The Effect of Texts-Based Interactional Feedback (TIF) on the Students’ EFL Writing

Warsidi Warsidi

Abstract


This study is reporting the results of the TIF implementation in a student’s students’ EFL writing. It evaluated the student first supervisory paper, the last supervisory paper, and the participant’s perception toward the TIF implementation. This is qualitative study with the linguistic features as the scoring frameworks, including lexical sophistication, syntactic complexity, and rhetorical structure. This boundary study is the participant’s text findings, discussion, and concluding parts. The results of this study revealed that participant’s academic writing changed significantly in the rhetorical structure and tended ignoring the other two scoring frameworks. The study also indicated that the student has intermediate level of English. Then, the participant’s perception toward the TIF implementation also resulted positively. 


Keywords


Texts-based Interactional Feedback (TIF), student’s EFL writing, linguistic features

Full Text:

PDF

References


Adnan, Z. (2011). Ideal-Problem-Solution (IPS) Model; Discourse Model of Research Article Introductions (RAIs) in Education. Pp.71-103.

Al-Qahtani, A. (2006). A Contrastive Rhetoric Study of Arabic and English Research Article Introductions. Submitted to the Oklahoma State University.

Barrot, Jessie. (2015). A Sociocognitive-transformative approach to teaching writing. Indonesian Journal of Applied Linguistics, Vol. 4 No. 2, pp. 113-122

Bezemer, Jeff & Kress Gunther. (2008). Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning. Written Communication. Published by SAGE, Volume 25 Number 2. Pp. 166- 195

Crosley, Scott A., Roscoe, Rod., & McNamara, Danielle S. (2014). What Is Successful Writing? An Investigation Into the Multiple Ways Writers Can Write Successful Essays. Written Communication journal. SAGE Publication. p.184 – 214

Dabbagh. Ali. (2017). The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study. International Journal of Applied Linguistics & English Literature. Vol. 6 No. 3; pp. 71-80, doi:10.7575/aiac.ijalel.v.6n.3p.71

Dyson, Anne Haas. (2013), The Case of the Missing Childhoods: Methodological Notes for Composing Children in Writing Studies. Written Communication, SAGE Publications 30(4) pp. 399–427

Gurbangeldiyewna. Atayewa. Merjen & Hermayawati. (2017). The Effectiveness Of English Interactive Media In Teaching Writing (An Experimental Study Conducted For Eleventh Graders In Sma N1 Sedayu, Bantul Yogyakarta). Journal of English Language and Education. Vol 3. No. 1, pp. 17-28

Hartley, J. (2008). Academic Writing & Publishing. A Practical Handbooks. NY: Routledge

Hasan. Jismulatif. & Marzuki. M. (2017). An Analysis of Students’ Ability in Writing at Riau University Pekanbaru- Indonesia. Theory and Practice in Language Studies. Vol. 7., No. 5. pp. 380-388. DOI: http://dx.doi.org/10.17507/tpls.0705.08

Hayes. John R. (2012). Modeling and Remodeling Writing. Written Communication. SAGE Publications 29(3) pp. 369–388

Hua. Zhe;, Wei. Li; Seedhouse. Paul; Cook.Vivian. (2007). Introduction to Language Learning and Teaching as Social Inter-Action. Antony Rowe Ltd, Chippenham and Eastbourne. Pp 1-8

Iruskieta. M., Cunha. I.D., & Taboada. M. (2015). A Qualitative Comparison Method for Rhetorical Structures: Identifying Different Discourse Structures in Multilingual Corpora. Lang Resources & Evaluation. pp. 49:263–309, DOI: 10.1007/s10579-014-9271-6

Iswandari. D.C., Prayogo. J.A., & Cahyono. B.Y. (2017). Effects Environmental Problem-based Learning on the Indonesian EFL learners Environment-related Vocabulary Mastery and Writing Ability. Theory and Practice in Language Studies. Vol.7,No.8, pp. 608-616, DOI: http://dx.doi.org/10.17507/tpls.0708.02

Jalilifar, A. (2010). Research Article Introductions: Sub-disciplinary Variations in Applied Linguistics. The Journal of Teaching Language Skills, 2(2), Page 30-55

Jogthong, C. (2001). Research Article Introductions in Thai: Genre Analysis of Academic Writing. Research for doctoral program. Morgontown, Virginia.

