A plethora of previous studies has shown that corrective feedback can benefit students to progress in their learning. Due to technological advancement, there is a need to investigate the profile of corrective feedback to students’ writing via automated writing evaluation (AWE), particularly in the Indonesian higher education context. Therefore, this research aims to employ an AWE platform, Grammarly, to investigate the Indonesian English as a foreign language (EFL) students’ writing profiles in spelling, grammar, punctuation, enhancement suggestion, sentence structure, and style check. This ex post facto study explored the assignment written by 54 fourth-semester English department students enrolled in an academic writing course at an Indonesian university. The students’ writing profiles were classified, identified, and categorized using the Grammarly platform. Descriptive statistics were used to obtain the average, standard deviation, and significant differences according to the writing profiles between male and female students. The result stated that grammar is the major problem possessed by students. Furthermore, teachers are expected to provide online corrective feedback for students in the Academic Writing course learning process.
The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.
The increasing usage of creative writing strategy in a poetry writing classroom can nevertheless answer the question which has been empirically explored throughout the decade; Can second language learner write a poem in their non-native tongue? This study aimed to answer whether the creative writing strategy can facilitate novice writers who are the third year of English Department undergraduate students to be able to write an English poem. The strategies cover written prompts dealing with their personal experience and memory. After conducting two series of creative writing workshop, the result conveys that second language novice writers demonstrate the ability to communicate their personal experience dealing with their significant others. Repetition of words and grammatical error exist, yet most writers can produce longer poems with complexities. Also by providing the novice writers with written prompts, students find themselves more enthusiastic and eager to write.
This study explores the use of Social Networking Sites (SNS) as a performance-enhancing method of teaching and learning of English in the classroom via cell phones and mobile devices, as well as its effect on students' motivation to learn. A survey was disseminated to 176 students. The analysis showcases that Instagram is the most useful learning tool that students enjoy, and its use on mobile devices has the potential to become a significant teaching tool in the classroom. Because the most popular social networking sites, such as Instagram, are predominantly accessible via mobile devices, this is the case. Given that students currently utilize social networking sites to boost their learning informally, their acknowledgment of social networking sites as learning tools demonstrates their understanding of the learning potential given by technology.
This article explores the representation of irony in WhatsApp Group chats, aiming to identify the types of irony and narrate the meaning of the irony used. A case study was geared under Perrine's (1966) and Leech's (1981) analysis of the type of irony. Moreover, the result disclosed that touches of sarcasm were the favorable choice of irony to express the participants’ feelings. Sarcasm was detected by using uppercase characters, exclamation marks, and teasing words. Hyperbole and understatement were the second participants’ favorite to use to exaggerate reality and make a dramatic situation. Furthermore, implementing irony in daily conversation with decent knowledge is significant to flourish and enrich their linguistic adequacy to avoid misunderstanding and know the appropriate situation manual students' exploitations of irony will.
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