This study investigates whether Scopus journal quartile affects the rhetorical organization and linguistic realizations of applied linguistics research article (hereafter RA) abstracts from Scopus-indexed journals. Embracing the corpus-based approach, this study analyzed 28 abstracts from four AL journals (seven abstracts each) with different quartile. Hyland's (2000) model was adopted as the analysis guideline. The phrase was the unit of analysis to obtain fine-grained results of the moves occurrences. The analysis revealed that most of the articles from Q2-Q4 journals applied the informative typology, while those from Q1 journal applied the indicative-informative one. Journal quartile does not necessarily affect the manifestation of all moves and steps. The number of occurrences of Step 1-describing participants and Step 3-describing procedure in the Method move was similar in all journals. Moreover, the Purpose and Findings moves were obligatory in all journals. Journal quartile played an influential role in employing the verb tense of Introduction, Purpose, and Conclusion moves and the sentence voice of Method and Conclusion moves. The findings reach a conclusion that journal quartile does not necessarily affect the domination of the standard rules of the RA abstracts' rhetorical organization and linguistic realizations in AL journals. This study provides insight into the realm of English academic writing about the current trends of move analysis from the journal quartile lens. Further comparative research on the rhetorical features between the accepted and rejected RA abstracts and materials development for the pedagogy of English for research publication purposes are recommended.
The quality of findings and discussion (FD) section in a research article is crucial to elucidate the results of a particular inquiry and to situate the significance of the results in the body of knowledge through publications in scientific journals. Previous academic genre analysis has generated several models to help novice writers develop the rhetorical moves of the FD sections across disciplines. However, the study on the quality of the rhetorical moves in the undergraduate EFL students’ research articles is still scarce. Hence, this study seeks to examine the manifestation of rhetorical moves in the findings and discussion sections written by Indonesian undergraduate EFL students. A total of 113 unpublished ELT research articles from a state educational university in Bandung was selected as the target corpus. AntMover 1.10 was employed as the analysis tool. The top-down approach was carried out to obtain the existing rhetorical structure using Ruiying and Allison’s (2003) framework as the guideline. The bottom-up approach was used to scrutinize the linguistic realizations of the rhetorical moves. The findings demonstrated that, in the move level, most of the students’ FD sections had manifested the four moves, i.e., providing background information, reporting results, summarizing results, and commenting on results. However, in the step level, a number of FD sections did not provide detailed information regarding the sequence of the findings presentation, the analysis procedure to obtain the findings, the explanation for the findings, and the highlight of the significance of the findings. The randomized rhetorical patterns were also dominant. It can downgrade the clarity and rigor of the FD sections. Despite that, the linguistic realizations of the moves, particularly the tense and sentence voice, mostly conformed to the norms. The findings may serve as a reference to develop the teaching materials of English for research publication purposes (ERPP).
It has been approximately 25 years that reflective teaching in EFL context, particularly in Asia is being encouraged and reviewed. The notable goal emphasizes the teachers’ role as critical lifelong learners in or outside the classroom to bring about continuous mutual development between them and the surroundings. Although myriad research-based studies have paid attention to the developmental praxis of reflective teaching, scant published articles highlight the progress of its empowerment process and quality in Indonesia. Thus, this paper will address some points related to how this realm is being concerned and developed reflecting from the preceding and contemporary discussion and its milestone in Indonesia within Asia scope. Furthermore, the envision of future direction is prompted from current portrait, existing challenges, and expectations concerning the theoretical foundation, means and models, ICT integration, and character education toward 21st-century English teachers’ professional autonomy.
Previous research has reported that flipped learning can enhance the students' English skills and learning behaviors. However, some challenges remain mainly on the students' ignorance and demotivation due to increased workload that should be accomplished. Moreover, empirical evidence on the benefits of flipped learning across proficiency levels in EFL context is considerably scant. This study, therefore, reports on the incorporation of flipped learning in teaching grammar to 94 first-semester undergraduate students at a private university in South Jakarta, Indonesia. Embracing a quantitative and qualitative design, three grammar tests (pre-mid-and post-tests) were administered to explore the impact of flipped learning on the students' grammar skills across proficiency levels. A questionnaire with close-andopen-ended items was handed in to the students afterwards. The quantitative results demonstrated that the students' grammar skills increased from the mean score of the pre-test to that of the post-test across proficiency levels. The qualitative results justified such positive impact; regardless of the students' level of proficiency in English grammar because flipped learning could activate learning motivation, learner autonomy, and learning awareness. Limited vocabulary mastery, inability to manage the time, ignorance, and technical issues were still identified as the challenges in incorporating flipped learning in an EFL grammar class. Recommendations for future research are also presented.
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