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All Journal Indonesian Journal of Electrical Engineering and Computer Science Studies in English Language and Education
Norfaizah Abdul Jobar
Universiti Pendidikan Sultan Idris
Education Languange, Linguistic, Communication & Media

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The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools Aireen Aina Bahari; Haddi Junaidi Kussin; Raja Nor Safinas Raja Harun; Misrah Mohamed; Norfaizah Abdul Jobar
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (470.848 KB) | DOI: 10.24815/siele.v8i3.19287

Abstract

The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.
The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools Aireen Aina Bahari; Haddi Junaidi Kussin; Raja Nor Safinas Raja Harun; Misrah Mohamed; Norfaizah Abdul Jobar
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19287

Abstract

The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.
Exploring corpus linguistics via computational tool analysis: key finding review Wan Nur Aida Sakinah Wan Jusoh; Norfaizah Abdul Jobar; Md Zahril Nizam Md Yusoff; Hanifah Mahat
Indonesian Journal of Electrical Engineering and Computer Science Vol 34, No 2: May 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijeecs.v34.i2.pp1052-1062

Abstract

Corpus linguistics investigates language using extensive text databases. Tools assist researchers in analyzing, extracting, and interpreting linguistic information efficiently. Furthermore, if researchers only use traditional tools in corpus linguistic analysis, they will lack the comprehensiveness and efficiency required to effectively navigate and derive valuable insights from language data. This paper employed the preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach to find the primary data based on a few keywords in corpus linguistic, corpus analysis, computational linguistic, text corpora and tool support. Based on this method, we used advanced searching techniques on Scopus and Web of Science (WoS) and discovered (N=28) data pertinent to the study. Expert scholars decide on a theme based on the problem, which is (i) types of corpus tools and their uses; (ii) their contributions and their capabilities (iii) limitations of corpus tools. All the tools were used in interdisciplinary studies. In summary, this systematic review uncovers pivotal key findings at the intersection of computational tools and corpus analysis, enriching linguistic knowledge. It highlights the interdisciplinary potential of corpus-based analysis in advancing linguistic tools and, their applications, as well as language analysis.
Co-Authors Aireen Aina Bahari Haddi Junaidi Kussin Hanifah Mahat Md Zahril Nizam Md Yusoff Misrah Mohamed Raja Nor Safinas Raja Harun Wan Nur Aida Sakinah Wan Jusoh