SOCIAL ENGAGEMENT STRATEGY OF ENGLISH LANGUAGE LEARNERS FOR ENHANCING GRAMMAR

Wisma Yunita; Gita Mutiara Hati; Arono Arono; John R. Baker; Irwan Abdullah

doi:10.24071/llt.v28i1.9768

SOCIAL ENGAGEMENT STRATEGY OF ENGLISH LANGUAGE LEARNERS FOR ENHANCING GRAMMAR

Wisma Yunita^(1*), Gita Mutiara Hati⁽²⁾, Arono Arono⁽³⁾, John R. Baker⁽⁴⁾, Irwan Abdullah⁽⁵⁾,

(1) Universitas Bengkulu, Indonesia
(2) Universitas Bengkulu, Indonesia
(3) Universitas Bengkulu, Indonesia
(4) Ho Chi Minh City University of Industry and Trade, Vietnam
(5) Universitas Gadjah Mada, Indonesia
(*) Corresponding Author

Abstract

Language learning, including grammar learning, requires social strategies involving interaction. The study explored the prevalence of social strategy use, patterns of social strategy use employed by English Language Learners (ELL) in learning English grammar, and the rationale behind their use. Using purposive sampling and a mixed-methods design (Grammar Learning Strategies Inventory – GLSI – and follow-up semi-structured interviews) with 194 Indonesian undergraduate respondents showed that social strategies were most employed, followed by metacognitive, cognitive, and affective. The findings also illustrated three social strategy use patterns: (a) involving teachers and more proficient others, (b) practicing with peers, and (c) involving peers as motivators. The rationales for social strategy use were further demonstrated: (a) to understand and avoid mistakes in the use of grammar, (b) share and enhance understanding of grammar materials, (c) know errors and correct them to participate more in learning, and (d) improve grammar usage. These findings provide practical and theoretical insights into students' social strategy use in the ELL context. Limitations and opportunities for additional research are also presented.

Keywords

ELL, grammar learning strategy, grammar teaching, social strategy

Full Text:

PDF

References

Ahn, M. Y., & Davis, H. H. (2020). Four domains of students' sense of belonging to the university. Studies in Higher Education, 45(3), 622-634 https://doi.org/10.1080/03075079.2018.1564902

Althaqafi, A. S. (2018). A critical review of grammar teaching methodologies in the Saudi context. English Language Teaching, 11(11), 65-73 https://doi.org/10.5539/elt.v11n11p65

Amroune, A., & Charik, A. (2020). Exploring the relationship between grammar learning strategies use and grammar competence: Case of second-year students at M'sila University (Doctoral dissertation, M’sila University).

Astrid, A. (2011). Pembelajaran tata Bahasa Inggris secara komunikatif dengan penyajian induktif dan pengintegrasian keterampilan berbahasa: Studi kasus di kelas Bahasa Inggris I di IAIN Raden Fatah Palembang. Ta’dib: Jurnal Pendidikan Islam, 16(02), 175-208. https://doi.org/10.19109/td.v16i02.60

Bancolé-Minaflinou, E. (2018). Exploring the teaching of communicative grammar in ELL classes in benin to promote language use in CBA context. World Journal of Education, 8(6), 58-73. https://doi.org/10.5430/wje.v8n6p58

Carpenter, B. S. (2019). What does social engagement mean and what should art education do about it? Studies in Art Education, 60(3), 165–167. https://doi.org/10.1080/00393541.2019.1644096

Charoento, M. (2017). Individual learner differences and language learning strategies. Contemporary Educational Research Journal, 7(2), 57–72. https://doi.org/10.18844/cerj.v7i2.875

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4^th ed.). Thousand Oaks, CA: Sage Publications.

de Oliveira Santini, F., Ladeira, W. J., Pinto, D. C., Herter, M. M., Sampaio, C. H., & Babin, B. J. (2020). Customer engagement in social media: A framework and meta-analysis. Journal of the Academy of Marketing Science, 48(6), 1211-1228. https://doi.org/10.1007/s11747-020-00731-5

Eisenring, M. A. A., & Margana, M. (2019). The importance of teacher–student interaction in communicative language teaching (CLT). Prasasti: Journal of Linguistics, 4(1), 46-54. https://doi.org/10.20961/prasasti.v4i1.17052

Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Thousand Oaks, CA: Sage.

Griffiths, C., & Soruç, A. (2021). Individual differences in language learning and teaching: A complex/dynamic/socio-ecological/holistic view. English Teaching & Learning, 45(3), 339–353. https://doi.org/10.1007/s42321-021-00085-3

Hovorun, A., Petukhova, O., Nazymko, O., Kyrychenko, T., Bodnar, I., & Kanyuk, O. (2021). Learning grammar of a foreign language (English) using multimedia technologies. International Journal of Education and Information Technologies, 15, 289-294. https://doi.org/10.46300/9109.2021.15.30

Jaruteerapan, P. (2022). Exploring English grammar learning strategies in online learning used by Thai university students. Parichart Journal, Thaksin University, 35(4), 239–257. http://dx.doi.org/10.55164/pactj.v35i4.258563

Johnston, K. A. (2018). Toward a theory of social engagement. In A.K. Johnston & M. Taylor (Eds.), The handbook of communication engagement (pp. 17-32). New Jersey: John Wiley and Sons. https://doi.org/10.1002/9781119167600.ch2

Kadir, Z. R., Zuhairi, A., & Suhartoyo, E. (2020). The study of learning strategies used by Indonesian ELL learners in learning English grammar. Jurnal Penelifian, Pendidikan, dan Pembelajaran, 15(28), 1-14.

Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2019). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116

Luo, M., Ding, D., Bauman, A., Negin, J., & Phongsavan, P. (2020). Social engagement pattern, health behaviors and subjective well-being of older adults: An international perspective using WHO-SAGE survey data. BMC Public Health, 20(1), 1- 10. https://doi.org/10.1186/s12889-019-7841-7

Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53, 109–119. https://doi.org/10.1016/j.learninstruc.2017.07.011

Masika, R., & Jones, J. (2016). Building student belonging and engagement: Insights into higher education students' experiences of participating and learning together. Teaching in Higher Education, 21(2), 138-150 https://doi.org/10.1080/13562517.2015.1122585

Miles, M., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3^rd ed.). Thousand Oaks: Sage.

Mohamad, F., Halim, N. S. A., Kadir, Z. A., & Abdullah, N. (2023). Grammar learning strategies used by ESL undergraduate students. Asian Journal of University Education, 19(3), 462–473.

Nugroho, A. D., Putri, N. S., & Arifah, N. A. (2018). The role of language awareness on grammar learning in Indonesian ELL context. JELLT (Journal of English Language and Language Teaching), 2(2), 37-50 https://doi.org/10.36597/jellt.v2i2.3272

Oh, J. E., Chan, Y. K., & Kim, K. V. (2020). Social media and e-portfolios: Impacting design students’ motivation through project-based learning. IAFOR Journal of Education, 8(3), 41-58. https://doi.org/10.22492/ije.8.3.03

Park, I., Veliz, P. T., Ingersoll-Dayton, B., Struble, L. M., Gallagher, N. A., Hagerty, B. M., & Larson, J. L. (2020). Assisted living residents’ sense of belonging and psychosocial outcomes. Western Journal of Nursing Research, 42(10), 805-813 https://doi.org/10.1177/0193945920906181

Pawlak, M. (2018). Grammar learning strategy inventory (GLSI): Another look. Studies in Second Language Learning and Teaching, 8(2), 351–379. https://doi.org/10.14746/ssllt.2018.8.2.8

Pham, H. M., Baker, J. R., & Tran, N. K. (2021). A survey of using YouTube as supplementary material with university English language learners in Vietnam: A replication study. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), 1-16. https://doi.org/10.21659/rupkatha.v13n4.58

Pishghadam, R., & Ebrahimi, S. (2019). Teaching grammar revisited: An introduction to applicative teaching. Language Related Research, 10(5), 101-127. http://dorl.net/dor/20.1001.1.23223081.1398.10.5.6.6

Rashmi, S., & Hanumanthappa, M. (2017). Qualitative and quantitative study of syntactic structure: A grammar checker using part of speech tags. International Journal of Information Technology, 9(2), 159–166. https://doi.org/10.1007/s41870-017-0016-9

Salikin, M. H. (2015). A group of Indonesian adult ELL students’ mastery of tenses and aspects: Investigating the internal and external factors of learning. Advances in Language and Literary Studies, 6(5), 143-150. https://doi.org/10.7575/aiac.alls.v.6n.5p.143

Sølvik, R. M., & Glenna, A. E. H. (2022). Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms. Journal of Educational Change, 23(3), 343–369. https://doi.org/10.1007/s10833-021-09420-8

Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y

Stalmirska, A. M., & Mellon, V. (2022). “It feels like a job …” Understanding commuter students: Motivations, engagement, and learning experiences. Journal of Hospitality, Leisure, Sport and Tourism Education, 30, 100-368 https://doi.org/10.1016/j.jhlste.2021.100368

Sun, L., & Bunchapattanasakda, C. (2019). Employee engagement: A literature review. International Journal of Human Resource Studies, 9(1), 63-80 https://doi.org/10.5296/ijhrs.v9i1.14167

Sundari, H., & Febriyanti, R. H. (2021). The use of first language (L1) in ELL classrooms: Teachers’ practices and perspectives. International Journal of Education, 14(1), 70–77. https://doi.org/10.17509/ije.v14i1.26375

Thacker, I., Seyranian, V., Madva, A., Duong, N. T., & Beardsley, P. (2022). Social connectedness in physical isolation: Online teaching practices that support under-represented undergraduate students’ feelings of belonging and engagement in STEM. Education Sciences, 12(2), 61-83. https://doi.org/10.3390/educsci12020061

Tseng, W.-T., & Gao, X. (2021). Individual differences in second language learning: The road ahead. English Teaching & Learning, 45(3), 237–244. https://doi.org/10.1007/s42321-021-00097-z

Yunita, W. (2014). Out-of-class peer group discussion in learning basic English grammar and its impact on the students’ grammatical knowledge. Proceedings of the 2nd International Seminar on English Language and Teaching (ISELT), 2, 469–474). Padang: English Department, Faculty of Languages and Arts, Universitas Negeri Padang.

DOI: https://doi.org/10.24071/llt.v28i1.9768