scholarly journals STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA

2020 ◽  
Vol 3 (3) ◽  
pp. 220
Author(s):  
Ani Fiani
Keyword(s):  
Language Learning ◽  
Private University ◽  
Learning Goals ◽  
Teaching Program ◽  
Efl Writing ◽  
Metacognitive Instruction ◽  
Writing Class ◽  
Efl Students

Metacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students’ responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write.  Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writing

scholarly journals Reformulation, text modeling, and the development of EFL academic writing

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Teguh Sulistyo ◽  
Dwi Fita Heriyawati
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Efl Writing ◽  
Academic Texts ◽  
Writing Class ◽  
Efl Students

<p>This paper mainly investigates the benefits of the implementation of Reformulation and Text Modelling in an EFL writing setting. Reformulation and Text Modeling (henceforth RTM) is intended to help EFL students understand better how to write academic texts to make their texts sound as nativelike as possible. Therefore, RTM was implemented in a writing class in which 35 students participated as the respondents of the study. They were treated with RTM and their essays were then analyzed to examine the effects of the implementation of RTM on their writing products. Besides, this study investigated further the students’ perception towards RTM in EFL writing settings. The findings of this study proved that RTM is beneficial to improve students’ writing performances and students have positive perceptions on RTM. The implications of the findings for language learning are also discussed.</p>

scholarly journals THE IMPLEMENTATION OF PROJECT BASED LEARNING TO PROMOTE STUDENTS’ MOTIVATION IN EFL WRITING CLASS

ELT in Focus ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 40-44
Author(s):  
Eva Fitriani Syarifah
Keyword(s):  
Research Design ◽  
Case Study Research ◽  
Project Based Learning ◽  
Teaching Program ◽  
Research Focus ◽  
Efl Writing ◽  
Study Research ◽  
Writing Class ◽  
Plan Action

One of the problems in writing class is less of students’ motivation. To promote students’ motivation in writing, the researcher tries to implement Project Based Learning (PBL). This research focus on the implementation of PBL, steps by steps in writing class, as well as if it affects students’ motivation in writing. This research employed case study research design. The data were gathered through teaching program and interview. The results show that there are three main parts in implementing PBL which consist of plan, action, and evaluation. Moreover, the students felt motivated in writing through PBL.     

scholarly journals The Role of Individual Difference Factors in Writing Feedback Use and Involvement: A Qualitative Study of Iranian EFL Learners’ Perceptions

2017 ◽  
Vol 20 (4) ◽  
pp. 82-106
Author(s):  
Mahboobeh Saadat ◽  
Saeed Mehrpour ◽  
Yaser Khajavi
Keyword(s):  
Teaching Writing ◽  
Efl Learners ◽  
Writing Class ◽  
Different Types ◽  
Efl Students ◽  
Group Interviews ◽  
Writing Feedback ◽  
To Receive

The purpose of the present study was to investigate individual factors that mediate Iranian EFL students’ engagement with feedback they receive on their writing. In fact, the purpose behind such a consideration was to identify the factors that may contribute to students' using or ignoring feedback as well as the emotions they may have during or after receiving feedback. A convenient sample of 10 students was recruited from an intact writing class in which students were usually provided with different types of feedback in both oral and written forms. The study enjoyed a qualitative case study design. The findings of the focused-group interviews revealed that students favored selective, individual and dialogic feedback by the teacher. In addition, they ignored feedback when they were not interested to learn or when the person providing it was not of interest to them. Finally, they liked to receive feedback and anxiety reduced their uptake from the received feedback. The findings are discussed and implications are suggested in relation to teaching writing.

scholarly journals The Impact of Extracurricular Activities on Language Learning: ‘Access Program’ in Morocco as a Case Study

2021 ◽  
Vol 4 (2) ◽  
pp. 185-195
Author(s):  
Said Aoujil ◽  
Driss Benattabou
Keyword(s):  
Language Learning ◽  
Extracurricular Activities ◽  
Control Group ◽  
Efl Students ◽  
And Control ◽  
The Impact ◽  
Access Program ◽  
Experimental Group

The objective of the present study is to investigate the role of ‘Access Program’ in enhancing the achievement levels of EFL students in Morocco. The study is an experimental one consisting essentially of two groups: experimental and control groups. The experimental group received the treatment of engaging students in the different ‘Access Program’ activities. The control group was made up of students of the same level as the experimental group, but lacking the activities of the ‘Access Program’. When the program was over, the two groups underwent the same test. The findings showed that the ‘Access Program’ students outperformed the ‘Non-Access’ students in different language skills. The paper ends up with a conclusion along with some practical recommendations for practitioners in the field to incorporate the use of these extracurricular activities.

