The Comparison Between 1st and 2nd Journals

Hello, mates! It seems like just yesterday I posted something about the newest journal I've been reading on. 

Nah, I'm not going to discuss about the next part of that journal. I will discuss about the comparison between the first journal I've reviewed and the latest journal I have been being reviewed, Strategies for Better Learning of English Grammar: Chinese vs Thais and A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors

First of all, let's see their similarities.. Both of the journals are talking about English Grammar things, it's either for EFL or ESL learners. And they both have the same structure of journals, like abstract, introduction, literature review, methodology, results, conclusion and references. And also, both of the journals were using High School  students as the target of their research. Beside, they also used the same methodology to collect the data, which is by giving each target a questionnaire.

Let's jump out to the differences between the two journals. Well, eventho both of the journals are talking about the same theme, English Grammar, but they discusses different things. The first journal is discussing about how does the strategies for learning English Grammar in Chinese and Thais, while the second journal is talking about is giving a corrective feedback on Grammatical Errors effective or not. Beside the materials they discussed about, the second difference of the journals are the target of their target on researching the data. The first journal aim only the learners, while the second journal aim, beside the learners, the researchers also aim the teachers of English language.

Overall, both of the journals are all very good, but for me, the second journal is somehow easier to understand rather than the first journal. But I like both of the journal.

Well, that's all my opinions about both of the journals I have read. See you guys in another discussion!

A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors #2

Aye aye people!
This time, I'd like to continue my review about the journal that I have been reading for this last few days.

Since I have introduced the journal in the previous post, now I'd like to review about the literature review or in this article, the author called it as A Review of the Related Studies.

This part is commonly contains about the statement from many researchers. The points of this part of journal are:

1. There are some mismatch in students' and teachers' perception about the corrective feedback.
2. Meanwhile, most of L2 writing teachers were not really care about the students' needs and opinions about corrective feedback.
3. The analysis revealed various differences between teachers' and students' preferences for error correction as well as differences in beliefs among teachers themselves.
4. To improve the effectiveness of corrective feedback in writing class, it is important to include the specify teachers' and students' reasons behind their perception about the correct grammar.

 Those are the points that I could get from this part.

So, that's all from this literature review of the journal. I will continue this work on the next week.

See ya!

A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors #1

Hello folks! Here I am, again, with a new journal to review. Just like the previous journal, this  journal is still about grammar.

The title of this journal I would like to review is A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors.

A pretty long title, isn't it? LOL. But, it was quite interesting because it was talking about whether is it necessary to investigate the effectiveness of corrective feedback over the grammar errors on students' written. This journal is also talks about how important to look at teachers' and students' perceptions of corrective feedback.
The researcher stated that in the case of written corrective feedback, teachers are believed that they have the responsibility for selecting the appropriate way of providing this kind of feedback. While if both students and teachers share each others ideas about it, the corrective feedback will be more productive.
Because the subjects of this research are teachers' and high school students' perceptions, this study was intended to compare EFL teachers' and intermediate high school students' perceptions of written corrective feedback on grammatical errors and also specify their reasons for choosing comprehensive or selective feedback and some types of feedback strategy over some others.

That's all from the overview of this journal. Hope you guys could learn from this.
See ya guys on the next week with a new chapter of this journal!
I'm signing out!

Strategies for Better Learning of English Grammar: Chinese vs Thais Part 4

Hello everyone, it's me again. I'd like to continue discussing about my next part of Journal I have read for these past few weeks. Anyway, we've come to the latest part of the journal, conclusion.

Let's get started!

There are 2 major points in the conclusion,

1.    Major Findings.

In this part, the researchers talked about the result from the research they had done.

·      In term of social and affective strategy categories, the Thais were highly better than the Chinese, specifically in terms of teachers and better learners for grammar learning methods and self-encouragement and relaxation.

·      In the cognitive and memory, the Thais preferred to use tables to learn new grammar rules, and the Chinese preferred note taking. And in the memory strategies, the Thais relied on mental images to retain their grammar knowledge, while the Chinese depended more on the revision.

·      And in the metacognitive category, it showed that the Thais made a highly more frequent access to the receptive skills to learn new grammar rules, while the Chinese made more effort on the lesson preview.

2.    Implications

One of the implication from the researchers is grammar learning strategies recommendations.

There are 4 grammar learning strategies we could apply to develop our grammar based on the results of this study.

a)    The metacognitive strategies, reinforcing knowledge of the grammar rules through both the receptive and the productive skills, also monitoring our mistakes.

b)   The memory strategies, to remember the rules of grammar, we can use the mind-mapping and the mental image techniques.

c)    The social strategies, learning how to learn grammar from teachers and better learners.

d) The cognitive strategies, try to understand English grammar through the comparison with L1 and summarize the acquired grammar knowledge in tables or diagrams.

Well, the suggestions are quite simple, right?

I hope it would help you guys in learning grammar.

Aye aye! Since that’s the last part of this journal, it’s time to say good bye! 

See y’all in my next project!

Strategies for Better Learning of English Grammar: Chinese vs Thais Part 3

Aye aye, folks! This week I'd still like to discuss my review about the next part of the journal entitled Strategies for Better Learning of English Grammar: Chinese vs Thais.

3. Methodology
3.1. Research Question
There are 4 questions in order to fulfill the research in grammar strategies and need for the context-based approach.

