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All Journal International Journal of Evaluation and Research in Education (IJERE) JEELS (Journal of English Education and Linguistics Studies)
HAJAN, BONJOVI HASSAN
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Education Languange, Linguistic, Communication & Media

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Examining the research and academic writing needs of preservice elementary teachers: a mixed-methods study Hajan, Bonjovi Hassan; Radjuni, Abubakar Jaddal; Jemsy, Alhisan Utoh-asim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.29888

Abstract

In teacher education, research plays a central role in the preparation and professional development of preservice teachers. Preservice teachers’ knowledge of research and their academic writing skills serve as a pathway for successfully completing a research project. This sequential-explanatory mixed methods study was conducted to provide an in-depth understanding of the preservice elementary teachers’ needs on research and academic writing. A total of 80 preservice elementary teachers participated in the study. Data were collected online using a structured questionnaire and an interview guide. Drawing from both the quantitative and qualitative analyses, a multitude of the participants’ research and academic writing needs were uncovered. On the research component, the participants’ needs encompassed a wide range of areas, including knowledge of research methodology, access to quality data, expert support, among others. As for the academic writing, the participants’ needs varied from language use, structure and mechanics to the writing process. Based on the findings, the study outlines practical implications useful for teaching research writing within the context of teacher education.
Augmenting Senior Secondary ESL Learners’ Reading Skills Through Explicit Instruction of Metacognitive Strategies Gatcho, Al Ryanne Gabonada; Hajan, Bonjovi Hassan
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v6i1.1202

Abstract

Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.
Co-Authors Gatcho, Al Ryanne Gabonada Jemsy, Alhisan Utoh-asim Radjuni, Abubakar Jaddal