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All Journal Register Journal Education and Linguistics Knowledge Journal (Edulink)
Wisudawati, A'thi Fauzani
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Education Languange, Linguistic, Communication & Media

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Promoting Personal Learning Environment for Emerging Academic Writing for Publication for Higher Education Students Drajati, Nur Arifah; Wisudawati, A'thi Fauzani; Handayani, Anis
Register Journal Vol 13, No 2 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.095 KB) | DOI: 10.18326/rgt.v13i2.293-314

Abstract

Academic writing for publication in higher education is cognitively and linguistically complex. University students grapple with academic writing for publication because of academic genre/convention, linguistic competence, and academic literacy among others. For this reason, a learning environment does matter. The Personal Learning Environment (PLE) is a learner-controlled environment for language learning. To examine this issue, a qualitative study with an action research design conducted with 28 graduate students as participants. The three main findings: (1) ways of encouraging students to write academic writing for publication through the personal learning environment as a learning platform; (2) implementing PLE's in the academic writing for publication course: content knowledge consideration; and (3) implementing PLE's in the academic writing for publication course: pedagogical consideration. In general, the findings indicate that PLE gives positive impacts on emerging students' academic writing for publication in the context of higher education. The educational organization needs to consider this issue. Keywords: Action research, academic writing for publication, learning autonomy, personal learning environment 
CROSSING THE FIELD LINE A MODEL OF ELT LECTURER IDENTITY RECONSTRUCTION Isa, Muhammad; Wisudawati, A'thi Fauzani; Palupi, Dian
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 2 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i2.9446

Abstract

Vocational higher education institutions (VHEIs) increasingly hire English Language Teaching (ELT) lecturers for English for Specific Purposes (ESP) courses and sometimes for content subjects in disciplines other than English, even though the lecturers are not formally qualified or trained. Much work has examined the pedagogical challenges of such teaching, but relatively few conceptual studies have explored how multiple experiences of teaching outside one's own discipline change a lecturer's understanding of professional self. This paper takes the above gap as its point of departure by presenting a synthesis of three theory traditions: Out-of-Field Teaching, Boundary Crossing Theory, and Language Teacher Identity as an integrated conceptual model called the Disciplinary Boundary-Crossing Identity Reconstruction (DBIR) Model. The paper adopts a conceptual, literature-synthesis approach, synthesizing over forty studies conducted in the past few years on out-of-field teaching, English-medium instruction, and ESP practitioner identity, along with foundational theories in each tradition. The synthesis shows that identity reconstruction can occur in three recursive phases: contextual disruption, boundary negotiation, and integrative identity work. Five theoretical propositions are proposed to help guide empirical validation. Finally, it is suggested that disciplinary crossing, as a process of support rather than hardship, may make current policy pressures a true source of interdisciplinary expertise for vocational ELT lecturers.
Co-Authors Anis Handayani Muhammad Isa Nur Arifah Drajati Palupi, Dian