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INDONESIA
Indonesian Journal of Applied Linguistics (IJAL)
Published by Universitas Pendidikan Indonesia
ISSN : 23019468     EISSN : 25026747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
A Journal of First and Second Language Teaching and Learning
Arjuna Subject : -
Articles 22 Documents
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Search results for , issue "Vol 12, No 3 (2023): Vol. 12, No.3, January 2023" : 22 Documents clear
Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China Lan Wang; Ricky Lam
Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i3.45538

Abstract

Although previous studies in the education field have investigated how teachers’ beliefs and practices converge or diverge, native English teachers’ (NETs) beliefs and practices remain underrepresented and underexplored, particularly with respect to university-level English speaking instruction in the Chinese context. This qualitative study used interviews and classroom observations over one semester to examine the pedagogical beliefs and actual classroom practices of three NETs instructing a course in oral communication with English as a foreign language (EFL). Based on the data analysis, this multiple case study found that the three native EFL teachers’ practices converged with their beliefs related to language, teaching, and teachers’ roles. However, divergences existed in terms of teaching and student learning. Teachers’ personal, learner-related, and contextual factors modified teachers’ practices and affected their decisions in putting their beliefs into practice. The results imply that it is essential for NETs to engage in critical reflection and enhance their professional agency, which helps them make appropriate classroom decisions to achieve resonance between their beliefs and practices. University administrators in the Chinese context may consider creating a more conducive environment for teacher training, increasing NETs’ sense of belonging, and further facilitating teachers’ professional development.
An academic writing model: Lessons learned from experienced writers Fahrus Zaman Fadhly; Muziatun Muziatun; Nanan Abdul Manan; Arrofa Acesta; Dadang Solihat
Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i3.44952

Abstract

Academic writing seems daunting for novice writers. Unveiling cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study in producing their published articles. Thus, these steps can be used as one of the models to guide novice writers intending to publish their work in academic journals.Academic writing seems daunting for novice writers., and Uunveilingthe cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study seem to employ the steps reflected in the themes in producing their published articles. Thus, these steps this model can be used as one of the models to guideguidelines for novice writers intending to publish their work in academic journals.

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