Indonesian EFL Students’ Proficiency in Writing and Ability in Speaking across Personality Learning Styles

This research aimed at examining Indonesian EFL students’ proficiency in writing and ability in public speaking across personality learning styles: extroversion and introversion. It involved 74 undergraduate students who took an Essay Writing course in the English Department of Universitas Negeri Malang, one of the leading universities in Indonesia. The students were distributed into three classes. They were taught how to write essays. Then, the students were made aware that they had to complete two tasks: writing and presenting a cause and effect essay on topics related to English language teaching. The students’ cause and effect essays were scored to know their proficiency in writing and their presentation was assessed to know their ability in speaking. Two scoring rubrics were used and two raters were involved in the scoring process for interrater reliability. The results of the research showed that the Indonesian EFL students’ proficiency in writing is strongly related to their ability in speaking for both groups of students. In addition, the Indonesian extrovert EFL students’ proficiency in writing is strongly related to their ability in speaking. The Indonesian introvert EFL students’ proficiency in writing is also strongly related to their ability in speaking. However, there is no significant difference of the proficiency in writing and ability speaking between the extrovert and introvert students.

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Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching

Journal of Studies in Education ◽

10.5296/jse.v2i1.1007 ◽

2011 ◽

Vol 2 (1) ◽

pp. 104 ◽

Cited By ~ 31

Author(s):

Abbas Pourhosein Gilakjani

Keyword(s):

Learning Styles ◽

Effective Teaching ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Review Of The Literature ◽

Teaching Process ◽

Efl Students ◽

Visual Learners ◽

Kinaesthetic Learning

One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinaesthetic in which students take in information. Some students are visual learners, while others are auditory or kinaesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. In order to help students learn, teachers need to teach as many of these preferences as possible. Teachers can incorporate these learning styles in their curriculum activities so that students are able to succeed in their classes. This study is an analysis of learning styles for Iranian EFL students. The purpose of this study is to increase faculty awareness and understanding of the effect of learning styles on the teaching process. A review of the literature will determine how learning styles affect the teaching process. Keywords: Learning styles, Auditory, Visual, Kinaesthetic, Effective Teaching

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Investigating writing difficulties in essay writing: Tertiary students’ perspectives

English Language Teaching Educational Journal ◽

10.12928/eltej.v4i1.2371 ◽

2021 ◽

Vol 4 (1) ◽

pp. 61

Author(s):

Suhaimah Bulqiyah ◽

Moh. Arif Mahbub ◽

Dyah Ayu Nugraheni

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

Teaching And Learning ◽

Structured Interview ◽

Writing Difficulties ◽

Essay Writing ◽

Writing Course ◽

Efl Students ◽

Language And Education ◽

Cognitive Problems

This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

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UNIVERSITY STUDENTS� NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA

English Review Journal of English Education ◽

10.25134/erjee.v8i2.2988 ◽

2020 ◽

Vol 8 (2) ◽

pp. 31

Author(s):

Ilham Ilham ◽

Bachrudin Musthafa ◽

Fazri Nur Yusuf

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

English Language ◽

Private University ◽

English Language Teaching ◽

Teaching Writing ◽

English Department ◽

Writing Courses ◽

Writing Course ◽

Grammar Knowledge

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.

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NARRATING THE SELF AND THE OTHER(S): BRAZILIAN UNDERGRADUATE STUDENTS’ RESPONSIVENESS TO ENGLISH, ELT AND LITERACY PRACTICES IN LEARNING AUTOBIOGRAPHIES

Trabalhos em Linguística Aplicada ◽

10.1590/010318135891015912020 ◽

2020 ◽

Vol 59 (1) ◽

pp. 213-239

Author(s):

Paula Tatianne Carréra Szundy

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

English Language ◽

Language Ideologies ◽

Literacy Practices ◽

College Education ◽

English Language Teaching ◽

Writing Course ◽

In The Beginning ◽

Interpersonal Level

ABSTRACT This article draws on constructs of the discursive dialogic analysis designed by the Circle of Bakhtin, on the notion of language ideologies and on a transgressive view of Applied Linguistics to interpret how undergraduate students majoring in English and Portuguese from a public university in Rio de Janeiro, Brazil, position themselves in relation to English, English Language Teaching and literacies in written learning autobiographical narratives. The learning autobiographies were produced by students in the beginning of their college education as future English and Portuguese teachers in an academic writing course. Parting from the assumption that what we come to identify as our thoughts, beliefs and “truths” is constructed in the interpersonal level before becoming “ours” (Voloshinov 1929 [1986]) and aligning myself with an ideological view of literacies (Street 1984, 1995 [2014], 2009), I analyze the ideologies about languages and literacies taking into consideration both the micro-context in which the autobiographies were produced and the macro societal levels that influenced how the selves and the others are positioned in the narratives.

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Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method

International Education Studies ◽

10.5539/ies.v10n11p47 ◽

2017 ◽

Vol 10 (11) ◽

pp. 47 ◽

Cited By ~ 1

Author(s):

Akiko Nagao

Keyword(s):

Undergraduate Students ◽

Meaning Making ◽

Systemic Functional Linguistics ◽

First Year ◽

Theory Approach ◽

Essay Writing ◽

Functional Linguistics ◽

Genre Awareness ◽

Efl Students ◽

Study Participants

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.

