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doi:10.26655/mjltm.2019.4.5

Cited by 4 publications

(8 citation statements)

References 7 publications

(37 reference statements)

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“…Twenty-two studies on the traditional methods of using non-textual elements were identified. Most of these articles used pictures, visual materials, infographics, posters, photographs, and graphics from language teachers and instructors, and their findings highly emphasized the important role of non-textual elements in supporting ESL and EFL learners in language classrooms, as suggested in many previous studies [7][8][9]15]. These articles described the treatment of non-textual elements in engaging learners in language learning through different types of media with illustrations.…”

Section: E-postersmentioning

confidence: 91%

“…In education studies, non-textual elements, such as pictures, photos, flashcards, videos, and infographics, have a vital function in supporting learning among English as a second language (ESL) and English as a foreign language (EFL) learners. Several studies conducted in education from primary to tertiary levels [6][7][8][9][10] have defined visuals as anything one person observes within a given frame. Our world is visually oriented, and most responses are stimulated non-verbally, with verbal information better processed through visual cues.…”

Section: Introductionmentioning

confidence: 99%

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The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

Lai

Tan²,

He³

et al. 2022

Sustainability

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This scoping review identifies the roles of non-textual elements and how these roles have changed in sustaining the teaching and learning of English as an additional language (EAL) in the last five years. Much of the research regarding non-textual elements has shown that they have significantly contributed to learners’ motivation, active participation, and communication. However, a systematic synthesis of how these roles have changed over the last five years, in terms of the types of non-textual elements used as a result of the growing access to technologies, is lacking. Following Arksey and O’Malley’s framework, a scoping review of 50 studies from 2018 to 2022 was carried out, filtered from the ERIC, Scopus, and Google Scholar databases. The studies were compiled considering two characteristics: the roles and types of non-textual elements in enhancing English as a second language (ESL)/English as a foreign language (EFL) in classrooms. The results show that 29 out of the 50 studies used non-textual elements in complementary roles and 21 studies used them in supplementary roles to enhance the teaching and learning of ESL and EFL in recent years. Educators prefer to utilize non-textual elements in dominantly complementary roles rather than supplementary roles to create a sustainable EAL (ESL and EFL) learning environment. Non-textual elements help learners capture and recall information far longer than texts alone. A revised dual method using non-textual elements in a combination of both supplementary and complementary roles, and also utilizing both technologically driven and traditional approaches, is the way forward in sustaining effective EAL learning

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Section: E-postersmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

Lai

Tan²,

He³

et al. 2022

Sustainability

View full text Add to dashboard Cite

show abstract

“…Informed by the interview result, the use of image media makes students more understand the direction and purpose of what they will write in writing from what they see (Liong et al, 2019). Not only pictures motivate students in learning, but they can also reduce student boredom in participating in learning, and picture media can change learning situations or classroom conditions to be more live because of variations in learning.…”

Section: Images and Documents Uploaded To Google Classroommentioning

confidence: 99%

Formative assessment in distance learning: narratives of Indonesian senior secondary school EFL teachers

Dewi

Mutammam

2022

Erudita

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Assessment is a pivotal endeavor where the teacher can provide feedback, evaluation and solutions on students’ learning so that the teacher can find out the level of students’ understanding of the lesson that has been taught and see the abilities and difficulties faced by the students to determine what students need. Based on the current situation, the COVID-19 pandemic has led to changes in the learning system from offline learning to distance learning with online mode. In response to this, teachers and students need to adapt to the online mode of teaching and learning process. To fill this gap, the current study aims to explore the way of English teachers in conducting formative assessments related to students’ proficiency during distance learning. Designed in narrative research, data are garnered through semi-structured interviews with three Indonesian English teachers of senior secondary school. The interview seeks to explore the methods or strategies of English teachers towards online formative assessment during distance learning. The results of this study indicate that formative assessment during distance learning is carried out online with one or more combinations of language skills.

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“…Writing ability is the most important thing; that is a complex and composing activity that can be delivered to the reader to obtain easily understood information. As stated by Ghazali & Mohammad (Abdullah, 2019), to write an excellent piece of writing, a student must go through several processes and employ various techniques. To register, a student must have specialized abilities, such as the ability to form and organize thoughts about what they want to write about, as well as the ability to put those ideas into sentences, as stated by Sa'diyah in (Abdullah 2019).…”

Section: Introductionmentioning

confidence: 99%

“…As stated by Ghazali & Mohammad (Abdullah, 2019), to write an excellent piece of writing, a student must go through several processes and employ various techniques. To register, a student must have specialized abilities, such as the ability to form and organize thoughts about what they want to write about, as well as the ability to put those ideas into sentences, as stated by Sa'diyah in (Abdullah 2019). By writing, students can share thoughts, feelings, or whatever is on their minds.…”

Section: Introductionmentioning

confidence: 99%

The Correlation between Vocabulary Mastery and Their Ability in Writing Descriptive Text

Novitri

Budiman

Hawa

2021

JELL

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This research is aimed to find out the correlation between two variables, vocabulary mastery as the objective variable (X) and the writing ability in the descriptive text as the subjective variable (Y). The research method used is the quantitative method. The population used is 7 grade of SMPN 2 Pringapus with a total of 194 students. For the sample, only one class is used; there is 7E grade with 38 students. To analyze the instrument, there are two types of analysis, namely the technique of dividing students into three criteria and the analysis technique using Pearson Product Moment correlation. With the results, there is a significant correlation between vocabulary mastery and writing ability in writing descriptive text in 7 grade at SMPN 2 Pringapus, with the following results: With a degree of significance 5%, the score of r table ( ) obtained is 0.329, therefore, > (0.603 > 0.329), meanwhile, with a degree of significance of 1%, the score of rt gained is 0.424, therefore, > (0.603 > 0.424). The conclusion is H A is accepted.

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Untitled

Cited by 4 publications

References 7 publications

The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review

Formative assessment in distance learning: narratives of Indonesian senior secondary school EFL teachers

The Correlation between Vocabulary Mastery and Their Ability in Writing Descriptive Text

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