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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education English Language and Literature International Conference (ELLiC) Proceedings
Willy A. Renandya
Widya Mandala Catholic University Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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Student-centered Learning and Extensive Reading Renandya, Willy A.
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The aim of my talk is to explore the relationship between student-centred learning (SCL) and extensive reading (ER), and how to bring the two closer together in the classroom. I will first (re)examine the concepts behind SCL and the key features normally associated with this approach to learning, i.e., the degree of personalized learning, level of student engagement and motivation, and student control over learning. I will then discuss the theoretical underpinnings (e.g., input theory and skill learning theory) and key characteristics (e.g., appropriate reading materials in terms of choice and variety) of ER in order to determine the extent to which ER is compatible with SCL. I will then provide research evidence demonstrating how the marriage between SCL and ER could lead to enhanced student learning, i.e., greater mastery of the target language and a more positive attitude towards language learning.
What are Bogus Journal Renandya, Willy A.
Beyond Words Vol 2, No 2 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i2.590

Abstract

Abstract The purpose of this paper is to warn novice researchers/writers of the danger of publishing in journals of questionable quality (often referred to as bogus, scam or predatory journals) and highlight key characteristics of these journals and their method of operation. Understanding the characteristics and how they operate could help us avoid publishing our work in scam journals. These journals claim (falsely) that they employ a blind review process by experts in the field, promise quick turnaround, claim legitimacy by quoting the ISSN and listing a number of databases in which they are indexed (e.g., EBSCO, DOAJ and PROQUEST). The paper outlines 15 reasons why as members of the academic community we should shun journals of dubious quality. The key message of this paper is that before we send our scholarly work to academic journals, we need to invest time doing our due diligence, making sure that our target journal is a legitimate and respectable outlet for our work.
Paths to Competence in Listening Comprehension Krashen, Stephen; Renandya, Willy A.; Mason, Beniko; Bose, Pratheeba
Beyond Words Vol 6, No 1 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v6i1.1671

Abstract

We present two paths to increasing listening comprehension ability, one in-class and other in the country where the language is spoken. In both cases, we predict that those with higher reading ability in the second language will progress faster.
TEACHER AUTHENTICITY IN LANGUAGE EDUCATION Jacobs, George M.; Asmawi, Adelina; Renandya, Willy A.
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.50394

Abstract

In education, the phrase "authenticity" has various connotations, including in language education. This article begins by examining different meanings of the term authenticity in language teaching. Some of these meanings refer to authenticity in the assessment, tasks, and materials that language teachers use. The main part of the article looks at another meaning of authenticity. The literature on teacher authenticity and personal authenticity in general is applied to the situation of language teachers while viewing authenticity through the lens of student-centered learning (SCL) and the overall paradigm shift from which SCL grew. Topics discussed include whether teachers should behave according to students’ views of what teachers should do or according to how teachers themselves believe they should behave. The article next looks at how teachers can develop their authenticity via their lifelong, lifewide, and lifedeep learning. The article also delves into various issues in which teachers can be authentic by “walking their talk,” e.g., teachers who encourage students to read need to be readers themselves, and teachers who encourage their students to cooperate with their peers should cooperate with their own peers in education and elsewhere in their lives. The two final parts of the article ask what impact teacher authenticity might have on the teachers’ students and how authenticity, which seems to be such an individual construct, can be put to the service of society as a whole.
Co-Authors Asmawi, Adelina Beniko Mason Bose, Pratheeba George M. Jacobs Stephen Krashen