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EFL College Students’ Skill in Using Collocations in Writing Essays

Journal of Language, Literature, and English Teaching (JULIET) ◽

10.31629/jjumrah.v2i1.3133 ◽

2021 ◽

Vol 2 (1) ◽

pp. 6-11

Author(s):

Dewi Nopita

Keyword(s):

College Students ◽

English Education ◽

Natural Order ◽

Study Program ◽

Training And Education ◽

Essay Writing ◽

Writing Course ◽

Efl Students ◽

Efl College Students ◽

Academic Year

Collocation is a natural order of words in which one word should be attached to another in a particular context. For students who learn English as a foreign language (EFL students), using collocations has been recognized to become a problem. This article is going to describe EFL college students’ skill in using collocations in writing essays. 42 students from the same class were selected. They were the 4th semester students of English Education Study Program at Teacher Training and Education Faculty of UMRAH who took Essay Writing course in the academic year 2019/ 2020. The students were given a take-home assignment to write essays. Then, the essays were analyzed to find out the students’ skill in using collocations. It was found that in using collocation in writing essays, 5 students had excellent skill, 14 students had good skill, and 23 students had low skill. The incorrect use of collocations consisted of lexical and grammatical collocations. Finally, it is hoped that these findings could be a useful input for future Essay Writing course.

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The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

Theory and Practice in Language Studies ◽

10.17507/tpls.0901.05 ◽

2019 ◽

Vol 9 (1) ◽

pp. 34

Author(s):

Sarunya Tarat

Keyword(s):

English Language ◽

Morphological Awareness ◽

Northern Region ◽

Vocabulary Knowledge ◽

Efl Learners ◽

Significant Difference ◽

Identification Test ◽

Efl Students ◽

Unknown Words ◽

The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

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Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

International Journal of TESOL Studies ◽

10.46451/ijts.2021.10.01 ◽

2021 ◽

Keyword(s):

Foreign Language ◽

English Language ◽

Native Language ◽

World Englishes ◽

English Language Teaching ◽

Complex World ◽

Special Issue ◽

Expanding Circle ◽

Long Time ◽

Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

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INVESTIGATING THE EFFECT OF SELF-REGULATED STRATEGY DEVELOPMENT ON TERTIARY EFL STUDENTS’ WRITING SKILLS

EDULANGUE ◽

10.20414/edulangue.v2i1.696 ◽

2019 ◽

Vol 2 (1) ◽

pp. 19-35

Author(s):

Kasyfur Rahman ◽

Imansyah Imansyah ◽

I Made Permadi Utama

Keyword(s):

Relative Effect ◽

Analysis Of Covariance ◽

Strategy Development ◽

Control Group ◽

Significant Difference ◽

Writing Course ◽

Efl Students ◽

Regression Slopes ◽

And Control ◽

Writing Scores

This study aimed to investigate the relative effect of Self-Regulated Strategy Development (SRSD) teaching approach on tertiary EFL students’ writing. During two months, sixty EFL University students enrolling in basic writing course took part in this project and were divided into experimental and control groups. Pre- and post-tests were carried out to garner the intended data pertinent to the students’ writing scores. A mixed-design ANOVA was carried out to analyze the changes of writing scores of the respective groups since the assumption of homogeneity of regression slopes for the planned Analysis of Covariance was not met. The statistical evidence showed that there was a significant difference between the two groups in terms of writing scores at the significant value sig .00 < .05. The data also suggested that students who were taught using SRSD relatively outperformed their counterparts in the control group. The empirical evidence demonstrates that the use of SRSD as an instructional approach to some extent positively affects EFL students’ writing skill.

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A Discourse Analysis: Cohesion of the Introduction Section of Research Article

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v4i1.173 ◽

2019 ◽

Vol 4 (1) ◽

pp. 1

Author(s):

Anis Firdatul Rochma ◽

Sulis Triyono

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

English Language ◽

English Language Teaching ◽

Research Articles ◽

Semantic Meaning ◽

Lexical Cohesion ◽

Research Article ◽

English Academic Writing ◽

Writing Competence

As an effort to give contribution to the existing knowledge, it is expected for the undergraduate students to compose an engaging research article in order to convince the readers about the importance of the research article. However, there is only a little attention given to the articles written by the undergraduate students although it is considered very critical to examine whether the exposure of English academic writing has significantly enhances the writing competence of the students. Furthermore, as it is also very crucial to build a meaningful semantic meaning among the sentences in order to disclose the worthiness of the research article, it is essential to analyze the cohesion of the research article written by the undergraduate students. Henceforth, the present research is projected to investigate the cohesion of the research articles written by the undergraduate students of English Language Teaching. As the introduction section of research article is likely to be an area to portray the logical explanation of the research, the present research solely focuses on examining the cohesion of the introduction section of research article. By adopting a qualitative design and involving several steps to analyze the introduction section, it is revealed that the grammatical cohesion is considered to be the most utilized type of cohesion in writing the introduction section. Still, the lexical cohesion is also necessary to build an eloquent semantic meaning about the topic as well the importance of the research article.

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