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Kristian Florensio Wijaya
Cita Hati Christian School
Languange, Linguistic, Communication & Media

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Journal : Magister Scientiae

 1 
THE IMPACTS OF CULTIVATING INDONESIAN EFL LEARNERS’ POSITIVE SELF-ESTEEM IN SPEAKING ACTIVITIES Kristian Florensio Wijaya
Magister Scientiae Vol. 51 No. 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4452

Abstract

ABSTRACTWith the accompaniment of positive self-esteem, EFL learners are capable of improving their speaking learning skills to the fullest development and becoming more appreciative of their existing communicative competencies. This present small-scale library study set out to profoundly explore the impacts of cultivating Indonesian EFL learners’ self-esteem in speaking activities. To comply with this study's objectivity, the researcher thematically analyzed the previously-generated research results generated by 30 self-esteem and speaking studies. The in-depth thematic analysis revealed that positive self-esteem can transfigure Indonesian EFL learners into more confident L2 speakers and lead them to obtain more satisfying speaking learning achievements. Thus, this qualitative study affirmed that in the light of positive self-esteem, Indonesian EFL learners can become more proficient L2 speakers as they have been more comfortable with themselves and the specific communicative abilities they are currently possessing. 
TRANSMITTING REFLECTIVE TEACHING PRACTICE INTO INDONESIAN EFL EDUCATORS’ PROFESSIONAL JOURNEYS Kristian Florensio Wijaya
Magister Scientiae Vol. 51 No. 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.4613

Abstract

It is principal to understand that EFL educators’ professional journeys are affected by varied internal and external factors such as school policies, particular curriculums, and educational cultures. From this stance, reflective teaching practice can act as one of the promising solutions to transfigure EFL educators into more well-rounded and thoughtful learning facilitators, which in turn is helpful to improve their entire teaching qualities. The researcher initiated this current small-scale qualitative library study to exhaustively investigate the influential impacts of transmitting reflective teaching practice into Indonesian EFL educators’ professional journeys. To fully attain this main study objective, the researcher employed a thematic analysis in reviewing the specifically-obtained research results derived from 25 reflective teaching studies. Based on the thematic analysis, it was deduced that through the constant internalization of reflective teaching practice, EFL educators can gradually transform into more professional language learning facilitators who are capable of promoting better-facilitated English learning enterprises.
BRIDGING EFL LEARNERS’ TARGET LANGUAGE KNOWLEDGE DISCREPANCY WITH THE SUPPORT OF CRITICAL CULTURAL AWARENESS Kristian Florensio Wijaya
Magister Scientiae Vol. 52 No. 1 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i1.5090

Abstract

It has been a long-standing issue that EFL learners are required to consistently showcase gratifying target language performances, competencies, and achievements while taking part in a wide variety of second language learning activities without being prepared well with suitable and authentic learning materials. In response to this aforesaid issue, second language educators need to immerse EFL learners into critical cultural awareness to make them become more efficient target language users. This present small-scale library study was projected to profoundly investigate the way critical cultural awareness can bridge globalized EFL learners’ target language knowledge discrepancy in actual second language learning contexts. To do so, the researcher conducted an in-depth thematic analysis of the previously generated research results addressed by 20 critical cultural awareness studies published worldwide. Concerning the specifically-obtained research results, critical cultural awareness can potentially become one of the worthwhile strategies to be further applied in nowadays second language circumstances by which EFL learners foster their target language competencies to the desired outcomes and transform into more skillful target language users.
THE BENEFICIAL VALUES OF APPLYING PEER ASSESSMENT STRATEGY IN MODERN EFL WRITING LEARNING ENTERPRISES Kristian Florensio Wijaya
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5499

Abstract

Comprehensive attainment of fruitful second language writing learning outcomes undeniably hinges on the meaningful usage of assessments. In the light of appropriate, contextual, and purposeful assessments, EFL learners can potentially endure better-facilitated writing learning enterprises as they fully locate their particular writing weaknesses to be further amended in the future. Peer assessment plays a pivotal role in response to this main nature of writing assessment purposes in which EFL learners significantly broaden their current writing perspectives, knowledge, skills, and experiences in concord with varied constructive suggestions derived from entrusted learning companions. This small-scale library study was initiated with the employment of thematic analysis to generate more comprehensible, reliable, and relatable research results. To that end, the researcher thematically analyzed the previously related research findings from 25 published peer-assessment journal articles both nationally and internationally wide. The thematically categorized research results suggested second language educators start reinforcing their learners’ writing proficiency skills growth with the internalization of a peer assessment strategy by which they progressively transform into more passionate and autonomous writers.    
EFL TEACHERS’ ATTITUDES TOWARD THE INTERNALIZATION OF ARTIFICIAL INTELLIGENCE TOOLS IN SPEAKING LEARNING ACTIVITIES Kristian Florensio Wijaya
Magister Scientiae Vol. 53 No. 1 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACTEFL teachers should not solely rely on their regular classroom learning activities on conventional pedagogical approaches but also the optimum utilization of technological-based learning platforms. One can potentially experience this through the meaningful internalization of artificial intelligence tools as a further attempt to promote better-facilitated second-language classroom learning dynamics. This small-scale library study was initiated to investigate EFL teachers’ attitudes toward the internalization of artificial intelligence tools in their regular speaking learning activities. To achieve this main study objective, the researcher capitalized on a thematic analysis while analyzing the findings from 30 previous artificial intelligence journal articles. With the support of a thematic analysis, the researcher is more likely to yield more robust, systematic, and understandable results as each finding was clustered into identical research themes. The thematically categorized findings revealed that EFL teachers inculcated positive attitudes toward the internalization of artificial intelligence tools as these technological platforms evoked a comfortable speaking learning atmosphere and transfigured learners into competent target language speakers.Keywords: Artificial intelligence; second language learning; teachers’ attitudes; library study; thematic analysis
STRENGTHENING EFL LEARNERS’ WRITING COMPETENCIES THROUGH THE DECENT EMPLOYMENT OF QUILLBOT Kristian Florensio Wijaya
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7344

Abstract

ABSTRACT Technology plays a crucial role in strengthening EFL learners’ writing proficiency levels. As multifaceted feedback provisions are constantly addressed, the long-term nurturance of writing competencies growth can be ensured. This small-scale library study employed a thematic analysis while reviewing some significant findings of 30 previously published studies of QuillBot application benefits in empowering EFL learners’ writing skills development. The researcher capitalized on a thematic analysis approach to yield more accurate, believable, and relatable data as each prior finding was categorized into some major identical themes. The thematically-subsumed findings suggested that second language educators commence their regular writing learning enterprises with the meaningful internalization of the QuillBot application, in which EFL learners can transform into more positive and skillful writers. Keywords: Technology; QuillBot; EFL learners; library study; thematic analysis
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