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All Journal International Journal of Language Teaching and Education JOLLT Journal of Languages and Language Teaching
Disasa, Rufael
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Effects of Reflective Learning Integrated Process Writing Instructions on High School Students' Paragraph Writing Performance and Perception Wirtu, Gebisa; Disasa, Rufael; Daba, Ebissa
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.46770

Abstract

This study examines the effects of reflective learning integrated process writing instructions on high school students' paragraph writing performance and perception. It also examines the correlation between students' paragraph writing performance and perception. A quasi-experimental research design and mixed method approach were employed, and a purposeful convenience sampling technique was used. Leka Nekemte High School, Nekemte town, West Oromia, Ethiopia, and grade eleven students were the participants in the study. Two intact sections were chosen as the experimental group (n = 30) and the other as the control group (n 30). The data were collected through tests, questionnaires, and semi-structured interviews. The study's findings revealed that the experimental group, which practiced paragraph writing through reflective learning, integrated process writing instructions, outperformed the control group, which conventionally practiced paragraph writing. Additionally, it indicates the experimental group developed a higher positive perception than the control group. These findings highlight the need for reflective learning integrated process writing instructions to improve high school students' paragraph writing performance and develop a positive perception of paragraph writing.
Teachers’ Application of Cohesion Theory to Develop Students’ Written Discourse Competence Burayou, Zelalem; Disasa, Rufael
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18231

Abstract

This study investigated teachers’ instructional practices of applying the theory of cohesion in teaching writing skills to develop grade 11 Ethiopian students’ written discourse competence. The participants were selected using purposive sampling. The study employed a descriptive research design. Classroom observation was used to collect the data. The data was analyzed thematically based on the qualitative data analysis framework developed by Braun and Clarke (2021). The theme of the data was developed based on the elements of cohesion: conjunction, references, ellipsis, substitution, and lexical cohesion. The study revealed that the majority of teachers limited the students’ exposure to conjunctions. Additionally, it was found that nearly all of the teachers rarely use strategies that could help students comprehend and employ cohesive devices in their writing. Instead, they avoided the communicative activities and concentrated on distinct sentence-level tasks. Hence, it is essential that the teachers expose the students to cohesive devices fully. The teachers should also employ different techniques that facilitate the students’ ability to employ cohesion in their writing. Textbook writers should also expose the students to different types of cohesive devices. They should also employ various activities that enhance the students’ ability to use cohesive devices in their writing.
Co-Authors Burayou, Zelalem Daba, Ebissa Wirtu, Gebisa