Beyond Words : a journal on language education, applied linguistics and curriculum & instructions
The demand of continuous academic improvement has urged scholars to do research and share knowledge in writing. Widya Mandala Graduate School accommodates these academic scholarly needs by providing the journal entitled Beyond Words This twice-a-year, refereed, journal accepts a wide variety of both theoretical and practical manuscripts around the following fields applied linguistics, language education and the topics under each theme could vary from general education to classroom language teaching and the role of IT.
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<![CDATA[A Review on Stuttering and Social Anxiety Disorder in Children: Possible Causes and Therapies/Treatments ]]>
<![CDATA[Nathania, Nadia]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.941
<![CDATA[In the past two decades, stuttering and its relation to social anxiety disorder have been researched using different approaches in study fields such as neurolinguistics and neuropsychology. This paper presents a review of research publications about social anxiety disorder in children who stutter. It takes into account studies of stuttering, social anxiety disorders, the possible causes as well as atti-tudes and beliefs towards stuttering. Also, therapies or treatments that have been conducted on both English-speaking children who stutter in the Western context and Mandarin-speaking children stut-terers in Asia, Taiwan in particular; will be looked at]]>
<![CDATA[Second Language Writing Instruction: Teaching Writing to English Language Learners ]]>
<![CDATA[Kanakri, Aseel]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.885
<![CDATA[This article discusses the academic writing challenges and needs of English as second language (ESL) students. Specifically, it aims at in-depth understanding of the needs of ESL students in academic environments with regards to academic writing across the disciplines. It also elaborates on the role of genre study (theory) in helping ESL students overcome their challenges and meet the requirements of their academic disciplines. This article calls for the importance of understanding ESL student’ needs and challenges which can help in developing better instruction, dictate the curriculum, and provide a systematic support for these students to succeed and complete their degrees.]]>
<![CDATA[Language Learning Strategies of Japanese Students Joining “English Speaking Society†]]>
<![CDATA[Kobayashi, Ryoichiro]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.942
<![CDATA[This research report aims to investigate what sort of factors make Japanese learners of EFL successful, especially in public speaking activities in universities. The present study focuses on university students who are engaged in English speech activities in a student group called the English Speaking Society (E.S.S.), which most of the Japanese university have. The present study identifies what sort of Language Learning Strategies (LLS) Successful Learners (SL) in E.S.S. use. The results show that cognitive, metacognitive and social strategies are used more frequently than the other strategies of Oxford (1990). The discussions are followed by some implications for non-SL to improve their speaking skills]]>
<![CDATA[Corpus-Based Websites to Promote Learner Autonomy in Correcting Writing Collocation Errors ]]>
<![CDATA[Dung, Pham Thuy]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.938
<![CDATA[The recent yet powerful emergence of E-learning and using online resources in learning EFL (English as a Foreign Language) has helped promote learner autonomy in language acquisition including self-correcting their mistakes. This pilot study despite conducted on a modest sample of 25 second year students majoring in Business English at Hanoi Foreign Trade University is an initial attempt to investigate the feasibility of using corpus-based websites to promote learner autonomy in correcting collocation errors in EFL writing. The data is collected using a pre-questionnaire and a post-interview aiming to find out the participants’ change in belief and attitude toward learner autonomy in collocation errors in writing, the extent of their success in using the corpus-based websites to self-correct the errors and the change in their confidence in self-correcting the errors using the websites. The findings show that a significant majority of students have shifted their belief and attitude toward a more autonomous mode of learning, enjoyed a fair success of using the websites to self-correct the errors and become more confident. The study also yields an implication that a face-to-face training of how to use these online tools is vital to the later confidence and success of the learners]]>
<![CDATA[Does “Experience†Bring about Any Significant Difference in EFL Teacher Talk? ]]>
<![CDATA[Doqarun, Vahid Rahmani]]>;
<![CDATA[Khodadady, Ebrahim]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.943
