Engagement in high- and low-rated argumentative essays: Interactions in Indonesian students’ writings

Handayani, Anis; Drajati, Nur Arifah; Ngadiso, N.

doi:10.17509/ijal.v10i1.24957

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Writing skill is challenging for EFL students as it proceeds stages in constructing text and needs more accuracy as it cannot be clarified. It requires knowledge or ideas of what to write and effectively develop those resources (Handayani et al, 2020;Lubis & Rahmawati, 2019). Those imply that giving effective strategy and sufficient familiar knowledge in reading class is proposed to create a successful writing class despite students' needs and levels.…”

Section: Introductionmentioning

confidence: 99%

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

Pratiwi¹,

Anggraeni

Tristiana

et al. 2023

JERE

View full text Add to dashboard Cite

Several ICT tools are chosen as media in reading and writing courses, such as socrative for practicing and testing vocabulary, google form for practicing and evaluating reading ability, and writeabout for practicing students' writing skills based on given topics. The study analyze classroom practices of a reading and writing course in hybrid setting which integrated Task-Based Learning (TBL) and Information and Communication Technologies (ICT). It is a case study with quantitative approach. This project was done in 6 classes of reading and writing course consisted of 159 students in total. The data was gathered through classroom observation, pre-, and post-test scores analysis, and questionnaire analysis about students' feedback. The pre-and post-test scores were analyzed using descriptive statistical analysis, paired sample t-test, and changing level analysis.The findings indicated that teachers integrated TBL and various ICT tools to accomplish the course description and objectives. The result of those three data analyses described significant improvement in students' learning outcomes. The course received positive responses from the students with a 4.02 out of 5 (good level). The integration of TBL and ICT in a reading and writing course is considerable in enhancing students' achievement and enjoyment in hybrid setting. This study provided benefit from insight into the knowledge and practice for reading and writing lecturers to integrate TBL and ICT in their instruction particularly in hybrid context.

show abstract

Section: Introductionmentioning

confidence: 99%

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

Pratiwi¹,

Anggraeni

Tristiana

et al. 2023

JERE

View full text Add to dashboard Cite

show abstract

“…Many researchers have studied metadiscourse in various types of writings, such as research abstracts (Gillaerts & Velde, 2010), postgraduate writing (Can & Cangır, 2019;Hyland, 2004;Loghmani et al, 2020), argumentative essays (Handayani et al, 2020;Ho & Li, 2018;Lee & Deakin, 2016). However, there was rarely any study focusing on the beliefs on using metadiscourse, especially on the use of reader engagement, in research articles.…”

Section: Introductionmentioning

confidence: 99%

Investigating EFL Master Students’ Beliefs and Practices Regarding Reader Engagement in Writing Research Articles

Handayani

2021

Pedagogy: Jour. of. Eng. Lang. Teach

Self Cite

View full text Add to dashboard Cite

This study reports Indonesian master students’ beliefs and practices on the use of reader engagement in writing research articles. This study was a case study conducted in one Indonesian university. The data were collected through questionnaires, in-depth interviews, and document analysis. The participants were 23 Indonesian master students. Furthermore, there were 9 research articles written by the participants which were analyzed in this study. The data were analyzed under the metadiscourse framework, specifically in the reader engagement: reader pronouns, personal asides, appeals to shared knowledge, directives, and questions. The findings show that Indonesian master students believe in the importance of using reader engagement in research articles. However, they rarely used it since they did not know the concept and how to use it effectively. It implies that more exposure to using metadiscourse, especially reader engagement, in research articles is needed for Indonesian master students to achieve more reader-friendly research articles.

show abstract

The use of interactional metadiscourse markers by Saudi EFL male and female college students: the case of a gender-sensitive topic

Al-Otaibi,

Hussain

2024

Humanit Soc Sci Commun

View full text Add to dashboard Cite

A few studies have explored the use of interactional metadiscourse markers in argumentative writing by male and female college students. More importantly, none explored the topic of metadiscourse resources with respect to gender-sensitive topics. Thus, the present study aims at examining the exploitation of interactional metadiscourse markers by Saudi male and female English as a Foreign Language (EFL) college students in their writing about ‘Who are Better Drivers, Men or Women?’. The study is corpus-based on students’ essays. The corpus consists of four sub-corpora: (a) men favouring men, (b) men arguing for women, (c) women arguing for men and (d) women writing in favour of women. We followed a qualitative and quantitative approach to data analysis. Using AntConc and Hyland’s (2005) metadiscourse model of interactional markers, the results reveal that female writers employed attitudinal lexis, hedges, self-mentions and boosters more than male writers. As for the variables of gender and stance choice, females arguing for men’s driving significantly utilised hedges more than the other three groups. Additionally, female writers writing in support of female drivers significantly used self-mentions more than male writers arguing for men’s driving. This study shows that sensitive topics may cause a difference in the distribution of metadiscourse markers used by people of both genders, and it provides some pedagogical implications for EFL instructors and curriculum developers.

show abstract

Engagement in high- and low-rated argumentative essays: Interactions in Indonesian students’ writings

Cited by 3 publications

References 0 publications

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

Investigating EFL Master Students’ Beliefs and Practices Regarding Reader Engagement in Writing Research Articles

The use of interactional metadiscourse markers by Saudi EFL male and female college students: the case of a gender-sensitive topic

Contact Info

Product

Resources

About