Kotamjani. Sedigheh Shakib. (2017). Perceptions of Challenges in Writing Academically: Iranian Postgraduate Students’ Perspectives. International Journal of Applied Linguistics & English Literature. Vol. 6 No. 4; pp 1-4, doi:10.7575/aiac.ijalel.v.6n.4p.1

Kuure. L., Saarenkunnas. M., and Taalas. P. (1998). Negotiating a New Culture of Doing Learning? A Study of Interaction in a Web Learning Environment with Special Focus on Teacher Approaches. University of Oulu, University of Jyväskylä.

McKay. S. L. (2002). Teaching English as an International Language. Rethinking Goals and Perspective. Oxford University Press.

Mehrpour. Saeed. (2017). Supervisory Feedback Efficiency: Developing a Framework Based on Iranian EFL Teachers’ and Supervisors’ Perceptions. International Journal of Applied Linguistics & English Literature, Vol. 6 No. 3; pp. 24-33, doi:10.7575/aiac.ijalel.v.6n.3p.24

Meltzer, Lynn;Roditi, Bethany;Houser, Robert F, Jr;Perlman, Melissa. (1998). Perceptions of academic strategies and competence in students with learning disabilities. Journal of Learning Disabilities; 31, 5; Arts & Humanities Database. pp. 437-451

Noriega. Heydy Selene Robles. (2016). Mobile Learning to Improve Writing in ESL Teaching. TEFLIN journal. Pp. 182-202, DOI: http://dx.doi.org/10.15639/teflinjournal.v27i1/182-202

Nurrahmi. (2017). The Analysis of Figurative Language Used in Opinion Section of The Jakarta Post Online Newspaper in Presenting Religious Defamation Issue. Unpublished thesis at Makassar Islamic University.

Okasha. Mohamed A. & Hamdi. Sami A. (2014). Using Strategic Writing Techniques for Promoting EFL Writing Skills and Attitudes. Journal of Language Teaching and Research, Vol. 5, No. 3, pp. 674-681, doi:10.4304/jltr.5.3.674-681

Poorebrahim. Fatemeh. (2016). Indirect Written Corrective Feedback, Revision, and Learning. Indonesian Journal of Applied Linguistics, Vol.6 no.2 pp. 184-192, doi:dx.doi.org/10.17509/ijal.v6i2.4843

Rodliyah. Rojab Siti. (2016). Using a Facebook Closed Group to Improve EFL Students’ Writing. TEFLIN journal. Pp. 82-100, doi: http://dx.doi.org/10.15639/teflinjournal.v27i1/82-100

Seedhouse, Paul. (2007). Interaction and Constructs. Language Learning and Teaching as Social Inter-Action. Antony Rowe Ltd, Chippenham and Eastbourne. Pp. 9-21

Swales, J. M. & Feak, C. B. (2004). Academic writing for graduate students. Ann Arbor, MI: University of Michigan Press.

Tahmasebi. Reza & Khodabakhshzadeh. Hossein. (2017). Enhancing Writing Ability and Self-regulation through Teacher-led Collaborative Modeling. International Journal of Applied Linguistics & English Literature. Vol. 6 No. 2; pp. 239-248, doi:10.7575/aiac.ijalel. v.6n.2p.239

Thorne. Barrie. (2001). Gender and interaction: Widening the conceptual scope. (Gender in Interaction: Perspectives on femininity and masculinity in ethnography and discourse). Edited by Bettina Baron, Helga Kotthoff. Published by John Benjamins Company

Thordardottir, Elin T., Chapman, Robin S., Wagner, Laura. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics 23, pp. 163–183. DOI:10.1017.S0142716402002011

Zarifi. Abdolvahed. (2017). Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback. International Journal of Applied Linguistics & English Literature. Vol. 6 No. 3 pp. 354-361, doi:10.7575/aiac.ijalel.v.6n.3p.254




DOI: http://dx.doi.org/10.21462/jeltl.v2i3.82

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: