Literature-Circles-Based Cooperative Writing : From the Perceptions of Indonesian University EFL Learners with Writing Anxiety

Lubis, Arif Husein; Rahmawati, Eri

doi:10.18823/asiatefl.2019.16.4.26.1422

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…The current results warrant further investigation via creating introvert-friendly opportunities to encourage students to write dialogue journals in which they record their thoughts and experiences in an informal manner (Jacobs and Renandya 2019 ). Further studies should investigate using CRS in write responses (Cheng and Wang 2019 ), literature circles in online cooperative writing for learners with writing anxiety (Lubis and Rahmawati 2019 ), and authentic multimodal implementations (Isazadeh et al 2016 ). On this basis, it can be concluded that this study adds to the research literature in understanding the nature of the relationship between introverts and extroverts and their social presence and sense of connectedness within the online writing environment.…”

Section: Discussionmentioning

confidence: 99%

“…Further research suggested implementing authentic video materials to facilitate the introverts’ and extroverts’ learning processes (Isazadeh et al 2016 ). Lubis and Rahmawati ( 2019 ) proposed using literature circles that include individual responsibility and promotive communication to mediate the implementation of collaborative writing for learners with writing anxiety. Above all, provision of emotional support and personality equity plays a crucial role in the introverted decision-making process (Tao et al 2020 ).…”

Section: The Literature Reviewmentioning

confidence: 99%

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Socio-interactive practices and personality within an EFL online learning environments

Almusharraf

2021

Educ Inf Technol

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A primary effort within the literature addresses the needs in acclimatizing dynamic, student-driven instruction to conceive a significantly enhanced online learning environment. This study serves to examine the relationship, if any, between student characteristics (introversion and extraversion) and contribution in the online writing environment (social presence) and their sense of class community in online writing courses . The research was undertaken in a public university in the Kingdom of Saudi Arabia (KSA), examining a sample ( N = 171, 36 males and 135 females) of EFL male and female students. The results confirmed the ICT positive relationships between extraverted and introverted students with their social presence and sense of class community. These results reinforce the instructor’s significant role in implementing and engaging students in learning experiences that can address the need for different types of students (e.g., extraverts, introverts) and enhance their interaction through online platforms. The study further calls for developing pedagogically sound approaches to shift away from instructor-fed to student-centered online learning that incorporates instructors’ facilitation, constructive and continuous feedback, and clear guidance. It further urges the utilization of sociopsychological methods to address individual differences, especially in online learning.

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Section: Discussionmentioning

confidence: 99%

Section: The Literature Reviewmentioning

confidence: 99%

Socio-interactive practices and personality within an EFL online learning environments

Almusharraf

2021

Educ Inf Technol

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“…After peer debriefing process (Janesick, 2015), the findings of this study revealed that learners' low level of writing skill, confidence, self-efficacy, self-esteem, and grammatical knowledge, gender, instructor's negative feedback, and writing motivation appeared as the major factors contributing to shape their anxiety feelings during essay writing processes. It can be inferred that learners' writing anxiety was significantly affected by both internal and external factors (Lubis & Rahmawati, 2019). The findings also reported that those negative feelings were significantly affect learners' writing performance and achievement.…”

Section: Discussionmentioning

confidence: 77%

“…For some scholars, age, gender, learners' writing ability (McLeod, 1987), writing strategies (Salovey, 1990), and linguistic insecurity (Holland, 2014) are the dominant factors contributing to shaping these negative feelings. Similarly, a recent study (Lubis & Rahmawati, 2019) also claimed that such situation can reduce writing productivity and hinder learners' potential to achieve a successful English writing performance. For some scholars, writing anxiety has a negative relationship with learners' writing performance and competency (Daly & Miller, 1975;Faigley et al, 1981).…”

Section: Introductionmentioning

confidence: 97%

Students’ essay writing anxiety: A narrative study of Indonesian tertiary EFL learners

Ro’ufiyati

Mahbub²

2023

jees

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Recent years, numerous studies across the world have examined EFL learners’ writing anxiety through their writing test. Yet, there is limited study on investigating learners’ anxiety in essay writing, particularly contextualized in Indonesia. Viewed from the lens of narrative study, this article explores the lived-experience of the university students’ essay writing anxiety situated in a private university in the eastern Java, Indonesia. Two students enrolled in “Critical Essay Writing” Course (KBI112) volunteered to be involved in the study. Grounded in the thematic analysis (Braun & Clarke, 2006) as an analytic lens, findings indicate that the major factors significantly contribute to learners’ essay writing anxiety include: low level writing skill and confidence; learners’ self-efficacy; self-esteem; lack of grammatical knowledge; gender; instructor’s negative feedback; and writing motivation level. Empirical data also reveals that the students with higher writing anxiety level tend to produce low quality writing products and vice versa. This empirical evidence suggests that both teachers and students are highly required to intensify their efforts to create positive learning environment that can make the students to manage their feelings so that they can produce the better quality of essay writing products. This article also discusses pedagogical implications for classrooms and further research, limitations and recommendations.

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“…The students can develop their reading comprehension skills (Fredricks & McColsky 2012;Lubis, 2018;Moen, 2004;Nurjati, 2013;Widodo, 2015), writing skills particularly the development of cohesion and coherence usage (Lubis, 2018), and meaningmaking skills (Widodo, 2015). Some essential soft skills can also be gained by the students encompassing collaborative strategies (Lubis, 2018;Lubis & Rahmawati, 2019;Moen, 2004;Sheltonstrong, 2012;Widodo, 2015), critical thinking (Fredricks & McColskey, 2012;Lubis, 2019;Lubis & Rahmawati, 2019;Maher, 2013), and cultural awareness (Iida, 2013;Moecharam & Sari, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perspective Toward Literature Circle to Elevate EFL Students’ Reading Motivation

Hidayat¹,

Musthafa²

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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Previous literature in the EFL context has reported that lack of learning motivation may cause a decrease in students' reading comprehension skills. Therefore, the literature circle is believed to be capable of elevating their motivation towards reading English texts. This article seeks to capture Indonesian English teachers' perspectives towards the literature circle in teaching narrative text for junior high school students, which is still understudied. Employing a descriptive study, this paper elaborates on the teacher of ninth grade in junior high school by using an interview technique, document analysis, and observation. The findings show that there are some progress in teaching-learning and some challenges that have to be faced by the teacher to be more creative in teaching-learning especially in reading by using the literature circle. To conclude, this method leads the teacher to seek their path to face the challenges in teaching reading. This study suggests the teacher be more creative and seek the appropriate step arrangement of implementing the literature circle in junior high school level.

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Literature-Circles-Based Cooperative Writing : From the Perceptions of Indonesian University EFL Learners with Writing Anxiety

Cited by 6 publications

References 12 publications

Socio-interactive practices and personality within an EFL online learning environments

Socio-interactive practices and personality within an EFL online learning environments

Students’ essay writing anxiety: A narrative study of Indonesian tertiary EFL learners

Teachers’ Perspective Toward Literature Circle to Elevate EFL Students’ Reading Motivation

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