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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pembelajaran Bahasa dan Sastra
Ndoricimpa, Clément
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Education Languange, Linguistic, Communication & Media Other

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Writing in the disciplines: Comparison of critical stance qualities in literary analyses by university students writing in L1 and L2 contexts Ndoricimpa, Clément; Barad, Dilip P.
Indonesian Journal of Applied Linguistics Vol 14, No 2 (2024): Vol. 14, No.2, September 2024
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v14i2.74890

Abstract

Construing critical stance in disciplinary writing is an important expectation. It is important because studies have shown a correlation between critical thinking and high score on writing. Therefore, this study compared the qualities of critical stance in literary analyses by university students in an outer circle country and by university students in an inner circle country. The data consisted of high-graded assignments by university students at seven universities in Gujarat state in India and successful assignments from British Academic Written English (BAWE) corpus. To analyze the data, appraisal theory- a subset of systemic functional linguistics- was employed. The results showed that university students in India predominantly construed in their literary analyses a descriptive and empty ethical stance. In contrast, university students in UK construed in their literary analyses a critic voice marked by caution, discourse alignment. Further, the results indicated that the descriptive and empty ethical stance was marked by the use of linguistic resources of affect and judgement in higher frequency while the critic voice in BAWE corpus was marked by the use of the linguistic resources of appreciation and engagement in higher frequency. These results have far-reaching implications for writing research and for assessing and teaching disciplinary writing in outer circle countries. They show evidence of the differences in the qualities of critical stance that students writing in L1 and L2 context construe in their disciplinary writing. They also give evidence of the differences in the assessment of students’ writing in L1 and L2 context.
The L2 Motivational Self System and International Posture among Simultaneous Multiple Language Learners: A Study of Gender Differences in the Burundi Context Nizigama, Elvis; Nduwimana, Arcade; Ndoricimpa, Clément
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026 | in progress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v1i1.1016

Abstract

Gender differences are a consistent finding in research on second or foreign language (L2) learning motivation, yet this important topic has been scarcely investigated in Burundi. Therefore, this study primarily aimed to examine gender differences in L2 motivation, framed by the L2MSS and International Posture frameworks, among Burundi junior high school students learning simultaneously multiple foreign languages (L2 French, L3 English, and L3 Kiswahili). A secondary aim was to assess whether the years of study (school grade level) moderated the link between gender and L2 motivation. The population was 594 junior high school students per class and per gender who completed and submitted the questionnaire. A sample of 210 students (94 boys and 116 girls) from Grades 7–9 across two public schools completed a questionnaire, and the data was statistically analyzed using SPSS-version 22. The overall results for the whole sample indicated no statistically significant gender differences in L2 motivation across all three target languages. However, the examination of the interaction effect revealed significant gender x school grade interactions on four of the five measured constructs (Ideal L2 Self, Ought-to L2 Self, Intended Learning Efforts, and International Posture), with all significant interactions relating only to English, but not for French or Kiswahili. Further analysis demonstrated that the statistically significant effect was confined only to Grade 7, where female learners consistently exhibited higher mean scores than their male peers, a difference that disappeared in grades 8 and 9. These results underscore the importance of including gender as a key variable in future L2 motivation research in Burundi, particularly with younger participants, such as primary school learners.
Co-Authors Barad, Dilip P. Nduwimana, Arcade Nizigama, Elvis