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

scholarly journals Investigating the Role of Google Classroom as an LMS in Tertiary Level EAP Classes

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Author(s):  
S. M. Sanzana Rahman ◽  
Lubaba Sanjana
Keyword(s):  
Language Learning ◽  
Diffusion Of Innovations ◽  
Private University ◽  
Computer Assisted ◽  
Tertiary Level ◽  
Computer Assisted Language Learning ◽  
Academic English ◽  
Mixed Methods Approach ◽  
Attitudes And Perceptions

Using an online platform, such as Google Classroom to engage learners, is a recent practice in the field of Computer Assisted Language Learning (CALL). It can be used to engage learners to learn academic English skills at the tertiary level in Bangladesh. This paper examines adoption of Google Classroom through the lens of Rogers’ (2003) diffusion of innovations to investigate learners’ experiences, attitudes, and perceptions towards Google Classroom as a Learning Management System (LMS) to engage students to learn the four skills of English. The researchers have undertaken a mixed methods approach to collect data from 105 tertiary level students who are taking EAP courses in a private university. The findings suggest that the participants have strong positive attitude towards the use of different features of Google Classroom due to the availability of training and technological tools. This study is crucial for understanding the importance of using instructional technology (IT) in reshaping English teaching practices in Bangladesh.

scholarly journals Inductive/Deductive Learning by Considering the Role of Gender—A Case Study of Iranian French-Learners

2016 ◽  
Vol 9 (12) ◽  
pp. 254 ◽  
Author(s):  
Rouhollah Rahmatian ◽  
Fatemeh Zarekar
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Inductive Approach ◽  
The Difference ◽  
Gender Based

<p class="apa">This article defines the objective of discovering the first preferred styles of Iranian learners of French as a Foreign Language (FFL) as regards inductive or deductive learning; and secondly, the difference between gender-based learning tendencies. Considering these points as target variables, the questionnaire developed by Felder and Silverman in 1988 was applied to form the learning styles and consequently to associate them with inductive and deductive approaches. The results led the team to set the idea which is based on the choice of induction or deduction in language learning and the gender variable that follows different directions. Consequently, in terms of the inductive approach, we find ourselves facing a rather male solicitation. A proportion of the use of this approach is also associated with women whose motivation is seen rather noticeably. Moreover, the significance is relative rather than significant in all the relationships studied in this research: males and inductive (1)/deductive learning (2); females and inductive (3)/deductive learning (4); inductive (5)/deductive (6) among Iranians.</p>

Cultural and Contextual Affordances in Language MOOCs

2020 ◽  
Vol 10 (2) ◽  
pp. 48-60
Author(s):  
Carolin Fuchs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
East Coast ◽  
Online Courses ◽  
Private University ◽  
Massive Open Online Courses ◽  
Elective Course ◽  
In The Beginning

This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indicate that the cultural affordances were more salient in the advanced Spanish MOOC and the Hindi MOOC, while in the beginning-level LMOOCs, contextual factors were lacking overall.

All We Need is a Boost! Using Multimodal Tools and the Translanguaging Strategy

2020 ◽  
Vol 10 (3) ◽  
pp. 28-47
Author(s):  
María Catalina Caro Torres ◽  
Yuri Natali Sarmiento Salamanca ◽  
Jennyfer Paola Camargo Cely ◽  
Jose Leonardo Bautista Aguilar
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Self Regulation ◽  
Private University ◽  
Learning Support ◽  
Oral Performance ◽  
Course Of Action ◽  
Ict Tools ◽  
Performance Development

This article reports a qualitative case study about the implementation of a translanguaging strategy with EFL learners belonging to the Language Learning Support programs at a private university, who struggled when speaking in English. In order to address this problem, this strategy aim to help participants to reflect and self-direct their oral performance development. Multimodal tools were used for learners to undertake a specific course of action to cope with their speaking difficulties. Data gathered from tutor's journals, student's e-portfolio and interviews, showed how confidence and self-regulation were fostered after including student's mother tongue and ICT tools. These findings suggest a need to expand this implementation with learners of different proficiency levels who also find it difficult to verbally express their ideas. Moreover, it takes a look at the use of the mother tongue as an advantage rather than as an obstacle to learning a foreign language.

scholarly journals Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

2021 ◽  
Vol 20 (1) ◽  
pp. 120-141
Author(s):  
M. Ali Ghufron ◽  
Fitri Nurdianingsih
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Experimental Methodology ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Writing ◽  
Face To Face ◽  
Writing Class ◽  
Quasi Experimental

This study revealed the strengths, weaknesses, and effectiveness of the flipped classroom with CALL in EFL writing class. A mixed-method approach was used to achieve the goals of the study. An embedded quasi-experimental methodology design was used to achieve the aims of this study (i.e., quantitative and qualitative data analysis). There were a hundred and fifty Indonesian EFL university learners who participated in this study. This study also involved 14 EFL writing teachers who experienced implementing the flipped classroom with CALL from five universities. The results of this study revealed that a flipped classroom with CALL in EFL writing class has many advantages, such as stimulating learner autonomy, improving teaching and learning processes, providing more time for EFL writing and input during face-to-face meetings, promoting active learning, student learning responsibility, and peer collaboration. Besides, some drawbacks were also found from its implementation. However, implementing the flipped classroom in the current study positively affects the EFL writing course. This study implies that teachers can include online resources such as videos from reputable sources or make their videos as learning materials if possible.

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