategories suggest that proficiency in formulaic expressions may influence manuscript acceptance. This study contributes to understanding lexical bundle use in academic writing and provides practical implications for writing pedagogy, particularly for non-native scholars seeking publication in international journals
Indonesian teachers practices of supporting self-regulated learning in the ESP grammar
Full text linkDespite the rich literature on learners self-regulated learning (SRL), limited studies were conducted on teachers support for learners autonomy in language learning, especially in grammar instruction in teaching English for specific purposes (ESP). Framed using Zimmerman and Campillos (2003) SRL framework, this study explores English teachers support to learners cyclical and triadic phases during grammar courses. Two ESP instructors were purposely chosen as the focus of the study, and rich data were collected through observation, interview, and document analysis. Reflexive thematic analysis (RTA) was employed to analyse the data. The findings suggest that despite autonomy and SRL not being prioritised in the curriculum, the teachers showed extensive support for students SRL through instructional designs and classroom practices. One teacher preferred to focus more on motivation raising with ample environmental support, while the other emphasised observation of learning with rich behavioural support. Both teachers also employed gamified learning via digital platforms to support students' learning beyond the classroom. They also tend to lean more toward the cyclical phases than the triadic phases in their support for SRL. These findings shed some light on the urgently needed understanding of language teachers cognition and practices in supporting learners SRL; thus, relevant pedagogical and research implications were offered
Explicit Instruction in Metacognitive Problem-Solving Reading Strategies: Developing Reading Comprehension and Strategy Use
Full text linkThis study examined the impact of Problem-solving Reading Strategies (PROBs), a specific subset of Metacognitive Reading Strategies (MRSs), on reading comprehension and strategy use among young Moroccan EFL learners. The first phase focused on assessing the feasibility of explicitly teaching PROBs to young learners, while the second phase examined the effects of PROBs on their reading comprehension and strategy use. The study involved 31 young EFL learners enrolled at a Moroccan EFL center, who were randomly assigned to an experimental group and a control group. Data were collected using measures of reading comprehension and strategy use, including the Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Reichard (MARSI, 2002). Data analysis using independent t-tests demonstrated that explicit PROB instruction is feasible when delivered through metacognitive scaffolding and structured PROB-based programs. This feasibility was reflected in the positive responses of students to the intervention. Moreover, the experimental group significantly improved their reading comprehension scores, achieving a p-value of 0.04 (p 0.05), indicating their enhanced ability to solve comprehension problems and maintain overall text comprehension. The intervention also elevated the students' strategy use, transforming them into active PROB users. These findings carry important implications for both educators and curriculum designers, highlighting the potential of PROB-focused instruction in improving EFL literacy outcomes
The representation of 21st-century themes in the English textbooks in the Philippines
Full text linkIn an increasingly interconnected and rapidly changing world, the need to equip students with relevant skills and knowledge has become a critical educational priority. English Language Teaching (ELT) textbooks play a crucial role in preparing them for the multifaceted challenges of modern society. However, there is limited research on how effectively these textbooks integrate 21st-century themes. Thus, this study investigates the representation of 21st-century themes in ELT textbooks used in the Philippines. Specifically, this study examines the extent of using 21st-century themes in the ELT coursebooks, the ways these themes are incorporated into the textbooks, and the types of assessment activities where 21st-century themes are incorporated. A descriptive approach was employed to examine 30 textbooks from three major educational publishers. Findings reveal significant variability in the representation of themes such as civic literacy, health literacy, and environmental literacy as well as the three primary methods of integrating these themes. The study highlights a lack of systematic integration of 21st-century themes, largely influenced by the absence of a standardized national curriculum framework and the varied orientations of textbook authors. These results underscore the need for a more comprehensive and balanced integration of 21st-century skills across educational materials. Implications for curriculum development, textbook design, teacher training, and future studies are discussed
A corpus-based study of authorial presence in the academic writing of Indonesian higher education EFL learners
Full text linkUsing appropriate stance markers is essential to enhance argumentation. However, scholars have consistently reported that linguistic, cultural, and instructional factors make developing persuasive skills in L2 writing instruction challenging. This quantitative study employed a corpus-based methodology to investigate the use of stance markers in the academic writing of Indonesian EFL learners to establish persuasive arguments. The dataset comprises academic essays from 59 learners who were part of their academic writing coursework. The stance markers were identified using AntConc software and analyzed following Hylands (2019) stance framework. The research revealed learners reliance on transitions to create a logical structure in their text, while the use of boosters slightly surpasses the use of hedges, reflecting their growing understanding of the need to balance certainty with caution in academic writing. The high frequency of markers for disagreement and doubt indicates their ability to engage effectively with alternative viewpoints. The findings of this study challenge the stigma that Asian EFL learners are less assertive in expressing their arguments and challenging opposing views because they adhere to their cultural communicative norms. However, we found the limited use of markers indicating subjectivity and evaluation, which points to a potential gap in pedagogical approaches and suggests the need for more targeted instruction to bridge culturally appropriate communication norms and academic writing conventions
