Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching
Sumayo, Gideon Sindad
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
What Linguistic Features Shape Literature Review Sections? An Analysis of Social Sciences Master’s Theses from a State University in the Philippines Sumayo, Gideon Sindad; Tulud, Donnie Marasigan
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.69776

Abstract

This research investigates the linguistic features shaping literature review sections in social sciences master’s theses from a state university in the Philippines. Employing a qualitative descriptive research design, it analyzed the lexico-grammatical features in 30 unpublished MA theses. Findings reveal the noticeable use of cohesion devices, such as anaphoric references and conjunctions, and lexical cohesion achieved through repetition. Reporting verbs were strategically used to give attributions to the borrowed ideas and assert writer stances, while hedges conveyed caution and boosters added conviction. Active and passive voices were applied to achieve clarity and depersonalization, respectively. Verbals, including gerunds, participles, and infinitives, were used to frame ideas and maintain coherence. These current findings accentuate the critical role of linguistic features in constructing coherent, impactful academic texts, such as literature reviews. The study provides insights to enhance graduate students’ writing skills, contributing to improved academic writing practices.
Students’ Attitudes on Translanguaging in the English Virtual Classroom: The Case of a State University Vergara, Angelica Jean Del Pilar; Sumayo, Gideon Sindad
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.71809

Abstract

This study investigates university students’ attitudes toward translanguaging in English virtual classrooms and addresses a specific gap: despite the rapid normalization of online instruction, little is known about how tertiary learners in Philippine HEIs perceive translanguaging in fully digital English courses. Anchored on Translanguaging Theory, the study employed a descriptive-correlational design to determine students’ socio-demographic profiles, their reasons for using translanguaging, and how these socio-demographics relate to their perceptions of translanguaging. A total of 95 respondents from a state university participated through stratified random sampling. A modified and expert-validated survey questionnaire was utilized, and data were analyzed using descriptive and inferential statistics. Results revealed that students generally hold positive attitudes toward translanguaging, as indicated by an overall mean of 4.02, showing agreement that it supports clearer comprehension, more comfortable expression, and active participation in class. Moreover, Pearson correlation results revealed no significant relationships between attitudes and age (r = -0.087, p = .400), sex (r = -0.061, p = .556), year level (r = -0.134, p = .195), and L1 (r = -0.054, p = .601). These results suggest that students’ acceptance of translanguaging transcends socio-demographic boundaries and may be influenced more by their shared virtual learning experiences. The study concludes that translanguaging is a widely accepted and pedagogically sound approach that enhances comprehension and classroom interaction in online English instruction. It is recommended that educators incorporate translanguaging strategies to foster engagement, clarity, and inclusive participation in virtual settings.
Co-Authors Tulud, Donnie Marasigan Vergara, Angelica Jean Del Pilar