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Effects of Identification and Pronunciation Training Methods on L2 Speech Perception and Production: Training Adult Japanese Speakers to Perceive and Produce English /r/-/l/
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 2 (2020) (2020)
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Teacher’s Challenges towards Online Learning in Pandemic Era
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 2, Pp 71-88 (2020) (2020)
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“MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIAâ€: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 347-369 (2020) (2020)
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AN INVESTIGATION INTO UNDERGRADUATE STUDENTS’ PERCEPTION OF KAHOOT MEDIATED E-ASSESSMENT
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 269-296 (2020) (2020)
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EFL-Writing Activities Using WhatsApp Group: Students’ Perceptions during Study from Home
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 2, Pp 1-23 (2020) (2020)
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UTILIZING STRATEGY-BASED INSTRUCTION ON THE EFL LISTENING ACHIEVEMENT: A QUASI- EXPERIMENTAL STUDY
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 371-386 (2020) (2020)
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EXPOSURE TO ENGLISHES IN LISTENING CLASSROOMS: THE PERSPECTIVES OF INDONESIAN ESL LEARNERS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 1, Pp 49-68 (2020) (2020)
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Analysis of Deixis in the Subtitle Movie of “First Kiss”
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 1, Pp 111-132 (2020) (2020)
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KURDISH STUDENTS’ ATTITUDES TOWARDS THE USE OF FILMS IN TEACHING LITERARY WORKS IN EFL CLASSROOM
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 1, Pp 91-113 (2020) (2020)
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Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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INTERWEAVING CHARACTER EDUCATION IN ENGLISH TEXTBOOK OF SENIOR HIGH SCHOOL
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 1, Pp 86-110 (2020) (2020)
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DESIGNING PROBLEM-BASED LEARNING THROUGH NARRATIVE STORIES FOR MICROTEACHING CLASS USING ADDIE MODEL
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 187-217 (2020) (2020)
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CHILDREN LANGUAGE ACQUISITION PROCESS
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 2, Pp 157-177 (2020) (2020)
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An Interview with Dr. Bambi Schieffelin
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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ORAL PEER FEEDBACK IN A FLIPPED SPEAKING JOB INTERVIEW CLASS: PRACTICE AND LEARNERS’ ATTITUDES
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 245-268 (2020) (2020)
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DIGITAL LEARNING OF ENGLISH BEYOND CLASSROOM: EFL LEARNERS’ PERCEPTION AND TEACHING ACTIVITIES
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 219-243 (2020) (2020)
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Six Decades of Research on Language Aptitude: An Introduction
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 2 (2020) (2020)
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Enhancing Students – Pre Service Teacher Interaction Using First Language (L1) in English for Young Learners (EYL) Classes
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 1, Pp 1-22 (2020) (2020)
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The Correlation between Social Deixis and Social Class in a Speech by Nobel Prize Winners: A Sociopragmatic Study
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 1, Pp 23-39 (2020) (2020)
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Positive Connection of Extensive Reading and Writing Fluency in EFL Learning
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 10, Iss 2, Pp 44-70 (2020) (2020)
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Abstract:
Extensive reading and writing fluency in language learning get connected to each other. The benefits include gains in reading and writing competence and skills. However, how far they get connected in EFL learning has not been discussed so far. This study examined the connection of extensive reading and writing fluency of the thirty-two students of the English Education Department at a university in Palangka Raya Kalimantan Tengah Indonesia. The correlational design was applied in this study. The online Extensive Reading Test (ERT) developed by Extensive Reading Foundation was used to get the students' extensive reading scores. To gain the students' writing fluency scores, a Writing Fluency Test (WFT) was applied. For the data analysis, it used Pearson product-moment correlation. Results show that there is a moderate positive correlation between the students' extensive reading and writing fluency. It is indicated with rxy = 0.408 > rtable = 0.340 at 5%. In short, the extensive reading activities have a positive connection to the writing fluency of the students in language learning. Therefore, extensive reading activities should always be integrated with writing activities in the context of Indonesian EFL learning.
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Keyword:
efl learning; English language; extensive reading; language learning; PE1-3729; writing fluency
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URL: https://doi.org/10.18592/let.v10i2.4137 https://doaj.org/article/98487b4a61e24d7bba6f0f038027c597
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