The exploration of Indonesian students’ attributions in EFL reading and writing classes

Mali, Yustinus Calvin Gai

doi:10.17977/um015v50i12022p1

“…Reading and writing achievements set is a case in point, which is regarded to bind a tremendous level of pedagogical proficiency, notably for L2 learners. A component to mull over this matter is validity teaching for supporting course understanding further speech [5]. As knowledge dearth arises for the production and review of learning within the classroom context, the learner's literacy and acquisition curve are deliberately steeper.…”

Section: Introductionmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

¹

,

Garcia

²

2023

Preprint

0

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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“…Reading and writing achievements set is a case in point, which is regarded to bind a tremendous level of pedagogical proficiency, notably for L2 learners. A component to mull over this matter is validity teaching for supporting course understanding further speech (Mali, 2022). As knowledge dearth arises for the production and review of learning within the classroom context, the learner's literacy and acquisition curve are deliberately steeper.…”

Section: Introductionmentioning

confidence: 99%

Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners

Olmos

¹

,

Garcı́a

²

2023

RADEN

0

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With the emergence of new learning approaches, it has become more troublesome learners can pragmatically learn in the long run, especially when learning a foreign language is involved. Flaws and deficiency in learning arises in most cases of EFL classroom where the development language skills like reading and writing are inconclusive. This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

show abstract

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

0

View full text Add to dashboard Cite

This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

show abstract

The exploration of Indonesian students’ attributions in EFL reading and writing classes

Cited by 3 publications

References 20 publications

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

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