<![CDATA[The rationale for the present study is based on the fact that understanding the teaching pro-cess and the development of teachers is incomplete unless the teachers' classroom behavior, especially their talk, is objectively explored. To this end, four male teachers offering Eng-lish as a foreign language (EFL) were recruited and divided into two groups, namely inex-perienced and experienced. To secure the objectivity in data collection they were observed in their classes and one lesson of each teacher was audio-recorded. The audio-recordings were then fully transcribed and analyzed through micro structural approach of schema theo-ry. The approach is based on the assumption that any word uttered by the teacher represents a specific concept commonly known as a schema. The schema enters into a hierarchical re-lationship with other schemata to constitute species, genera and semantic, syntactic and parasyntactic domains of language. The teachers’ talks were thus parsed into their constitut-ing schema types, species, genera and domains and certain codes were assigned to them to run statistical analyses. The findings showed that the inexperienced teachers significantly outnumbered their experienced counterparts in all schema categories and thus challenged “experience†as an effective variable in EFL teaching]]>
<![CDATA[Contrastive and Error Analyses in Inverted Order to Facilitate English Language Teaching ]]>
<![CDATA[Saini, Shivani]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.944
<![CDATA[Both Contrastive and Error Analysis have vital roles in accounting for problems in teaching English as a foreign/second language (TEFL/TESL). Contrastive Analysis (CA) compares languages and makes predictions about possible errors learners make due to the influence of their first language (L1), while Error Analysis (EA) analyses pupils’ compositions or conversations and investigates different sources of errors one of which is cross linguistic influence. It is obvious that CA and EA are not the same. They overlap in a certain area, but they are not competing against each other. Both CA and EA can be used in a complementary role in understanding learners’ errors in second language learning. In the present article, a teaching methodology (“a contrastive approach†to EA) will be explored where the traditional order of conducting CA and EA (where CA leads to EA) has been inverted. The approach in the present study is that the job of diagnosis belongs to EA and here CA can be used as complementary to EA as a remedial procedure]]>
<![CDATA[Student Centered Learning – An Approach to Fostering Democracy in Schools ]]>
<![CDATA[Jacobs, George]]>;
<![CDATA[Power, Michael A.]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.940
<![CDATA[After an opening anecdote about a well-functioning small group of students, the article discusses concepts related to democracy. Next, the article defines student centered learning (SCL) and some SCL elements, linking these elements to concepts in democracy. The following section offers various means of implementing SCL. Subsequently, the article looks at issues raised about the use of SCL. To conclude the article, the authors maintain that SCL not only promotes learning but that SCL also fosters democracy]]>
<![CDATA[Senior High School English National Examination and Thinking Skills ]]>
<![CDATA[Ahmad, Ummu Lathifah]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.945
<![CDATA[When English National Examination (abbreviated into ENE) as a norm-referenced test is designed for instructional purposes, to evaluate the result of national curriculum, it is very significant to conduct item test evaluation since it gives a clear portrait of the quality of the items and of the test as a whole. The purpose of this study was to analyze which levels of the Barrett taxonomy were more reflected in ENE items of 2013/2014 academic year and whether the proportions of items among the twenty test packages in the ENE assessing students’ Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) are consistent. The researcher adopted the qualitative descriptive approach using a content analysis card to codify the ENE items. To ensure the reliability of the study, three inter-raters analyzed a sample of the test packages. The results indicated that questions asking LOTS still prevailed in ENE items. Of all the twenty test packages, the items categorized into literal level represented around 68.6% of the total number of the questions. Meanwhile, the questions belonging to reorganization came to occupy a percentage of 20.8 and the questions asking the students’ inferential level only reached 10.3%. Also, the tests were not enriched sufficiently with the evaluation comprehension since they only comprised 0.3%. The results also showed the complete absence of “Appreciation†– the highest level of thinking in the mentioned taxonomy. It is obvious that there is a shortage of items questioning students’ HOTS in the exam and they are not well-treated. Accordingly, this finding reveals that there is still much room for ENE to be the driving force in the effort to make learners critical thinkers. In the light of these data, this study recommends modifying the English National Exam by providing them with more question items that include HOTS.]]>
