Article Per Year (5 Year)
p-Index From 2021 - 2026
6.05
P-Index
This Author published in this journals
All Journal Indonesian Journal of Integrated English Language Teaching EDUCAFL : E-Journal of Education of English as a Foreign Language Jurnal Penelitian Humaniora Journal of Foreign Language Teaching and Learning IJIET (International Journal of Indonesian Education and Teaching) POLYGLOT LLT Journal: A Journal on Language and Language Teaching Journal of English for Academic and Specific Purposes (JEASP) Jurnal Bahasa Lingua Scientia Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) PROJECT (Professional Journal of English Education) Journal of English Language and Pedagogy SAGA: Journal of English Language Teaching and Applied Linguistics ELTR Journal Pedagogy : Journal of English Language Teaching SALEE: Study of Applied Linguistics and English Education Journal of Research on Language Education English Education and Literature Journal (E-jou) UC Journal: ELT, Linguistics and Literature Journal Datokarama English Education Journal (deejournal) Journal of English Teaching and Linguistic Issues (JETLI) Journal of Education, Language Innovation, and Applied Linguistics Stairs: English Language Education Journal Journal of English Language and Pedagogy (JELPA) Erudita: Journal of English Language Teaching Cognitive Insight in Education Polyglot: Journal of Linguistics, Literature, and Language Education Magister Scientiae
wijaya, kristian florensio
Unknown Affiliation
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 47 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : ELTR Journal

 1 
THE INFLUENCES OF PEER FEEDBACK IN IMPROVING EFL LEARNERS’ WRITING PERFORMANCES Wijaya, Kristian Florensio
ELTR Journal Vol. 8 No. 1 (2024)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v8i1.177

Abstract

Enhancing EFL learners’ writing performances should not solely rely on one-shot feedback imparted by second language educationalists but rather a joint endeavor where collaborative and mutual feedback exists to insistently support the ongoing writing learning enterprises. The further usage of peer feedback fully suits the aforementioned writing learning aspiration in which EFL learners collaboratively address a vast variety of beneficial suggestions, comments, and advice intended for the betterment of their writing performances. This present small-scale qualitative study was manifested in the form of an annotated bibliography review to comprehensively unravel the particular impacts of peer feedback in elevating EFL learners’ writing performances. To fulfill this major study objective, the researcher employed a document analysis method in reviewing the previously generated research results to yield more credible and understandable research results. To ascertain the relevance and applicability of the reviewed research results, the researcher also selected 10 prior peer feedback and writing investigations. The research results revealed that through the constant employment of peer feedback, worldwide EFL learners have progressively transfigured into more proactive, viable, and proficient writers since they conducted more efficient writing revisions in accord with their learning counterparts’ useful comments.
AN INTERNALIZATION OF THINK-PAIR-SHARE STRATEGY TO ELEVATE INDONESIAN EFL LEARNERS’ SPEAKING SKILLS Wijaya, Kristian Florensio
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.222

Abstract

Mutual collaboration is considered amongst all notable ingredients to actualize more meaningful, interactive, and engaging EFL speaking learning dynamics. One of the main learner-oriented approaches fitting with this indispensable prerequisite is the think-pair-share strategy. It is believed by some researchers that under the constant enlightenment of the think-pair-share strategy, EFL learners are highly motivated to progress into various complex speaking learning activities as insistent mutual support from other learning counterparts is granted to them. Through this present small-scale library investigation, the researcher attempted to unravel the extent think-pair-share strategy promotes a particular set of benefits for improving Indonesian EFL learners’ communicative competencies. To that end, 30 prior mixed think-pair-share investigations were selected to generate more insightful research results. Taken from in-depth library analysis, two main research themes were yielded namely: (1) Think-pair-share strategy transforms EFL learners into more confident communicators and (2) EFL learners can expedite their speaking skills advancement through the use of think-pair-share strategy. Some recommendations for the betterment of this current qualitative study’s replication were depicted in an ultimate section.
CHALLENGES IN TEACHING ACADEMIC WRITING TO EFL LEARNERS IN HIGHER EDUCATION CONTEXTS Wijaya, Kristian Florensio
ELTR Journal Vol. 10 No. 1 (2026)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v10i1.276

Abstract

It is an indispensable demand for global EFL learners to entrench the comprehensive mastery of exemplary academic writing skills. In concurrence with this underlying principle, second language educators should establish, nurture, and reinforce their learners’ academic writing competencies in the long run to help them achieve fruitful academic success. The researcher conducted this small-scale library study to unravel probable academic writing challenges experienced by EFL learners in higher education contexts. After completing this library investigation, it is hoped that these specifically generated findings will enlighten the perspectives of second language educational stakeholders regarding the crucial need to embed EFL learners with meaningful, innovative, and contextualized academic writing instructional approaches. To fulfill the aforementioned study objective, the researcher capitalized on a thematic analysis method in analyzing particular research results derived from 30 former academic writing challenges in higher education scientific works. With the help of a thematic analysis method, the researcher could yield more comprehensible and applicable findings as each finding was grouped into similar research themes. The thematically-categorized findings revealed some common academic writing hurdles amidst learners’ regular classroom settings, namely linguist, cognitive, strategic, affective, environmental, and pedagogical barriers.    
Co-Authors Bram, Barli Concilianus Laos Mbato Mety, Mety Setiawan, Niko Albert