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This Author published in this journals
All Journal Jurnal Arbitrer Script Journal: Journal of Linguistic and English Teaching Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia
Lau, Su Kia
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Humanities Languange, Linguistic, Communication & Media

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The Accuracy of English Grammatical Morpheme Orders among Chinese EFL Learners and Instructor Interventions Wang, Xianyuan; Lau, Su Kia; Chew, Fong Peng; Saeed, Murad Abdu; Cao, Xuejin
Jurnal Arbitrer Vol. 11 No. 3 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.3.228-243.2024

Abstract

In the domain of first and second language (L1/L2) acquisition, Morpheme Order Studies (MOS) encapsulate a body of influential research. This study specifically aimed to (1) assess the accuracy of nine grammatical morphemes used by Chinese learners of English as a Foreign Language (EFL) in their compositions, (2) investigate the factors affecting the accurate use of these morphemes among Chinese EFL learners, and (3) explore the interventions implemented by their instructors to assist the Chinese EFL learners in accurately using these intricate grammatical constructs. Employing the Target-Like Use methodology, the data were collected from the essays of 108 high school learners in Kunming, Yunnan, China, to ascertain the order of their accuracy in using these morphemes. Subsequently, a semi-structured interview was conducted with five EFL instructors and 15 tested learners to delve into the factors influencing their proficiency with specific complex morphemes and the application of instructional interventions used by the instructors. The findings of the study revealed that the learners did not consistently adhere to Krashen’s hypothesized natural order; rather, they exhibited idiosyncratic acquisition patterns. Particularly, it was noteworthy that there was a relatively low accuracy observed in the usage of certain morphemes, such as irregular past and 3rd person singular –s (features absent in the learners’ native language). Furthermore, factors contributing to the diminished accuracy of these specific morphemes include the learners’ mother tongue interference in their use of these morphemes, syntactic and semantic complexities, motivational factors, environmental factors, and limited output of specific morphemes. Additionally, the research uncovered various interventions such as peer review, storytelling, and incorporating songs employed by the EFL instructors to assist the Chinese EFL learners in using these challenging grammatical morphemes correctly. This study provides valuable insights for EFL students, instructors, curriculum developers, and textbook editors.
Corpus-Based Language Learning Among EFL Learners in an Environmental Context Handoko, Handoko; Kaur, Sheena; Lau, Su Kia
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2225

Abstract

Background: This research presents a case study on the valuable contribution of corpus linguistics to English instruction with an environmental focus, aiming to raise environmental awareness among students. The study explores the role of corpus linguistics as an effective tool for teaching English in the context of comprehending and discussing environmental issues. Methodology: To achieve this, the research utilizes the News on the Web (NOW) corpus to identify common vocabulary in environmental texts. The study was conducted with a group of 13 students in a Specialized Listening and Speaking class, with an intermediate level of English proficiency. The research was conducted over three terms. Initially, students were provided with 75 words from the News on the Web (NOW) corpus, complete with definitions and example sentences. Subsequently, they were tasked with writing three sentences for each word and memorizing their usage within an environmental context. Finally, the students were tested by having to provide talks on 15 randomly selected words. Findings: The research findings indicate that 10 students were able to proficiently use 60.51% of the environmental words, while three students encountered difficulties in using these terms within the environmental context. Seven students demonstrated their ability to connect sentences coherently, utilizing proper grammar and pronunciation.  Conclusion: This research suggests that most students successfully integrated environmental lexical items into their speaking, showcasing proficiency in grammar and pronunciation. However, most of the students (11 out of 13) require further support in structuring their speech cohesively. Rather than constructing a coherent narrative, they often employ words in isolation. Originality: This underscores the importance of using corpus-based methods to provide relevant vocabulary and fostering the skills necessary for constructing well-structured and cohesive speeches.  
A SYSTEMATIC REVIEW OF AI IN CHINESE COLLEGE ENGLISH EDUCATION BEFORE GENERATIVE AI: TYPES, ROLES, AND FUNCTIONS Sun, Kun; Chew, Fong Peng; Lau, Su Kia
Jurnal Gramatika Vol 11, No 2 (2025): Autumn Issue (October–March)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2025.v11i2.10302

Abstract

The impact of artificial intelligence (AI) on language learning has grown rapidly, with various AI-based tools emerging. However, comprehensive reviews of its role in College English education in China remain scarce. Following PRISMA guidelines, this study systematically reviewed peer-reviewed empirical articles published between August 2013 and August 2023 across nine databases, including CNKI. Of the 1,224 screened studies, 15 empirical works from China (two in Chinese) were included, and a comparative analysis was conducted on the types of AI applied and their relevance to College English teaching. The findings indicate a generally positive attitude toward AI integration in College English, with particular emphasis on AI assessment systems and visual technologies. However, the review also identifies a techno-instrumentalist bias, with AI primarily framed as a tool for performance enhancement, while its implications for learner agency and identity construction remain underexamined. This review summarizes the decade's research trends, revealing that studies predominantly used quantitative and experimental methods, while qualitative research and mixed-methods studies were relatively scarce. Notably, research between 2019 and 2023 surged around immersive and automated systems, raising questions about which types of AI attract academic and institutional focus. Future research should diversify methodologies and address sociocultural, ethical, and equity issues in AI use. Though generative AI is emerging, its accessibility and ease of use mark a shift from resource-intensive tools like VR. Yet, its growing adoption requires critical inquiry into whose knowledge it privileges and what ideologies it reinforces in English education.
Co-Authors Cao, Xuejin Chew, Fong Peng Handoko Handoko Kaur, Sheena Saeed, Murad Abdu Sun, Kun Wang, Xianyuan