ORCID Profile
0000-0001-9337-9483
Current Organisations
Monash University
,
Australian National University
,
Universitas Kristen Satya Wacana (UKSW)
,
Universitas Kristen Satya Wacana
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Kaunas University of Technology (KTU)
Date: 04-07-2017
Publisher: National Research University, Higher School of Economics (HSE)
Date: 31-12-2020
Abstract: As an essential language component, grammar plays a crucial role in communication. However, with the need to master various L2 forms within several years and an L1 that has a very different grammatical system from English, many tertiary EFL students find grammar learning challenging. To solve this issue, peer teaching/tutoring can be a very effective way to assist students in improving their grammar. While isolated grammar teaching has its downsides, it is superior in clarifying complex concepts and promoting accuracy. It may help increase students’ grammar competence when combined with other methods as an eclectic approach used in a communicative language program. As grammar tutors play a crucial role in helping their peers, this study examines the challenges they perceive in peer tutoring at the tertiary EFL education level and their strategies for overcoming difficulties. Using interviews to collect data from ten EFL grammar tutors, this qualitative study revealed some issues the tutors faced. Besides identifying problems such as motivating students, preparing the materials, and dealing with less/more proficient students, this research demonstrated that peer teaching might lead to ‘cognitive dependence’ among the lower-level learners. To deal with the various issues, the peer tutors applied practical strategies they had developed mainly from intuition and experience.
Publisher: The Journal of Asia TEFL
Date: 30-06-2020
Publisher: Sanata Dharma University
Date: 19-03-2021
Abstract: This qualitative study examines how advanced EFL learners use translation in writing, its perceived effects on their written product, and their feelings concerning its use. As translation is generally associated with less competent students, this research focuses on high-level ones. Involving 29 advanced EFL students from a reputable English language faculty in Indonesia, the study collected data through questionnaires using close and open-ended questions. This research demonstrated that, although employed less, translation was still a crucial means for scaffolding among the students. It was shown that creating short chunks in L1 for subsequent translation was the most common strategy while all the participants also self-reportedly practiced mental translations from L1 to L2 in various degrees. This resort to translation often seemed inevitable, but students revealed having mixed feelings towards the use of the interlingual strategy. This study highlights the need to develop awareness among language learners that translation is a valid tool of language learning and the necessity to teach them the skill to translate.
Publisher: University of Western Sydney SOHACA
Date: 18-07-2016
Publisher: Walter de Gruyter GmbH
Date: 2008
Publisher: UIN Walisongo Semarang
Date: 17-04-2023
Publisher: Kaunas University of Technology (KTU)
Date: 04-01-2017
Publisher: Sanata Dharma University
Date: 15-04-2020
Abstract: Associated with grammar-translation method, translation is still often seen as a mere replacement of linguistic forms, which is a far cry from its nature as an act of communication. On the other hand, while being criticized for not assisting learners enough to use grammar in a communication context, isolated grammar teaching has its own merits and is still widely practiced. By implementing translation for meaning-making, this action research seeks to examine how translation may be integrated into the traditional grammar teaching to assist tertiary EFL students to learn L2 forms in communicative contexts. With translation employed at the sentence and discourse levels after the practice session, it was revealed through the participants reflections that translation exercises may further consolidate students knowledge of how to use specific forms in various contexts, especially as it relates to lexico-grammatical aspects, help deal with L1 interferences, and are an effective way to raise students awareness of the essential role of grammar in meaning-making.DOI: 0.24071/llt.2020.230112
Publisher: Sanata Dharma University
Date: 19-04-2023
Abstract: Peer teaching, which has been widely applied in the university setting, has been reported to assist language learners. However, there have been concerns that such tutoring, which employs a more able learner to assist lower-level ones, may hinder learner autonomy. Nevertheless, little attention has been paid specifically to this issue. With this in mind, this preliminary qualitative study examines whether or not peer teaching can help foster EFL students’ autonomy in isolated grammar learning (focus on forms) at the tertiary level based on the students’ reports. This study is imperative as peer teaching is often implemented in universities and grammar competence is crucial to effective communication. In addition, besides enhancing the acquisition of grammar competence through noticing, explicit knowledge of grammar is necessary for the student’s future careers as English language professionals. A questionnaire and interviews were used to collect data from 29 survey participants and 11 interviewees, all of whom had just taken grammar courses and joined a peer tutoring program. The students’ responses show that peer teaching can promote their learning autonomy. Most students reportedly performed various activities that enhanced autonomous learning during their peer teaching. In addition, the participants also believed that the teaching method assisted them with their ability to plan, monitor, and evaluate their grammar learning. Here, learning motivation, subject understanding, problem-solving skills, as well as monitoring and evaluating skills were reported to have specifically improved from the tutoring. Despite this positive outcome, peer teaching did not seem to improve the autonomy of some students, especially the less able ones, in the areas of knowledge construction, provision of self-study materials, and frequency of grammar self-study.
Publisher: The Journal of Asia TEFL
Date: 30-09-2019
Publisher: Sanata Dharma University
Date: 11-05-2022
Abstract: Often perceived as a challenging subject among many tertiary EFL students, grammar may present more difficulties to the learners when delivered online, especially during the COVID-19 pandemic. Within such a situation, autonomous learning, which earlier literature has suggested to be crucial in helping students with grammar learning, would be even more imperative for their success. Hence, this study attempts to investigate whether EFL tertiary students in Indonesia practice autonomous learning and how they perceive learning autonomy for their online grammar class. As many as 82 Indonesian students who had taken an online intermediate grammar course in a respected private university were involved in this study. A questionnaire with close and open-ended questions was used for the data collection. The findings indicate that although students mostly had positive views towards autonomy in online grammar learning and claimed to practice it, the autonomy level tended to be low. Factors such as fatigue from online learning, distractions, overwhelming assignments, and lack of study skills, seemed to have contributed to the difficulties in practicing learner autonomy.
No related grants have been discovered for Elisabet Murtisari.