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p-Index From 2020 - 2025
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All Journal LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Studies in English Language and Education
Baker, John R.
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring the Effect of Extensive Reading on Young English Learners’ Second Language Writing Achievement in a Vietnamese Primary School Setting Nguyễn, Minh Châu; Baker, John R.
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.28140

Abstract

Extensive reading (ER) provides young English language learners (YELLs) many benefits, including the sustainable development of writing (e.g., the reading-writing relationship). However, this area is under- researched. To address this, this quasi-experimental study investigated the effect of ER on YELLs' second language writing achievement using an enhanced ER treatment. Pre- and post-Cambridge Primary English Test (PET) samples were collected and evaluated via the PET analytic rubric total band and subscales scores (Content, Communicative Achievement, Organization, Language). The results indicated that the EG outperformed the CG in total band score and three subscale bands (Content, Organization, Language), and the EG and CG performed comparably well in the fourth (Communicative Achievement). As prior research specific to ER’s effect on YELLs’ writing achievement in the Vietnam context is noticeably understudied, this study offers a starting point for future investigations.
SOCIAL ENGAGEMENT STRATEGY OF ENGLISH LANGUAGE LEARNERS FOR ENHANCING GRAMMAR Yunita, Wisma; Hati, Gita Mutiara; Arono, Arono; Baker, John R.; Abdullah, Irwan
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9768

Abstract

Language learning, including grammar learning, requires social strategies involving interaction. The study explored the prevalence of social strategy use, patterns of social strategy use employed by English Language Learners (ELL) in learning English grammar, and the rationale behind their use. Using purposive sampling and a mixed-methods design (Grammar Learning Strategies Inventory – GLSI – and follow-up semi-structured interviews) with 194 Indonesian undergraduate respondents showed that social strategies were most employed, followed by metacognitive, cognitive, and affective. The findings also illustrated three social strategy use patterns: (a) involving teachers and more proficient others, (b) practicing with peers, and (c) involving peers as motivators. The rationales for social strategy use were further demonstrated: (a) to understand and avoid mistakes in the use of grammar, (b) share and enhance understanding of grammar materials, (c) know errors and correct them to participate more in learning, and (d) improve grammar usage. These findings provide practical and theoretical insights into students' social strategy use in the ELL context. Limitations and opportunities for additional research are also presented.
Still another look at EFL grammar learning strategies: Frequency, semester differences, gender dynamics, and rationale Yunita, Wisma; Hati, Gita Mutiara; Arono, Arono; Baker, John R.
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40384

Abstract

Grammar learning strategies (GLS) play a crucial role in successful language acquisition; however, this area remains understudied in the Asian English as a foreign language context. To address this gap, this mixed-methods study explored the English GLS employed by Asian (Indonesian) undergraduate participants (N = 194), examining differences in frequency of use (most and least used), as well as gender, semester, and the rationale for implementation. Participants completed the Grammar Learning Strategies Inventory (GLSI), a 70-item, closed-ended, five-point Likert scale questionnaire, followed by semi-structured interviews. The results indicated that participants were high users of social strategies, followed by metacognitive, cognitive, and affective strategies. The exploration also identified various rationales for the high use of strategies, including understanding and avoiding grammar mistakes, correcting errors, improving grammar usage, sharing knowledge, and enhancing comprehension. In contrast, rationales for the low use of affective strategies included stress hindering focus, lack of motivation, insufficient practice, low confidence, fear of making mistakes, neglect of self-rewards, limited feedback, failure to maintain a learning diary, and infrequent self-reflection. The article concludes by discussing the studys limitations and offering suggestions for further research. These findings enhance the understanding of the social strategies used by English language learners and, consequently, inform pedagogical practices while contributing to the scholarly literature.
Co-Authors Arono Arono Gita Mutiara Hati, Gita Mutiara Irwan Irwan Nguyễn, Minh Châu Wisma Yunita