Language Selected Readings. Edited by R. C. Oldfield and J. C. Marshall. (Penguin Modern Psychology.) Pp. 392. (Penguin Books: Harmondsworth, Middlesex, 1968.) 8s. 6d.

Psychology of Language

The development of Information and Communications Technology (ICT) has changed most aspects of life, and its diffusion into education was inevitable. Vietnam is a developing country where English and ICT are highly valued as two of the most important instruments of industrialisation and modernisation. These instruments help facilitate the country’s integration into the globalised world. Thus, the use of ICT in English language teaching and learning has received much attention from both policy makers and researchers.
In this study, the possibilities of using ICT in fostering English as a Foreign Language (EFL) university students’ collaborative writing in a Vietnamese context were examined. Teachers’ and students’ readiness for ICT-supported collaborative writing as well as their attitudes and perceptions toward this learning mode were investigated. Pedagogical implications for ICT-supported collaborative writing are also discussed.
A case study methodology using both quantitative and qualitative data was employed. The study consisted of two phases. Phase 1 was a preliminary investigation in which online surveys were distributed to 16 English language teachers and 315 first year students at FPT University. The results of the surveys suggested that it was feasible to implement ICT-supported collaborative writing in this university and that the most suitable ICT applications to use were Facebook and Google Docs. In Phase 2, an intervention, in which Facebook and Google Docs were used as ICT platforms for collaborative writing was conducted with three EFL classes of three English levels: elementary, pre-intermediate and intermediate. During Phase 2, methods of data collection such as observations, focus group interviews and experience-of-change interviews were employed.
This study found that successful ICT integration in English language teaching and learning required not only the readiness of teachers and students to engage with technology, but also the pedagogy to use that technology informed by an understanding of the cultural characteristics of the learners. Based on the main findings, a number of recommendations have been suggested in relation to policies, teacher training, curriculum design, and future research.

/pdf/using-ict-to-foster-collaborative-writing-for-efl-university-ck59yced8x.pdf

Using ICT to foster collaborative writing for EFL university students in Vietnam

Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, mechanics, vocabulary, organization, and content. Likewise, teachers need to develop systemized forms of feedback and make it clear to students what the feedback means and what they are to do with them to assist students in improving their writing skills.

/pdf/efforts-to-improve-writing-skills-of-high-school-students-4hwimf1obd.pdf

Efforts to Improve Writing Skills of High School Students

The purpose of this study was to explain the students’ perception towards the use of TikTok in learning writing descriptive text. This analysis was a descriptive quantitative with a survey approach through questionnaire. The total of sample was 85 students at Islamic Senior High School of 1 Gresik especially from X MIPA 3, X MIPA 4, and X MIPA 5 in the 2020/2021 academic year. The information of this study was obtained through 15 questions adapted from Ilmiyah et al. & Ilmi. The researchers analyzed the data from questionnaire using SPSS 16 program to find out the descriptive statistical analysis. The finding captured that the interpretation of students regarding the use of TikTok in descriptive text of learning writing was positive. The students said they agreed with the use of TikTok in learning writing descriptive text due to it contributes positively and can foster the motivation of students. Furthermore, it makes the learners pay attention and participate in the learning process. Therefore, it is also recommended to students and teachers to use TikTok in order to create a contextual, relevant, and meaningful learning process, especially in writing descriptive text. They also allow students to participate in the learning process actively.Keywords: TikTok; video; descriptive text

/pdf/students-perception-toward-the-use-of-tiktok-video-in-2mo4thgh4d.pdf

Students’ perception toward the use of tiktok video in learning writing descriptive text at MAN 1 Gresik

/pdf/visual-support-in-discourse-writing-for-students-with-3uw4gybsx6.pdf

Visual Support in Discourse Writing for Students With Limited or Interrupted Formal Education

This study exami ned the effect of Adaptive Mentorship on the development of intermediate L2 learners' writing ability. At the outset of the study, the participants filled in two self-confidence and writing attitude questionnaires and placed themselves in the right cells on the D- (protege’s developmental level) and A- (mentor’s adaptive required to response) grids of the AM model . They were also required to judge themselves in the form of short reports in terms of self-confidence, writing attitude, and writing competence so that the researcher could classify them more accurately into different groups regarding the above constructs. Finally, a test of writing was administered to the participants to measure their writing ability prior to the treatment. At the end of the 4 month treatment period, which was intended to provide both psychological support and instruction on writing in line with each student’s needs following a more individualized approach, the two questionnaires and the D- and A- grids were filled by the participants again. They were also given a writing posttest on the same topic as the pretest. A comparison of the initial and final results revealed that the student writers had made statistically significant improvements in terms of self-confidence, their attitude to writing in a foreign language, and competence in L2 writing.

/pdf/a-solution-to-the-dilemma-of-writing-in-a-foreign-language-4lt6hd16aa.pdf

A Solution to the Dilemma of Writing in a Foreign Language: Adaptive Mentorship

This study investigated the role of implicit and explicit grammar instruction on expanding working memory capacity (WMC) and improving L2 grammatical knowledge. The participants were 30 L2 learners equally divided into two experimental classes. Before the treatment, a grammar pretest was used to measure their grammatical knowledge, and three tests (Forward Digit Span Test, Paired Associates Test, Operation Span Test) were used to measure their WMC. During the treatment, the explicit group studied grammar using the guided discovery, text-based teaching, and explicit feedback techniques, and the implicit group did so using textual enhancement, input flood, and implicit feedback techniques. At the end of the experiment, the same grammar test and WMC tests were used as posttests to check the effects of the treatments. The results showed that the implicit group had significantly outperformed the explicit group on WMC tests, while no such difference was observed between their grammar posttest scores.

/pdf/the-effects-of-implicit-and-explicit-instruction-on-foreign-4v6pphockw.pdf

The Effects of Implicit and Explicit Instruction on Foreign Language Learners' Working Memory Capacity and L2 Grammatical Knowledge

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A Solution to the Dilemma of Writing in a Foreign Language: Adaptive Mentorship

The Effects of Implicit and Explicit Instruction on Foreign Language Learners' Working Memory Capacity and L2 Grammatical Knowledge