• What strategies do the higher and lower achievement learners apply in their English grammar learning?
• Do the Chinese and the Thai higher achievement learners apply the grammar learning strategies similarly or differently?
• Do the Chinese and the Thai lower achievement learners apply the grammar learning strategies similarly or differently?
• Are there any strategies that typically distinguish Chinese from Thais?

3.2. Subjects
The subject that the researchers chose were 168 grade 11 students: 91 Chinese and 77 Thais. These students then grouped into three competence levels: higher, intermediate and lower. But, the writer only focused on the higher and lower achievers' grammar learning strategies.


3.3. Instruments
There are 2 research instruments that the researchers  used in the methodology, a grammar proficiency test and questionnaire on  grammar learning strategies.
The researchers developed a 60-item grammar proficiency test, in order to classify the subjects into higher, intermediate and lower achievement learners. The test were all about the formation of sentences in English, for example: the use of the noun and the pronoun in the subject, the use of finite verb forms in the predicate, the use of the non-finite verb forms, the use of the modifiers, the use of connectives, and the use of the punctuation marks and capitalization.

And the questionnaire of the research consisted of two parts.

• Part 1: contained the background information of the subjects, e.g. gender and nationality.
• Part 2: contained 30-item grammar learning strategy questionnaire based on Oxford's (1990) Strategy Inventory for Language Learning (SILL), divided into  6 parts: the memory category, the cognitive category, the compensation category, the metacognitive category, the affective category and the social category.

The questionnaire itself was translated into Chinese and Thai in order to avoid any misunderstandings and for the result accuracy.

Well, that's all about the methodology that the researchers of the journal used. We'll discuss about the next part of the journal next week.

See ya, people!

Strategies for Better Learning of English Grammar: Chinese vs. Thais Part 2

Hello people! Now, I would like to continue my work, reviewing a journal with the title Strategies for Better Learning of English Grammar: Chinese vs Thais.

In this part, I would like to share about the Literature part.

Let's get started!

2.1.  Significance of Learning Strategies in SLA

Based on Oxford, Learning strategies are played such an important and crucial role in language acquisition.

There are few strategies that is mentioned in this part, such as:

• Exploring language learning strategies used by successful learners and teaching them to unsuccessful learners can help the latter enhance their second or foreign language learning.

• Some scholars believe that strategy instruction is most effective when it is integrated into regular classroom instruction.

• Language classrooms should have a dual focus, not only on teaching language content but also on developing learning process.

For learning grammar, scholars propose that the teaching should go beyond the grammatical content to the process of learning grammatical points.

2.2.  Needed Areas in Learning Strategy Research

This part is talking about how grammar has taken the place in needed areas in Learning Strategy Research. Even language learning strategy research has become more popular in the L2 field since 1970s, grammar acquisition hasn't been given as much attention by the learning strategy researchers as to the other language skills.

Based on Cohen's statement, grammar learning strategies are one of the needed work in domains of strategy use.r

Oxford stated that research on grammar strategies which they believe will benefit learners everywhere and facilitate the work of L2 teachers and help promote the understanding of how people learn another language.

This study investigated not only the good learners' grammar learning strategies but also the Chinese's and the Thais' application of grammar learning strategies.
 

2.3.  Significance of Grammar in EFL Contexts

Grammar took a very important role in learning English. Some says that grammar is just like the heart, the core or the frame of language learning.

From the learner's perspective, McDonough (2002), who investigated what facilitates the learning of a foreign language, found that 81% of the learners in the study valued the usefulness of grammar practice. A study carried out by Farjami (2011) also confirms learners’ interest in studying grammar because it helps promote their development of language proficiency and language skills.

2.4.  Studies on Grammar Strategies 

       Foci of past studies on grammar strategies can be classifield into 4 categories:

• The identification of learners’  strategies

• The relationship between individual differences and the relationship between strategy application

• The effect of strategy integration in grammar instuction

• The relationship between strategy application and achievement.

Based on Bade’s study of a 2o-weeks course, there are some strategies he mentioned, such as:

• Using time outside of the class to practice each grammar point for 10 minutes
• Trying out grammar forms in their own sentence 
• Basing their learning of a grammar point on explicit rules and a text that exemplifies these rules so that they could learn the points accurately.

Well, that's all the information I got from the Journal. There are quite lots of informations, right?
Hope it would help you out.

 

Strategies for Better Learning English Grammar: Chinese vs Thais

Hello people! It's been long time since the last time I wrote something here.
But here I am coming back with another reviewing thing. Nah, not book.. From now on, I'm going to review an international journal that I have read.

So, enjoy it! XOXO

So, have you guys ever read or even made a journal?
Well, if you guys are a college student, you guys must've been familiar with it.

I've been finding some interesting journals, but this one caught my interest more.

The title is Strategies for Better Learning of English Grammar: Chinese vs Thais.

Yes! It's about grammar. Well, I, personally, always put my interest in Grammar and I'd love to know how people learn it very well.

And here I am with the journal. From the title itself, we gotta know that this journal is talking about the difference strategies which are used in Chinese and Thais.

The reason why I chose this journal are, first of all, as I said that I always put my interest on Grammar, rather than any other English's courses. And the second one is I'd love to know how people in the different countries learn it.

So, the journal itself has many parts.
First of all is the title.
The second one is Abstract.
The third one is Introduction.
And the next one is Literature Review.
And then Method.
The fourth one is Result.
And the last one is Conclusion.

I hope that you're curious about the Journal that I'm going to review.

If you do, you can first check the PDF here.

Anyway, that's all for visiting my blog❣️. Please wait for the first part of this Journal. Ppyong!