1. Applied Linguistics (Language Teaching and Learning)
Supiani Supiani; Nur Mukminatien; Suharyadi Suharyadi; Siti Muniroh; Lailatul Kodriyah
Abstract
Previous studies have examined students’ engagement with various forms of teacher-written feedback, particularly in relation to improving writing performance. However, little attention has been paid to how students respond emotionally, cognitively, and behaviorally to the use of a combination of ...
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Previous studies have examined students’ engagement with various forms of teacher-written feedback, particularly in relation to improving writing performance. However, little attention has been paid to how students respond emotionally, cognitively, and behaviorally to the use of a combination of written text-based and audio-visual feedback in an EFL writing class. To fill this gap, this classroom case study investigates Indonesian undergraduate students’ responses to various types of multimodal feedback, aiming to promote substantive revision and improvement in their writing. This multimodal feedback provides a more comprehensive and engaging approach to guiding and supporting student learning in writing development compared to using written text-based feedback alone. Data were collected through students’ written drafts, instructor feedback, student-instructor conferences, and follow-up interviews with students enrolled in an essay writing course. The findings revealed that while many students initially experienced confusion, frustration, or discouragement, particularly with indirect written corrective feedback, continued instructor support and the use of audio-visual feedback enhanced clarity, engagement, and understanding through its conversational tone and visual cues. Students became more reflective and utilized diverse resources, although they struggled with higher-level revisions due to limited feedback literacy and writing proficiency, or a lack of language proficiency. To overcome challenges, they relied on peer collaboration, instructor guidance, and digital tools. Face-to-face conferences also helped them clarify issues and improve the quality of their drafts.
1. Applied Linguistics (Language Teaching and Learning)
Nandyan Ayu Nooryastuti; Yazid Basthomi; Siti Muniroh; Niamika El Khoiri; Zuliati Rohmah
Abstract
As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains ...
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As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains limited, highlighting the need for a systematic evaluation. This study investigates the representation of 21st-century learning skills in English language teaching materials through a content analysis of Cutting Edge – Pre-Intermediate by Pearson. Findings reveal an uneven emphasis on these skills—Communication emerges as the most prominent, underscoring its role in fostering interaction and expression. Collaboration follows, highlighting its significance in teamwork and problem-solving. However, Critical Thinking and Creativity receive moderate representation, while Citizenship and Character Education are significantly underrepresented. The disparities suggest the need for a more balanced integration of 21st-century skills to foster holistic student development.
