Critical thinking skills toward YouTube resources in students' argumentative texts

This study explored critical thinking skills toward YouTube resources in students' argumentative texts. The study was conducted at two non-English majors of the universities in the Indonesian context. The data were in the argumentative forms that were constructed by selected students. This study used a content analysis approach that was involved in coding and categorizing to analyze the data. After the data were analyzed, the findings showed that the patterns of critical thinking elements of the student's argumentative texts were varied, and the integration of technology resources was able to foster critical thinking skills. However, it is based upon the quality of the technology itself and the instruction in the classroom. Thus, technology implementation, YouTube resources should be found on the quality of the resources and teaching in the school

Exploring EFL Teacher's Reflective Practice toward Autonomy-Supportive Instructional Behavior in EFL Context

This study explores teachers' reflective practices on instructional behaviors supporting autonomy in EFL classroom teaching. This study used the narrative inquiry method, where the researcher used teacher’s stories based on their experiences as data. Participants in this study were purposively selected based on the numerous of teaching experience in the EFL context. Semi-structured interviews and classroom observations were conducted to collect data. The data were analyzed through interactive model analysis. The finding shows that the higher level of education the less Autonomy-supportive instructional behavior was implemented by the teacher since the teacher considered that the higher a student’s level of education, the more they have the capability to determine their learning. While ASIB (Autonomy-supportive instructional behavior) highly influence on student satisfaction, it influences student motivation and a slight effect on student academic achievement for tertiary level. The differences in the implementation of ASIB should focus on pedagogical strategies that appropriate implemented in certain level of education rather than eliminating some ASIB because teachers think certain levels of education do not need autonomy support in learning

Fostering Autonomous Learning Through Peer Feedback

Peer assessment appeared in social constructionism theory since peer assessment activity involves the joint construction of knowledge through discourse. This study focuses on one product that arises from peer-assessment activity: feedback from peers. Besides, this study linked peer feedback from the peer-assessment activity and learners' autonomy in language learning. Autonomous learning is regarded as a desirable goal in an educational context. In exploring this issue, the study used the case study method. The first-semester students in an academic writing class in the English language teaching department at a university in Indonesia are the participants in this study. The researchers qualitatively analyze students' feedback from the peer-assessment process and conduct follow-up interviews to answer how peer feedback from peer-assessment activity fosters students' autonomous learning. The results show that peer assessment could engage the students with their peers in giving and receiving feedback. Furthermore, giving feedback to peers requires students to have prior and new knowledge that must be studied independently. In responding to peer feedback, the students believe that peer feedback is essential in fostering their autonomy. Educational practitioners may use this assessment for junior to higher education students to activate their autonomous learning