การสอนภาษาอังกฤษ

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Browsing การสอนภาษาอังกฤษ by Author "Ardi, Priyatno"

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    Intercultural Communicative Competence in EFL Setting: A Systematic Review
    Iswandari, Yuseva Ariyani; Ardi, Priyatno (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)
    Intercultural communicative competence (ICC) is a paramount issue in EFL teaching and learning. This paper intends to systematically review the existing research on EFL teachers’ and pre-service teachers’ intercultural communicative competence (ICC). The authors reviewed a total of 19 peer-reviewed studies on teachers’ and pre-service teachers’ intercultural communicative competence in EFL settings published in 2011 to 2021. The results revealed five major themes emerging from the studies, namely teachers’ cognition (attitudes/ beliefs/ perceptions/ understanding) of (the implementation of) ICC, ICC assessment, teacher development of ICC, ICC training, and ICC-related factors. Drawing on the findings, the writers discuss topics that need further explorations.
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    The Correlation between Students’ Writing Anxiety and the Use of Writing Assessment Rubrics
    Arinda, Margaretha Yola; Ardi, Priyatno (Language Institute, Thammasat University, 2020)
    Writing anxiety may occur if students are expected to write excellently. To assist the students in minimizing their writing anxiety, teachers can introduce rubrics to the students prior to accomplishing writing tasks. The present study intended to investigate the levels of students’ second language writing anxiety and students’ use of writing assessment rubrics as well as their correlation. This study took place in Critical Reading and Writing classes at Sanata Dharma University, Yogyakarta, Indonesia. Seventy-three students participated in this research. To gather the data, the researchers employed two instruments, namely Second Language Writing Anxiety Inventory (SLWAI) and students’ use of writing assessment rubric questionnaire. The data were statistically analysed using SPSS. The results revealed that both students’ second language writing anxiety and their use of writing assessment rubrics were at a moderate level. The two variables also showed a negative strong correlation (r=-0.704), which indicated that the pre-notification of the use of writing rubrics decreased students’ writing anxiety.