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All Journal LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language 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.
Co-Authors Arono Arono Gita Mutiara Hati, Gita Mutiara Irwan Irwan Nguyễn, Minh Châu Wisma Yunita