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All Journal Journal of English Language and Culture
Witari, Putu Sita
Bunda Mulia University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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IDENTITY CONSTRUCTION BASED ON A COMMUNAL LAYER OF CTI: A CASE ON BOOKSTAGRAM Witari, Putu Sita
Journal of English Language and Culture Vol 14, No 1 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i1.4808

Abstract

In this digital information age, Instagram, as one of the online social media platforms, has gained more popularity among young generations as a virtual space to express themselves, including their hobby of reading. Since the number of Instagram users who enjoy reading has been growing rapidly, so has the community of readers and book lovers in this virtual space; hence, the terms bookstagram and bookstagrammer have become more well-known. This study investigates how a Bookstagrammer constructs her language identity and online identity on Instagram by analysing the bookstagrammer’s feeds on Instagram and implementing one layer of the Communication Theory of Identity (CTI), the communal identity. Using a method of virtual ethnography, it has been found that the bookstagrammer used English as the predominant language in her posts to connect and expand the interaction with other bookstagrammers worldwide, even though it was not her first language. Alongside, Instagram’s features, such as hashtags and tags in her posts, were her visible efforts to build her identity by actively engaging in the Bookstagram community that supported her to actively participate in the bookstagram community, which eventually enriched the communal identity of bookstagram. A recommendation is offered since the communal layer, and the other three layers of CTI are interconnected and have the potential to bring a more thorough understanding of one’s identity construction on social media.
THE LECTURERS’ WRITTEN CORRECTIVE FEEDBACK IN WRITING CLASSES: UNIVERSITY STUDENTS’ OPINIONS AND PREFERENCES Witari, Putu Sita; Mahardika, Agustine Andriana Ayu
Journal of English Language and Culture Vol 15, No 1 (2024): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i1.6303

Abstract

Writing in English for university students who use English as their second or foreign language can be challenging. This is not only because of the linguistic aspects that may be different from their first language but also because of the non-linguistic aspects such as the content, knowledge, and structure. For such cases, the involvement of a lecturer in their learning process is essential and this can be done by providing written corrective feedback (WCF) to their writing. In order to investigate the university students’ opinions of written corrective feedback and the types of it that are preferred in their writing classroom, this study hence is conducted to gain a better understanding from the students’ point of view. By implementing mixed-method research, the findings revealed major outcomes. Results showed that students generally felt positive about receiving WCF, as it helped identify errors, progress, and weaknesses. However, they felt that WCF alone was insufficient, and a combination of written corrective feedback and verbal feedback was more beneficial. Moreover, the students prefer direct feedback over indirect feedback to build awareness and knowledge about their writing process. They are impartial towards metalinguistic feedback and prefer correction forms with explanations. Lecturers' writing feedback develops critical thinking and revision strategies, encouraging students to research and read widely. Future studies could include longitudinal studies with teacher and student opinions, class observation, and technological advancements, aiming to stimulate new perspectives on written corrective feedback in EFL classrooms.
Co-Authors Mahardika, Agustine Andriana Ayu