Understanding the Paralinguistic Features Disclosure Depicted in the Lecturer’s Visual Modes of Writing Class Instruction

2021 ◽  
Vol 27 (4) ◽  
pp. 178-197
Author(s):  
Didik Rinan Sumekto ◽  
Taufiqulloh Taufiqulloh ◽  
Heny Setyawati ◽  
Siti Hikmah ◽  
Imam Ghozali
Keyword(s):  
Writing Class ◽  
Class Instruction

scholarly journals Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Ru-Chu Shih
Keyword(s):  
Classroom Instruction ◽  
Peer Assessment ◽  
Writing Skills ◽  
College Level ◽  
Writing Classes ◽  
English Writing ◽  
Qualitative Approaches ◽  
Writing Class ◽  
Class Instruction ◽  
Learning English

<blockquote>The goal of this study was to investigate the effect of integrating <em>Facebook</em> and peer assessment with college English writing class instruction through a blended teaching approach. This blended approach consisted of one-third of a semester of classroom instruction and two-thirds of a semester combining <em>Facebook</em>, peer assessment, and classroom instruction. The subjects were 23 first-year students majoring in English at a technological university in Taiwan participating in an 18 week English writing class. The students were divided into three groups with three <em>Facebook</em>platforms. Both quantitative and qualitative approaches were employed in the study. Research instruments included pre-test and post-test of English writing skills, a self-developed survey questionnaire, and in-depth student interviews. The findings suggest that incorporating peer assessment using <em>Facebook</em> in learning English writing can be interesting and effective for college-level English writing classes. Students can improve their English writing skills and knowledge not only from the in-class instruction but also from cooperative learning. In addition, this <em>Facebook</em> integrated instruction can significantly enhance students' interest and motivation. Finally, the findings may provide useful instructional strategies for teachers of ESL English writing courses.</blockquote><p> </p>

scholarly journals Revealing lecturer’s paralinguistic attribution: How the visual manner contributes to students’ non-cognitive skills

2020 ◽  
Vol 9 (3) ◽  
pp. 559-571
Author(s):  
Didik Rinan Sumekto ◽  
Heny Setyawati
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Random Sampling ◽  
Cognitive Skills ◽  
Study Data ◽  
P Value ◽  
Regression Analyses ◽  
Significance Level ◽  
Writing Class ◽  
Class Instruction

Classroom-based communication requires an appropriate contribution from lecturer’s perspectives to address students’ non-cognitive skills. This study examines the paralinguistic attribution contributions deriving from lecturer’s visual manner. Of 504 pre-service English teachers, 120 freshmen participated in this study. Data collection used the questionnaire through a random sampling selection from lecturer’s writing instruction. Data analysis used the multiple regression analyses with the significance level (p-value) of .05. The findings exhibited that lecturer’s paralinguistic attributions, namely: articulation (t = 1.073; p = .286), sonority (t = 2.896; p = .005), loudness (t = 3.433; p = .001), facial expression and lips setting (t = 1.097; p = .275), and gesture (t = 2.323; p = .022) contributed a significant influence towards the writing class instruction positively. The effectiveness of the paralinguistic attributions contributed 45.5% from overall findings shown in this study, in which the regression analysis statistically addressed that F = 19.017, R² = .455, and p .05. This study concludes the existence of the paralinguistic attributions accommodates freshmen’s learning maturation in lecturer’s instructional modes.

scholarly journals REVEALING LECTURER�S PARALINGUISTIC ATTRIBUTION: HOW THE VISUAL MANNER CONTRIBUTES TO STUDENTS� NON-COGNITIVE SKILLS

2019 ◽  
Vol 8 (1) ◽  
pp. 59
Author(s):  
Didik Rinan Sumekto ◽  
Heny Setyawati
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Random Sampling ◽  
Cognitive Skills ◽  
Study Data ◽  
P Value ◽  
Regression Analyses ◽  
Significance Level ◽  
Writing Class ◽  
Class Instruction

Classroom-based communication requires an appropriate contribution from lecturer and students� roles to constitute their non-cognitive skills. This study examines the paralinguistic attribution contributions deriving from lecturer�s visual manner. Of 504 pre-service English teachers, 120 freshmen participated in this study. Data collection used the questionnaire through a random sampling selection from lecturer�s writing class instruction. Data analysis used the multiple regression analyses with the significance level (p-value) of .05. The findings exhibited that lecturer�s paralinguistic attributions, namely: articulation, sonority, loudness, facial expression and lips setting and gesture positively contributed a significant influence towards writing class instruction. The effectiveness of the paralinguistic attributions contributed 45.5% of overall outputs shown in this study and the regression analysis dealt with F = 19.017, R� = .455, and p< .05. This study concludes the existence of the paralinguistic attributions adapts the freshmen�s learning maturation in the lecturer�s instructional modes.

Sign in / Sign up

Export Citation Format

Share Document