Try it on: Voice, concordancing and text-matching in doctoral writing

Appropriate use and acknowledgement of sources continues to be a central concern of academic integrity. A major challenge for research students in using sources is the development of a confident authorial voice that matches disciplinary expectations in language use, yet manages to do so without plagiarising through inappropriate text- matching or recycling of language. This is a daunting challenge for all research writers, particularly for English as an Additional Language (EAL) researchers who are still grappling with English grammar and syntax. In order to develop novice research writers' understanding of acceptable use of sources and mastery of disciplinary language, we have developed a process called "Try it on" that uses concordancing software alongside text-matching software (Turnitin). Here we present textual analyses of two cases using this process: in one, the student's percentage of matches decreased as he developed his authorial voice; in the second, the percentage of matches increased as the student's language choices came to reflect more closely the expected usage in the discipline, thus replicating the expected authorial voice for that particular audience. These cases demonstrate how "Try it on" can be used to help students write in an appropriate authorial voice while also avoiding plagiarism

Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users

The Self-Access Center (SAC) is one of the infrastructures for realizing the self-access approach as one of the modes of learning beyond the classroom (LBC) that is essential to the manifestation of the student-centered approach in language education. This study looked at the target needs of English department students for independent learning using SAC resources and their learning needs for independent learning using SAC activities. There were 51 university students participated in the study using a mix of questionnaire and interview data collection techniques. The study revealed that the student's primary necessity for autonomous learning resources of SAC was materials for specific English skills out of the classroom supported with the use of sufficient internet resources and a native speaker as a resource. It is to fulfill their short and long terms goals to attend in SAC. It was also discovered that the students preferred individual reading, free writing, native American speaker advisors, and listening activities. Vocabulary, pronunciation, and grammar need to be progressively integrated into these programs since many of them wish to be overseen by Native American speakers, notably for the American English pronunciation model, and non-native speakers for English grammar

The Utilization of Digital Technologies in Learning Speaking Skills: Students’ Problems and Strategies at Islamic School

Effective communication through speaking is a crucial element in today's globalized world. As technology continues to advance, it is essential to incorporate digital tools to enhance and teach speaking skills. An analysis was conducted to investigate the challenges encountered by students while learning English speaking skills through the utilization of digital technologies at an Islamic High School. The study employed a case study methodology with questionnaires and in-depth interviews as data-gathering techniques. The outcomes of this research focused on the student's learning process of English speaking skills, the obstacles they encounter, and the strategies employed to optimize the use of digital technology in acquiring those skills. The demand for curriculum updates and teacher training may contribute to this trend. Urgent changes are needed in English learning to emphasize broader skill development instead of memorizing vocabulary and grammar. Educational institutions should consider these findings and improve English language instruction accordingly

Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users

The Self-Access Center (SAC) is one of the infrastructures for realizing the self-access approach as one of the modes of learning beyond the classroom (LBC) that is essent ial to the manifestation of the student -centered approach in language education. This study looked at the target needs of English department students for independent learning using SAC resources and their learning needs for independent learning using SAC activit ies. There were 51 universit y students participated in the study using a mix of questionnaire and interview data collect ion techniques. The study revealed that the student's primary necessit y for autonomous learning resources of SAC was materials for specific English skills out of the classroom supported with the use of sufficient internet resources and a nat ive speaker as a resource. It is to fulfill their short and long terms goals to attend in SAC. It was also discovered that the students preferred individual reading, free writ ing, nat ive American speaker advisors, and listening act ivit ies. Vocabulary, pronunciat ion, and grammar need to be progressively integrated into t hese programs since many of them wish to be overseen by Nat ive American speakers, notably for the American English pronunciat ion model, and non-nat ive speakers for English grammar

Teaching And Learning English Grammar Through Discourse For EFL Students: Experimental Research on the Bilingual Classes of Eighth Grade Students of State Islamic Junior High School (MTsN) 1 Kudus

This study identifies the effect of using discourse for teaching English grammar for EFL students of eighth-grade students in bilingual classes of State Islamic Junior High School Kudus. Grammar is the main competence to improve the general language skill in English. However, students often face many difficulties in studying many rules of English grammar. The research was conducted to measure if a discourse approach could enhance the student's English grammar competence. The design employed in this research was Experimental Research. The study was conducted at the eighth-grade students in bilingual classes of State Islamic Junior High School Kudus. There are 2 Bilingual Classes. They were divided into two groups. A first group is a control group consisting of 29 students, and the second was an experimental group consisting of 28 students. Observation, questionnaire, evaluation sheet, and students' grammar test have implemented an instrument to collect the data. The finding of the study shows that teaching and learning English through discourse improved the students’ grammar competence. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan wacana pengajaran tata bahasa bahasa Inggris bagi siswa kelas VIII di kelas bilingual SMP Negeri Kudus Kudus. Grammar merupakan keterampilan utama untuk meningkatkan kemampuan bahasa secara umum dalam bahasa Inggris. Namun, siswa sering menghadapi banyak kesulitan dalam mempelajari banyaknya aturan tata bahasa Inggris. Penelitian dilakukan untuk mengetahui apakah pendekatan wacana dapat meningkatkan kompetensi tata bahasa Inggris siswa. Metode yang digunakan dalam penelitian ini adalah Experimental Research. Penelitian dilakukan pada siswa kelas VIII kelas bilingual SMP Negeri Kudus Kudus. Ada 2 kelas bilingual. Mereka dibagi menjadi dua kelompok. Kelompok pertama adalah kelompok kontrol yang terdiri dari 29 siswa, dan kelompok kedua adalah kelompok eksperimen yang terdiri dari 28 siswa. Pengamatan, kuesioner, lembar evaluasi dan uji tata bahasa siswa diimplementasikan sebagai instrumen untuk mengumpulkan data. Temuan penelitian dapat disimpulkan bahwa pengajaran dan pembelajaran bahasa Inggris melalui wacana meningkatkan kompetensi tata bahasa siswa

An Intelligent Tutoring System for Teaching Grammar English Tenses

The evolution of Intelligent Tutoring System (ITS) is the result of the amount of research in the field of education and artificial intelligence in recent years. English is the third most common languages in the world and also is the internationally dominant in the telecommunications, science and trade, aviation, entertainment, radio and diplomatic language as most of the areas of work now taught in English. Therefore, the demand for learning English has increased. In this paper, we describe the design of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level. The intelligent tutoring system was given to a group of students of all age groups to try it and to see the impact of the system on students. The results showed a good satisfaction of the students toward the system

Methods and materials for teaching English as a second language

Thesis (Ed.M.)--Boston University. Missing pages 5-2