2026· Language Learning & Technology· Vol 30, pp. 1-22· 0 citations· 31 references
Abstract
This study addresses a challenging pedagogical task for English academic writing educators: move instruction. It explores how corpus-based language pedagogy (CBLP), integrated with genre learning, can support student researchers in constructing moves in literature review writing (LRW). A 12-week CBLP-LRW course was designed to help 30 Chinese MA students construct schematic move structures and improve LRW performance. Informed by CBLP and genre-based writing instruction, a four-stage instructional model encompassing preparation, apprenticeship, acquisition, and application was developed. Data were collected from pre- and post-course literature reviews and semi-structured interviews. Student literature reviews were annotated for rhetorical moves and the strategies used to realise them, and they were evaluated with a focus on genre performance. A one-way repeated measures MANOVA and post-hoc paired-samples t-tests revealed students’ improved move structures and the corresponding strategies, supported by follow-up qualitative textual analyses. The results of Wilcoxon Signed-Rank tests and textual analyses demonstrated student researchers’ significant improvements in genre performance. Thematic analysis of post-course interviews highlighted participants’ gains in LRW skills, including stronger critical reading and more effective self-revision of literature reviews. The study contributes to the understanding of how CBLP fosters the development of both move and genre performance in LRW for student researchers.
Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires grammatical accuracy, adequate vocabulary, and the ability to organize ideas coherently. Preliminary observations in a public junior secondary school in Central Sulawesi, Indonesia, revealed that many ninth-grade students experienced difficulties in constructing sentences using the present and past continuous tenses, resulting in frequent grammatical errors and low writing achievement. This study aimed to improve students’ writing skills through the implementation of Project-Based Learning (PjBL), with the Jigsaw technique integrated in the second cycle to strengthen collaborative learning. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and involved 25 ninth-grade students. Data were collected through writing tests, classroom observations, field notes, and documentation and analyzed using descriptive quantitative and qualitative methods. The findings showed that the implementation of PjBL, supported by Jigsaw in Cycle II, improved students’ grammatical accuracy, sentence construction, classroom participation, and learning engagement. The average student score increased from 63.20 in the pre-cycle to 73.67 in Cycle I and reached 84.00 in Cycle II. In Cycle I, 18 of the 25 students (72%) achieved the minimum mastery criterion, while seven students (28%) did not. Following the instructional revision and integration of Jigsaw in Cycle II, all students (100%) successfully met the minimum mastery criterion. Students also demonstrated fewer grammatical errors, particularly in the use of auxiliary verbs (to be), -ing verb forms, and continuous tense structures. In addition, students became more actively involved in peer discussions, more confident in sharing their understanding, and more engaged in collaborative writing activities. These findings suggest that PjBL, when complemented by the Jigsaw technique, can provide a meaningful and collaborative learning environment for enhancing grammar-based writing skills and promoting active engagement in EFL classrooms.
Endang Lestari, Rini Zahrani, Adam Al Arfan· Crises on Languages and Lite...· 0 citations
This study examines how pre-service English teachers develop source-based academic literacy as they move from reading journal articles to writing research syntheses. Framed by the Academic Literacies Model, it employed a qualitative descriptive design involving twelve eighth-semester students in an English Education Study Program in Indonesia. Data were collected through semi-structured interviews, reading and synthesis tasks, reflective journals, annotated articles, synthesis matrices, and students’ written work, and were analysed using reflexive thematic analysis. The findings show that development was gradual, recursive, and uneven. Students initially read journal articles for text-level comprehension, focusing on vocabulary, structure, and isolated meanings, but struggled to relate sources, transform summaries into synthesis, and construct an academic voice. This summary–synthesis gap was shaped by limited strategies, uncertainty about academic authority, and fear of misrepresenting authors’ ideas. Synthesis matrices, purposeful annotation, concept mapping, peer discussion, and reflection supported more analytical source use. The study contributes an explicit pedagogical explanation of how research synthesis can be systematically scaffolded in academic writing and research courses as both an academic literacy practice and a professional competence in English teacher education.
Fadhlan Saini, N. M. Ratminingsih, N. L. N. Adnyani et al.· GLENS: Global English Insigh...· 0 citations
Writing in English as a foreign language remains a persistent challenge for learners in many instructional contexts where classroom practices are often individual and product-oriented. Although collaborative writing instruction (CWI) has received increasing attention, evidence regarding its association with writing motivation and creativity-related writing performance in underrepresented contexts remains limited. This study compared CWI and individual writing instruction (IWI) among first-year EFL students. An exploratory classroom comparison with an embedded mixed-methods design was conducted using two intact classes (N = 104) over 12 weeks. Data were collected through paragraph writing tests, a writing motivation questionnaire, and post-intervention student reflections. Quantitative data were analyzed using pretest-adjusted regression models equivalent to ANCOVA, while qualitative data were analyzed thematically to contextualize the quantitative data. The findings indicated that students in the CWI class reported higher posttest writing motivation after controlling for baseline differences. However, no statistically significant adjusted difference was observed in creativity-related writing performance. Student reflections showed perceptions of increased engagement, confidence, and idea sharing, alongside reported challenges related to unequal participation and time constraints. Overall, the findings suggest that CWI may be more strongly associated with writing motivation than with creativity-related writing performance in this context.
Melisew Amare, M. Tariku, Solomon Yilma· Teaching English as a Second...· 0 citations
How ChatGPT was used in an Uzbek university academic writing course and what tensions shaped students' movement from AI assistance toward appropriation are examined, suggesting that ChatGPT-mediated writing development depends not only on tool access but also on pedagogical mediation that helps learners evaluate, regulate, and explain AI-supported writing decisions.
Ismail Xodabande, Abdulxay Qosimov, Kh.F. Umarova· Technology in Language Teach...· 2 citations
This action research project investigated the effectiveness of scaffolded instructional strategies in improving 11th-grade students’ ability to analyze textual evidence in literary analysis. Conducted in a rural high school English Language Arts classroom, the study addressed the instructional gap in students' ability to move beyond citation and toward meaningful interpretation of literary texts. The research question guiding the project asked: How does implementing scaffolded instructional strategies impact 11th-grade students' ability to analyze textual evidence in literary analysis over a five-day intervention? Eighteen students participated in the study, engaging in a five-day instructional sequence that included guided annotation, sentence frames, model paragraphs, and structured peer feedback. The same constructed response prompt and literary passage were used for both pre- and post-assessments, which were scored using a 12-point standards-aligned analytical rubric. The results revealed a measurable increase in student performance, with the class average rising from 7.11 to 9.56. These findings supported the conclusion that scaffolded instruction enhanced students’ analytical writing and contributed to greater confidence and consistency in literary interpretation. The study underscored the value of differentiated supports in promoting equitable academic growth and offered a replicable model for classroom-based literacy interventions.
Carren Nathalie Carsula· Psychology and Education: A...· 0 citations
Indonesia's 71st ranking among 81 countries in the 2022 PISA assessment highlights persistent challenges in foundational literacy, particularly in writing, where elementary students struggle with organizing ideas coherently, constructing engaging narratives, and demonstrating creativity. Although writing proficiency is essential for academic success, no studies have systematically combined Guided Writing and Cooperative Integrated Reading and Composition (CIRC) to develop narrative writing skills and creativity among early elementary learners. This study aimed to investigate the effectiveness of integrating Guided Writing with CIRC compared to the Think Talk Write (TTW) model in enhancing narrative writing skills and creative attitudes among third-grade students. A quasi-experimental non-equivalent control group design was employed involving 52 third-grade students from two public elementary schools in Tegowanu, Grobogan Regency. The experimental group (n=35) received CIRC-based instruction, while the control group (n=17) used the TTW model. Data were collected using a narrative writing assessment rubric and a creative attitude scale, then analyzed through independent samples t-tests. Results demonstrated that the CIRC approach significantly outperformed TTW in both measures, with experimental students achieving higher narrative writing scores (M=84.71 vs. M=73.24, p<0.001) and creative attitude scores (M=81.00 vs. M=73.88, p<0.001). These findings confirm that integrating Guided Writing within CIRC's collaborative framework more effectively develops both technical writing proficiency and creative expression than TTW. Teachers of early elementary grades are encouraged to adopt this integrated approach as a structured pedagogical strategy for improving narrative writing outcomes.
Nia A'isyah Septiarini, Panca Dewi Purwati· Journal of Languages and Lan...· 0 citations