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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Arbitrer
Saeed, Murad Abdu
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Languange, Linguistic, Communication & Media

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The role of tutor's questioning in mentoring learners' responses to and uptake of feedback on writing Saeed, Murad Abdu; AbuSa’aleek, Atef Odeh; Al Qunayeer, Huda Suleiman
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.34600

Abstract

How teachers can provide effective feedback that promotes' students' active responses to and use of it is the question of the current debate in research. The need for teachers to formulate/compose their feedback in the form of questioning alleviates their authoritative roles in the process. Therefore, this study explored the role of teacher Google Doc-based feedback given in the form of questions on the assignments of 14 pairs of undergraduates in a Malaysian university in fostering their responses to feedback and uptake of it in writing. The results revealed that the feedback questions fall into single Yes/No questions, single Wh-questions, and a combination of both, which served as eliciting responses, eliciting information, seeking clarifications, requesting, checking certainty, and inviting learners to respond to and interact over the e-feedback before using it in revising their texts. Findings indicate that Google Docs functions as an interactive platform where students diversify their responses to e-feedback, such as commenting on the e-feedback, interacting around the e-feedback issues, seeking further feedback, resolving the e-feedback, and addressing the e-feedback through edits/text revisions. Furthermore, the way e-feedback questioning is formulated influences how students respond to and use e-feedback in revising their assignments. The study provides valuable suggestions for teacher feedback practices in graduate courses in higher educational institutions.
The Accuracy of English Grammatical Morpheme Orders among Chinese EFL Learners and Instructor Interventions Wang, Xianyuan; Lau, Su Kia; Chew, Fong Peng; Saeed, Murad Abdu; Cao, Xuejin
Jurnal Arbitrer Vol. 11 No. 3 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.3.228-243.2024

Abstract

In the domain of first and second language (L1/L2) acquisition, Morpheme Order Studies (MOS) encapsulate a body of influential research. This study specifically aimed to (1) assess the accuracy of nine grammatical morphemes used by Chinese learners of English as a Foreign Language (EFL) in their compositions, (2) investigate the factors affecting the accurate use of these morphemes among Chinese EFL learners, and (3) explore the interventions implemented by their instructors to assist the Chinese EFL learners in accurately using these intricate grammatical constructs. Employing the Target-Like Use methodology, the data were collected from the essays of 108 high school learners in Kunming, Yunnan, China, to ascertain the order of their accuracy in using these morphemes. Subsequently, a semi-structured interview was conducted with five EFL instructors and 15 tested learners to delve into the factors influencing their proficiency with specific complex morphemes and the application of instructional interventions used by the instructors. The findings of the study revealed that the learners did not consistently adhere to Krashen’s hypothesized natural order; rather, they exhibited idiosyncratic acquisition patterns. Particularly, it was noteworthy that there was a relatively low accuracy observed in the usage of certain morphemes, such as irregular past and 3rd person singular –s (features absent in the learners’ native language). Furthermore, factors contributing to the diminished accuracy of these specific morphemes include the learners’ mother tongue interference in their use of these morphemes, syntactic and semantic complexities, motivational factors, environmental factors, and limited output of specific morphemes. Additionally, the research uncovered various interventions such as peer review, storytelling, and incorporating songs employed by the EFL instructors to assist the Chinese EFL learners in using these challenging grammatical morphemes correctly. This study provides valuable insights for EFL students, instructors, curriculum developers, and textbook editors.
Co-Authors AbuSa’aleek, Atef Odeh Al Qunayeer, Huda Suleiman Cao, Xuejin Chew, Fong Peng Lau, Su Kia Wang, Xianyuan