Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal English Department of UMMU Journal (EDU Journal)
Shuai Ma
Texas A&M University
Languange, Linguistic, Communication & Media

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Integrating Literacy into Reading Instruction Shuai Ma; Erwin Gay; Yan Liu
EDU Journal - English Department of UMMU Journal Vol 2 No 1 (2022): Vol 2. No. 1 May 2022
Publisher : English Education Department, Faculty of Education Muhammadiyah University of North Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52046/edu.j.v2i1.1466

Abstract

Abstract: Reading achievement is considered an essential aspect of learners' literacy. Life could be challenging for immigrants who are newcomers to the U.S. with limited literacy skills. This study explores the challenges an adult ESL immigrant student faces when taking ESL classes and the reading strategies the learner uses to make sense of the reading materials. The researchers use a qualitative approach based on the theory of case study. This case study gives insights into how a student engages with complex tests through practical metacognitive strategies and cognitive strategies. Results indicate that the learner can apply some cognitive and metacognitive strategies, like making connections using prior knowledge, but using strategies is limited. The subject lacks cognitive and metacognitive strategies like handling new unknown words and summarizing. There was a positive gain regarding strategy use after the training. Results also suggest that the challenges for Adult ESL immigrant learners need more motivation, availability, resources, and funding. It provides practical pedagogical implications in language learning and teaching for Adult ESL immigrant learners. Keywords: adult ESL; reading comprehension; immigrant; challenges
A Systematic Literature Review of Google docs and Blogs Facilitating Online Collaborative Writing for Adult EFL Learners in Higher Education: Effects and Perceptions Shuai Ma; Yan Liu; Yuanqiu Liu; Yiming Zhu
EDU Journal - English Department of UMMU Journal Vol 2 No 2 (2022): Vol. 2 No. 2 November 2022
Publisher : English Education Department, Faculty of Education Muhammadiyah University of North Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52046/edu.j.v2i2.1630

Abstract

Abstract: The 21st century Web 2.0 technologies such as Google docs and Blogs can be used to promote mutual interaction and communication in writing. This article describes the results of a comprehensive review of the literature from 2012 to 2022 evaluating the effects of computer-assisted learning tools like Google docs and blogs for Adult EFL learners in higher education on improving writing in an academic setting from the students’ perceptions. Across 10 studies that met inclusion criteria, study samples consisted of adult learners in different countries using various computer assisted learning tools like google docs and blogs. The analysis focused on two types of computer assisted learning tools mentioned in the articles and research methods as well as learning effectiveness. The article tries to answer the following questions in regards of effectiveness and students’ perceptions. Is computer-assisted learning using Google docs or blogs more effective than traditional learning in writing? What are the students’ perceptions towards computer-assisted learning tools like google docs or blogs? The findings suggests that computer assisted learning tools like Google docs and blogs are more effective than traditional way of teaching in writing and students generally perceive positive attitude towards Google docs and blogs in writing class. This paper tries to add to the Adult EFL fields' literature by presenting a categorized overview of relevant works focusing on the learner.
Co-Authors Erwin Gay Yan Liu Yan Liu Yiming Zhu Yuanqiu Liu