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All Journal Indonesian Journal of Applied Linguistics (IJAL) JEES (Journal of English Educators Society)
Loan, Nguyen Thi Thuy
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Education Languange, Linguistic, Communication & Media

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A CASE STUDY OF COMBINED PEER-TEACHER FEEDBACK ON PARAGRAPH WRITING AT A UNIVERSITY IN THAILAND Loan, Nguyen Thi Thuy
Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i2.8345

Abstract

Writing in English is challenging for ESL writers, so feedback is crucial in assisting them. Although several studies have been conducted on the effectiveness of peer and teacher-feedback in ESL writing, studies on the combined peer-teacher feedback model tend to be scarce. This study thus reported on the combined feedback model in two paragraph-writing classes of sixty students at a university in Thailand where English is taught as a foreign language, students are reported to be passive in class activities and most writing programs are still taught using the traditional method. Students’ peer comments (both valid and invalid ones), their revisions based on both their peers’ and teacher’s feedback (correct and incorrect revisions) and their grades on each paragraph were recorded, and a five-point Likert scale survey and a focus group interview were conducted. The findings indicated its success in terms of students’ positive attitudes towards this feedback model, the usefulness of peer comments, high percentages of feedback incorporations and the high overall writing scores. This paper is thus expected to shed some light on how Thai university students with their passive style of learning English positively react to this interactive activity and partly reflect how in-service teachers adjust feedback strategies in their actual teaching situations.
Multimodal constructions of gender in EFL textbooks: A critical discourse analysis from global perspective Huda, Tanzil; Loan, Nguyen Thi Thuy; Prismantikasari, Avinia; Rachmanda, Refianisya; Aroeboesman, Fatwa Pujangga; Adhinata, Adrian Arfa
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1926

Abstract

Textbooks play a pivotal role in shaping learners’ perceptions of gender norms and social identities. This study investigates how gendered identities are constructed through multimodal elements – such as text, images, and audio - in a widely used secondary - level English as a Foreign Language (EFL) textbook. Employing a qualitative methodology grounded in Critical Discourse Analysis and multimodal theory, the study reveals recurring patterns in gender representation. While some content challenges traditional stereotypes, subtle yet persistent biases remain, particularly in portrayals of occupational roles, personal agency, and gendered color schemes. Male figures are predominantly depicted as leaders or professionals, whereas female figures are more often shown in passive or domestic roles. These findings emphasize the need for critically informed revisions of educational materials to promote more inclusive, balanced, and equitable gender representations. The study contributes to global conversations on gender and education by emphasizing the importance of critical literacy in language classrooms and the role of pedagogical design in challenging entrenched gender ideologies.HIGHLIGHTS: Male characters are primarily represented in authoritative, professional, and leadershiproles, while female characters are depicted in caregiving and supportive roles. Multimodal elements (text, audio, images) largely reinforce traditional gender stereotypes,despite some use of gender-neutral language and diverse role assignments. The textbook includes selective efforts toward inclusivity, such as female environmentalactivists and gender-neutral financial scenarios, indicating a move toward balanced genderrepresentation.
Co-Authors Adhinata, Adrian Arfa Aroeboesman, Fatwa Pujangga Prismantikasari, Avinia Rachmanda, Refianisya Tanzil Huda, Tanzil