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All Journal SALEE: Study of Applied Linguistics and English Education ELLTER Journal
Roslaini
Universitas Muhammadiyah Prof. Dr. Hamka
Education Languange, Linguistic, Communication & Media Social Sciences

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EFL STUDENTS’ METACOGNITIVE LEARNING STRATEGIES IN ESSAY WRITING Roslaini; Inka Dwiyanti
ELLTER Journal Vol. 4 No. 2 (2023): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v4i2.12308

Abstract

This study focused on the metacognitive learning strategies of EFL students related to their activities in writing an essay. This study aimed to know to what extent EFL students used metacognitive learning strategies and how they used them in writing essays. The data were collected using questionnaires and interviews. Fifty students from English Education Department filled in the questionnaire and nine students were taken to participate in the interview. All of the participants had taken Essay Writing from the previous semester. After analysing the questionnaires, the findings indicated that in using metacognitive learning strategies most students used planning (4.08), monitoring (4.06), and evaluating (4.14) in writing their essays. Thus, it can be categorized into good criteria. From the interview, it revealed that most students used planning activities such as doing reading preparation after deciding the topic, generating ideas, and making an outline to organize their ideas. In monitoring, it was found that the students commonly monitored the development of their ideas during writing and checking their writing regarding to the content, organization, and language used during the process of their writing. For evaluating, the students used self-evaluation, peer review, and feedback from the lecturer to evaluate their essays. Finally, the study revealed that the students commonly implemented metacognitive learning strategies in their essay writing.
Exploring Nuances of EFL Student Engagement in Game-Based English Learning: A Qualitative Case Study Muhammad Israfil; Roslaini
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2073

Abstract

English language learning plays an important role in developing EFL students' competencies in the era of globalization, yet low student engagement remains a major challenge due to monotonous learning methods. This study aims to investigate how Game-Based Learning (GBL) enhances students' engagement as well as explore their experiences during the learning process. Using thematic analysis, the findings show that GBL encourages behavioural engagement through active participation, collaboration, and adherence to game rules; emotional engagement through fun, enthusiasm in group learning, and excitement during competition; and cognitive engagement through increased curiosity, use of strategies, and reflection on self-development. The implications of this study suggest that teachers need to integrate game elements that support peer teaching, emotional safety and strategic thinking - such as time-based group games or language puzzles - tailored to students' ability levels to create more inclusive, fun and meaningful learning.
Co-Authors Inka Dwiyanti Muhammad Israfil