Articles
<![CDATA[The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 6 No. 2 (2021): Acuity: Journal of English Language Pedagogy, Literature & Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v6i2.2482
<![CDATA[Abstract Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering overarching Indonesian EFL learners’ target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners’ L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners’ reading needs, interests, and levels. Keywords: document analysis, extensive reading strategy, Indonesian EFL learning contexts]]>
<![CDATA[The The Important Role of Self-Regulation in Worldwide EFL Learning Contexts ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 1 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v7i1.2578
<![CDATA[Abstract To better cultivate life-long learning characters within EFL learners, they should be well-trained in activating their utmost self-regulation potentials. By becoming more self-regulated academicians, EFL learners will be more capable of controlling their targeted learning environments, resources, strategies, and time in a better purpose to reach the desired learning outcomes. Concerning this belief, this present qualitative library study was run to exhaustively unearth the crucial role of self-regulation in worldwide EFL learning contexts. To fulfill this main research concern, 30 prior self-regulation studies were conscientiously selected to generate a new enlightenment for globalized ELT educators to nurture their learners’ self-regulation growth in varied language learning situations. The obtained major findings unveiled that a higher degree of self-regulation enabled EFL learners to transform into more life-long knowledge seekers fully reaping more fruitful language learning outcomes. For the betterment of this pivotal psychological investigation, a considerable number of self-regulation literature in line with the interconnected nature of other psychological constructs are highly suggestive for future researchers aiming to conduct identical studies. Keywords: self-regulation, library study, worldwide EFL learning contexts]]>
<![CDATA[Indonesian University EFL Learners' Perspectives toward Self-Assessment in Writing Processes ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v8i1.2605
<![CDATA[Abstract Concerning the sophisticated, contextual, and valid development of language learning assessment in EFL writing fields, it is highly recommended for EFL teachers to advance their learners’ writing skills progression under the supervision of self-assessment. It has been a widespread belief by previous researchers that the continual utilization of self-assessment in writing learning processes can potentially breed more proficient and independent writers. Coupled with this premise, this present small-scale qualitative study was conducted to profoundly investigate Indonesian university EFL learners’ specific perceptions toward self-assessment in writing learning dynamics with the help of qualitative content analysis. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were distributed to 15 English Education Master Students, at Sanata Dharma University. The obtained research results unfolded that the ineluctability of self-assessment activities is pivotal in breeding more professional EFL writers capable of creating more qualified writing products. For the further advancement of this current investigation, future studies are strongly prompted to thoroughly involve ample research participants accompanied by more comprehensive research instruments. Keywords: self-assessment, EFL writing processes, qualitative content analysis]]>
<![CDATA[English Education Master Students' Perceptions on Metacognitive Strategy in Academic Reading ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v7i2.2696
<![CDATA[Abstract Metacognitive strategy can bring about varied fruitful influential impacts toward academic reading enterprises endured by graduate university EFL learners. In this present small-scale qualitative study, the researcher aimed to profoundly investigate English Education Master Students’ perceptions on metacognitive strategy in academic reading. To achieve this research objectivity, this study employed a qualitative content analysis method to obtain more specific portrayals out of the gathered data. 10 online Likert-scale questionnaire items were distributed to 18 English Education Master Students, batch 2019, Sanata Dharma University, Yogyakarta. After obtaining the intended data from this first research instrument, the researcher also planned to make use of 5 open-ended written narrative inquiry questions to be responded to by 3 randomly selected interviewees derived from similar research samplings. Two major-specific themes were revealed namely: (1) Metacognitive strategy has successfully promoted more positive academic reading behaviors and (2) Metacognitive strategy allowed graduate university EFL learners to achieve more fruitful academic reading outcomes. The main conclusion of these aforementioned findings is the internalization of metacognitive strategy at the beginning of academic reading dynamics is indispensably crucial in which graduate university EFL learners can potentially transform into more mature, strategic, critical, and proficient L2 academic readers. Keywords: Metacognitive strategy, academic reading, students’ perceptions]]>
<![CDATA[English Education Master Students' Perceptions on Teacher Written Corrective Feedback in Academic Writing ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v8i2.2788
<![CDATA[Abstract In modern L2 academic writing enterprises, teacher-written corrective feedback can be either facilitating or debilitating depending on language teachers’ understanding, actual practices, and specific-classroom situations. Through this present small-scale qualitative investigation, the researcher attempted to exhaustively investigate English Education Master Students’ perceptions on teacher written corrective feedback in academic writing. Methodologically speaking, this current study was supported by the presence of 10 online Likert-scale questionnaire items and 5 open-ended written narrative inquiry questions. Thus, qualitative content analysis was integrated into this study to obtain more authentic data from the targeted research participants. 18 English Education Master Students, batch 2020, Sanata Dharma University were voluntarily invited to complete 10 online Likert-scale questionnaire items. Meanwhile, 3 randomly-selected interviewees from a similar research sampling were asked to accomplish 5 open-ended written narrative inquiry questions. Two major themes came to the fore after the full accomplishment of data analysis processes namely: (1) An accurate utilization of teacher written corrective feedback and (2) The beneficial values of constructive teacher written corrective feedback. Some specific concluding remarks and further recommendations were also portrayed in this study. Keywords: Teacher written corrective feedback, academic writing, graduate students, qualitative content analysis]]>
