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A GENRE ANALYSIS ON THE DISCUSSION SECTION OF QUANTITATIVE AND QUALITATIVE RESEARCH ARTICLES IN ELT ANDLINGUISTICS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 157-183 (2021) (2021)
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DESCRIBING A SYSTEMATIC REFLECTION FOR PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY: A CASE STUDY
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 119-145 (2021) (2021)
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Indonesian L2 Learners' Resilience and Self-directed Learning in Online Classes: A Correlational Study
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 27-47 (2021) (2021)
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STORIES OF IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION IN AN ENGLISH-MEDIUM UNIVERSITY
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 147-174 (2021) (2021)
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FACE-TO-FACE OR ONLINE LEARNING? : A COMPARISON OF STUDENTS' FOREIGN LANGUAGE CLASSROOM ANXIETY LEVEL
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 49-67 (2021) (2021)
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STATISTICAL REPORT REFORM IN SECOND LANGUAGE RESEARCH: A CASE OF EXPERIMENTAL DESIGNS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 1-27 (2021) (2021)
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HEDGING IN TED TALKS: A CORPUS-BASED PRAGMATIC STUDY
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 29-50 (2021) (2021)
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EFL Lecturers' Perception and Practice of Screencast Feedback
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 1-25 (2021) (2021)
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STUDENTS’ LEARNING APPROACHES IN THE EFL EMERGENCY ONLINE LEARNING CONTEXT
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 185-220 (2021) (2021)
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DEMOTIVATION LEVEL AND DEMOTIVATORS AMONG EFL STUDENTS IN HOME ONLINE ENGLISH LEARNING DURING THE PANDEMIC
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 243-271 (2021) (2021)
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THE USE OF GOOGLE MEET FOR ONLINE MICROTEACHING
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 139-156 (2021) (2021)
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"HE USED TO BE A LATE TALKER” : PARENTS’ NARRATION OF A FIVE YEAR OLD CHILD NAMED HASAN
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 81-105 (2021) (2021)
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PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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Abstract:
Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students' participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative data were gathered from student assessment forms (pair work and group work), lesson study logs, EdPuzzle video quizzes, and samples of student worksheets. Descriptive interpretations and thematic analysis were used to analyse textual data. The findings revealed that ESL students participated in this study by engaging themselves in interactions during in-class writing activities, contributing knowledge to others, getting prepared with the essential concepts and content before class, focusing on the task, and assessing the quality of argumentative writing. The findings implicate that teachers should consider the use of peer instruction in a flipped learning environment for students to engage actively in the teaching and learning of argumentative essay writing.
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Keyword:
argumentative essay writing; Education (General); English language; esl students; flipped learning; L7-991; PE1-3729; peer instruction; student participation
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URL: https://doi.org/10.30762/jeels.v8i1.3134 https://doaj.org/article/f36e47d4f84540b0b47bb78164a865dc
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THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION STRATEGY ON STUDENTS’ READING AND VOCABULARY ACHIEVEMENT: A QUASI-EXPERIMENTAL RESEARCH
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 107-137 (2021) (2021)
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The Networked Smart Gadgets and Their Role(s) in Enhancing Learning Autonomy in Higher Education’s EFL Context
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 371-391 (2021) (2021)
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Exploring Language Style in Makassar Cultural Tourism
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 18-27 (2021) (2021)
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Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 352-364 (2021) (2021)
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Virtual Implementation of Mobile-Game Based Learning: Enhancing Students’ Vocabulary Mastery and Self-Motivation
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 343-351 (2021) (2021)
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The Implementation of Higher Order Thinking Skills (HOTS) in English Language Teaching: The Case of Indonesian Senior High School EFL Teachers
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 255-268 (2021) (2021)
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Purposive Communication is Not Enough: Exploring English Language Learning from the perspectives of English majors in a Philippine Higher Education Institution
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 293-317 (2021) (2021)
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