Ideational metaphor in exposition texts in an EFL textbook and its pedagogical significance
Full text linkAnalytical exposition texts feature causal relationships and nominalization, which can be explored through a grammatical metaphor framework. Despite numerous studies on analytical exposition texts and grammatical metaphors, research on grammatical metaphors in analytical exposition texts in an EFL textbook has not been extensively reported. Through a qualitative research design, particularly qualitative content analysis, this study explored the frequency and variation of ideational metaphors in four selected analytical exposition texts in an EFL textbook for tenth graders of senior high schools in Indonesia. The results show that shift from process to thing occurred most frequently (37%), followed by shift from relator to relator: circumstance (conjunction verb) (15.8%), shift from process to process: quality (13.7%), and shift from thing to thing: class (of things) (13.1%). The other three types of shifts that occurred least frequently are shift from thing to thing: possessor (of thing) (11%), followed by shift from quality to quality: thing (6.8%), and finally, relator to relator: circumstance (conjunction prepositional phrase) (2.6%). The pedagogical implications of this study emphasize the importance of explicit teaching of grammatical metaphor through a genre-based approach. This research offers important contributions to our understanding of EFL teachers in facilitating students with the knowledge of grammatical metaphor and nominalization for better academic writing skills
Why is it so hard?: Unsilencing EFL undergraduate students experiences in the supervisory process
Full text linkThe study aims to comprehensively explore thesis supervision from EFL undergraduate students perspectives. To be more specific, the present study investigates the challenges faced by EFL students and the strategies they used to overcome them while under thesis supervision. To meet the purposes of this study, a qualitative research design with a case study approach was used. Data were collected from 10 final-year students using in-depth interviews and audio recording techniques. The results drawn from the thematic analysis (Braun Clarke, 2006) indicates that EFL undergraduate students faced both internal and external challenges. Internal challenges included students lack of motivation, lack of confidence, and poor time management, whereas external challenges were insufficient support from supervisors, supervisors harsh feedback and comments, change of supervisor, and the internet and technology problems. In terms of overcoming strategies, the students mainly utilized the three strategies to cope with their challenges in the process of thesis supervision: 1) self-management (managing the study, self-study, maintaining positive motivation, doing positive and enjoyable activities, and being proactive), 2) academic and peer support (supervisor support, lecturer support, and peer support), and 3) technological support (language application, referencing application, and search for stable connection). These results suggest that the issues pertaining to thesis supervision warrant more attention and have a major influence on students progress in completing theses
The importance of English subjects at the primary level: Stakeholders perceptions
Full text linkThis study investigates how stakeholders perceived the inclusion of English subjects as part of local content in primary schools. A qualitative method employing a descriptive approach was used to conduct the research. Data were collected through interviews and questionnaires. Participants involved in this study included primary school teachers, a vice principal for curriculum affairs, English teachers, and primary school students. The research focused on three primary schoolslocated in Depok, Bogor, and Sukabumito explore stakeholders perspectives. The results reveal a positive consensus among stakeholders regarding the significance of English education in primary schools for enhancing students foundational vocabulary. Nevertheless, stakeholders expressed concerns about the designation of English as a local content subject in these schools. The study highlights the vital roles each stakeholder plays in improving the quality of English teaching and students language skills. Despite challenges in teaching and learning English, educators and students have implemented strategies for improvement, including participation in teacher associations, engaging in English tutoring, watching English media, and listening to English songs. Based on these findings, the study emphasizes the urgency of integrating English subjects into the school curriculum to support students skills. This study, which focuses on private primary schools, calls for future investigations into the implementation of English subjects in public primary schools
Exploring English in an EMI nursing program: Native English varieties, ELF, and translingual practices
Full text linkEnglish Medium Instruction (EMI) has been implemented globally as a strategy for the internationalization of Higher Education Institutions to promote global competence and mobility. However, the concept of English within the EMI context has been scrutinized, as studies reveal that the definition of English in EMI is often contextual. This shift has brought English as a Lingua Franca (ELF) into focus. Given the limited research in Indonesia exploring EMI through the perspectives of ELF and translingual practices, this study examines these concepts within the context of the nursing EMI program. The study draws on a rich dataset, using in-depth interviews with international nursing students to analyze the conceptualization of English, ELF, and translingual practices. Findings reveal a disparity between students preconceived notions and actual practices. Students commonly perceive English in EMI as a native variety shaped by exposure to popular culture such as movies, songs, and social media. However, ELF practices emerge as essential strategies for achieving effective communication, emphasizing adaptability and mutual understanding. Translingual practices manifest in the form of gado-gado Englisha blend of languageswhich is seen as a creative and dynamic linguistic choice but also criticized as being less proficient or standardized. This study highlights the complexities of EMI implementation and advocates for a dynamic and flexible approach to navigating multilingual classroom contexts
STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools
Full text linkThe post-pandemic emphasis on educational experimentation underscores STARTeCHs call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education