<![CDATA[Inducing Better-Facilitated EFL Writing Learning Dynamics with an Enlightenment of Collaborative Writing Strategy ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ Journal of Language and Literature Studies Vol. 3 No. 2 (2023): November ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/jolls.v3i2.1383
<![CDATA[Abstract To better help globalized EFL learners withstand a wide variety of stumbling blocks residing in these modern second language writing learning enterprises, writing instructors should devise a learner-oriented learning approach where writers strongly establish more robust collaborative networking to successfully achieve their desired writing learning goals. A collaborative writing strategy plays an indispensable role to attain this coveted writing learning objective where EFL learners can supportively collate their distinctive ideas, perspectives, and strategies to compose more qualified writing compositions. This currently-initiated qualitative study was in support of an annotated bibliography approach to ascertain the credibility, relevancy, and applicability of the particularly-attained research results. To that end, the researcher utilized a document analysis and an open-coding approach to thematically categorize each identical research result generated by 10 already-published collaborative writing strategy journal articles conducted worldwide. The thematically-analyzed research results highly advised globalized second language writing instructors to incorporate a collaborative writing strategy at the inception of regular writing learning dynamics as it functioned as one of the propelling forces for EFL learners to gradually transform into more skilled, enthusiastic, confident, optimistic, and proactive target language writers. Keywords: EFL writing; collaborative writing strategy; annotated bibliography; document analysis]]>
<![CDATA[Facilitating EFL Learners’ Challenging Writing Learning Enterprises through Self-Regulated Writing Strategy ]]>
<![CDATA[wijaya, kristian]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 2 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[ABSTRACT The presented second language writing learning complexities oftentimes hamper globalized EFL learners from accomplishing their targeted writing tasks excellently. Resultantly, their burgeoning writing learning motivation is at high stake and they feel discouraged to proceed into various challenging writing learning dynamics prepared by teachers. One decent response for this general writing learning issue is through the activation of a self-regulated writing strategy. Previous researchers believed that with the accompaniment of a self-regulated writing strategy, EFL learners have become more adept at managing their writing learning processes by employing appropriate writing strategies. Speaking specifically, this present small-scale qualitative library study aimed to review the extent self-regulated writing strategy can facilitate worldwide EFL learners to better cope with arduous writing learning processes. Hence, the researcher conducted an in-depth thematic analysis by reviewing 20 prior self-regulated writing strategy studies in worldwide EFL learning settings to generate more apprehensible and constructive research results. Two major specific themes were stipulated through this data analysis process namely: 1) Self-regulated writing strategy helps EFL learners to become more insightful writers and (2) Self-regulated writing strategy transforms EFL learners into more thoughtful writers. It was evidenced that the employment of a self-regulated writing strategy did not solely transfigure EFL learners into more proficient but also strategic writers. Keywords: Self-regulated writing strategy, EFL learners, library study, thematic analysis]]>
<![CDATA[The Role of Duolingo Application in Broadening Indonesian EFL Learners’ Vocabulary Knowledge ]]>
<![CDATA[wijaya, kristian]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2024.007.02.05
<![CDATA[To better expand EFL learners’ vocabulary knowledge in second-language classrooms, educators should instill a more profound awareness of the maximization of potential technological platforms to be further internalized in their daily teaching-learning routines. Regarding this fundamental second language learning principle, Duolingo appeared to be one of the beneficial digital learning tools in nurturing EFL learners’ vocabulary knowledge expansion. Previous researchers contended that Duolingo could provoke more positively sound and authentic second language learning dynamics where EFL learners elevated their vocabulary knowledge to the fullest potential. This small-scale library study employed a thematic analysis method in analyzing the previously generated studies derived from 20 Duolingo and vocabulary scientific articles. A thematic analysis approach was applied to yield more well-organized, apprehensible, and relatable research results contributable to the entire second language vocabulary learning dynamics development. From the obtained research findings, two main themes were proffered: (1) Duolingo application promoted greater vocabulary learning enjoyment and (2) EFL learners gained more significant vocabulary knowledge improvements through Duolingo application.]]>
<![CDATA[THE MERITORIOUS LEARNING REWARDS PROMOTED BY CHATGPT IN ACADEMIC WRITING CLASSROOM CONTEXTS ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ ELTR Journal Vol. 9 No. 2 (2025) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v9i2.223
<![CDATA[Abstract One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers.]]>
<![CDATA[Teaching Strategies Strengthening EFL Learners’ Self-Confidence in Speaking Learning Dynamics ]]>
<![CDATA[Wijaya, Kristian]]>
<![CDATA[ Educalingua Journal Vol. 2 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v2i1.440
<![CDATA[Studies on effective speaking teaching strategies have caught mushrooming attention in these last two decades. This is not happening by incidental matters as globalized educationalists are still having arduous moments in devising more suitable, enjoyable, and relatable speaking learning strategies that can maximize EFL learners’ self-confidence. According to previous researchers, self-confidence is one of the propelling factors enabling EFL learners to gain more advanced communication proficiency levels since they possess a higher level of preparedness in confronting a wide variety of challenging speaking learning enterprises. This small-scale library study employed a thematic analysis approach while analyzing a certain number of identical research results produced by prior 25 speaking investigations published worldwide. By utilizing this research method, the researcher can potentially yield more relevant, contextual, and comprehensible research outcomes due to an iterative data analysis conducted before initiating more specific research theme groupings. Based on the thematically categorized research results, second language educators can progressively inculcate robust speaking self-confidence among EFL learners upon the activation of more authentic and enjoyable speaking learning activities. More comprehensive delineations regarding these two speaking learning methodologies can be discerned in the ensuing parts of this research paper]]>
