Research articles have been considered as the primary media of knowledge production. Nevertheless, for some undergraduate students, writing a research article can be a challenging task since they need to be aware of its rhetorical styles. Even though previous studies have been conducted to reveal the rhetorical styles of scientific papers, yet tend to focus more on research articles obtained from well-established journals. Hence, this study aims to reveal the rhetorical styles and draw the rhetoric pattern from the introduction section of 73 research articles written by the undergraduate students of English Language Education (ELE) at a state university in Yogyakarta. This is a qualitative investigation whose data were collected by random sampling technique and went through Safnil’s (2013) four analysis stages. As the primary framework for analysis, the modified CARS (Create a Research Space) model (Swales Feak, 2004) was adopted. The results show that Step 2: Making topic generalization in Move 1 and Step 1B: Indicating a gap in Move 2 are the obligatory steps in writing the introduction section. Nevertheless, the results reveal that mostly undergraduate research papers lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of control over the writing process and linguistic resources, hence suggesting pedagogical implications for academic writing courses.

<em>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.</em>

Taking the concept of mobile-learning as development of instructional technology of what commonly called e-learning, this study aimed to firstly identify the digital products and approach used by EFL teachers for online instruction. Moreover, frequently used digital technologies chosen by the teachers along with contextual factors of using them were investigated. To achieve these objectives, SAMR (substitution, Adaptation, Modification, and Redefinition) model was selected as the framework of corresponding the technology use with the four levels to facilitate effective online instruction. Descriptive analysis of a questionnaire distributed to twenty-three English teachers from four universities in Indonesia resulted in almost equal distribution of technology use to facilitate m-learning purposes within the four levels. Moreover, contextual factors related to the institutional policy of online learning, the features and nature of the technology products, and the students’ varied challenges were admitted affecting teachers’ use of digital technology to facilitate m-learning.

Previous studies related to learner autonomy have been conducted, yet those studies seem to focus on formative assessment as a guarantee for the development of learner autonomy. This study is projected to assess the undergraduate students’ level of independent learning since learner autonomy tends to manifest itself in various degree of independence. A questionnaire related to independent learner was adopted as the main instrument. The data were analyzed both quantitatively and qualitatively. The quantitative data were obtained to assess the students’ level of independent learning while the qualitative data were gained to reveal the students’ perceptions and thoughts about independent learning. The results show that most of the students have moderate independence. Moreover, most of the students are considered able to relate the concept of independent learning with various degrees of independence that are included in the notion of learner autonomy. Nevertheless, the findings also show that some students tend to have low interest in their studies, low expectation about what they want to learn, and low possibility in questioning what they are told. It is important for the teachers to enhance the students’ moderate independence into high independence by providing the access to a number of learning opportunities. Thus, the students are able to critically reflect on their own learning and effectively develop awareness to help them learn constructively.