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All Journal Journal of Language and Pragmatics Studies Journal of Language, Literature, Social and Cultural Studies
Gündoğan, Selinay
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Arts Humanities Languange, Linguistic, Communication & Media Social Sciences

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Pauses and turn-taking in a multi-level language ability adult Efl group: A case study Gündoğan, Selinay
Journal of Language, Literature, Social and Cultural Studies Vol. 4 No. 1 (2026): March 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v4i1.452

Abstract

As globalization diversifies adult education, English as Foreign Language (EFL) classrooms increasingly function as heterogeneous communities comprising mixed ages and proficiency levels. Despite this shift, existing literature largely treats these variables in isolation, overlooking the complex interplay between linguistic ability and generational dynamics. This case study addresses this gap by analyzing a multi-level, multi-age adult EFL group through Conversation Analysis (CA), grounded in the theoretical framework of Activity Systems. The study examines how classroom interaction is co-constructed not only through linguistic competence but also through social norms and age-related hierarchies. Data analysis reveals distinct micro-interactional patterns: brief pauses function as structural tools for task management, while frequent latching emerges as a primary mechanism for peer scaffolding within adjacency pairs. Most significantly, the study uncovers how social rules within the activity system mediate linguistic performance. Findings indicate a critical intersection of age and proficiency, where longer pauses frequently signal younger participants deferring to older peers. This suggests that turn-taking is governed by a social etiquette of respect that surpasses linguistic processing speed. The study concludes that the adult EFL classroom is a multi-dimensional activity system where social identity and language proficiency are inextricably linked, calling for a pedagogical shift that acknowledges these complex, underlying dynamics in mixed-ability groups.
Enhancing critical reading skills through summarizing and paraphrasing strategies to improve comprehension and analytical thinking in learners Ovieta, Pande Putu Resmia; Sanjaya, I Nyoman Suka; Ali, Zulfiqar; Akdemir, Ahmet Selçuk; Ayub, Sadia; Eshreteh, Dr. Mahmood; Gündoğan, Selinay
Journal of Language and Pragmatics Studies Vol. 5 No. 1 (2026): April 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i1.82

Abstract

This study aims to investigate the effectiveness of summarizing and paraphrasing techniques in enhancing reading skills, particularly focusing on developing critical reading abilities. The research employs a mixed-methods approach involving a quasi-experimental design complemented by qualitative analysis. Participants included high school students divided into experimental and control groups; the experimental group received targeted instruction in summarizing and paraphrasing strategies within the context of critical reading exercises. Data were collected through pre- and post-tests assessing reading comprehension and critical thinking, alongside observation and interviews to gain insights into students’ engagement and strategy application. The analysis revealed that students trained in summarizing and paraphrasing demonstrated significant improvement in identifying main ideas, synthesizing information, and evaluating textual arguments compared to the control group. Qualitative findings underscored enhanced metacognitive awareness and deeper engagement with texts when students actively practiced these strategies. The results support the hypothesis that integrating summarizing and paraphrasing into critical reading instruction promotes not only comprehension but also analytical skills essential for academic success. In conclusion, this study highlights the pedagogical value of explicit instruction in summarizing and paraphrasing to cultivate critical reading competencies. It recommends incorporating these strategies systematically in reading curricula to foster higher-order thinking and empower students to become independent, reflective readers.
Co-Authors Akdemir, Ahmet Selçuk Ali, Zulfiqar Ayub, Sadia Eshreteh, Dr. Mahmood I Nyoman Suka Sanjaya, I Nyoman Suka Ovieta, Pande Putu Resmia