Garuda - Garba Rujukan Digital

Kristian Florensio Wijaya

Cita Hati International School

Author-ID : 2384588

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PROMPTING FACTORS CULTIVATING INDONESIAN EFL LEARNERS’ LEARNING AUTONOMY BEHAVIORS kristian florensio wijaya
Jurnal Bahasa Lingua Scientia Vol 14 No 1 (2022)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Previous research results unearthed that highly-autonomous EFL learners are more inclined to possess a higher sense of ownership of their learning enterprises owing to the advanced level of learning management. This library study was a further attempt enacted by the researcher to profoundly investigate particular factors believed to cultivate Indonesian EFL learners’ learning autonomy behaviors. In light of this major research objectivity, 30 previous learning autonomy literature were selectively selected to shed clearer enlightenment for Indonesian EFL experts, practitioners, curriculum designers, and educators to start internalizing various meaningful learning activities consolidating learners’ autonomous learning behaviors. Generally speaking, the obtained research results unveiled that the constant nourishment of Indonesian EFL learners’ learning autonomy behaviors can be insured in case second language teachers are committed to promoting more facilitative and innovative learning enterprises in their daily routines. In conformance with these research results, it is of foremost importance for second language teachers to organize their classroom learning dynamics harmonious with learners’ specific learning situations to advance their autonomous learning behaviors to greater development.

THE INFLUNTIAL IMPACTS OF METACOGNITIVE READING STRATEGIES IN MODERN EFL READING CONTEXTS kristian florensio wijaya
Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2022.14.2.253-276

The presented modern EFL reading learning complexities cannot be constantly overlooked by second language reading instructors since language learners oftentimes experience dispiriting, energy-draining, and frustrating reading experiences. Aligned with these above-mentioned L2 reading learning issues, it is indispensably important for EFL educators to start incorporating metacognitive reading strategies during the ever-changing literacy programs. Previous researchers strongly noted that the precise utilization of metacognitive reading strategies can provide a sound foundation for EFL learners to gain deeper insights into their chosen reading texts and exert better controls on the ongoing reading learning dynamics. This current-small scale library study was enacted as an attempt to exhaustively investigate the specific influential impacts promoted by metacognitive reading strategies in modern EFL reading contexts. To meet this study’s major demand, the researcher critically selected thirty pieces of literature that corresponded with this research area. As observed in the obtained research results, metacognitive reading strategies can pave a new enlightening pathway for globalized EFL learners to transfigure into more competent L2 readers and attain more satisfying reading learning outcomes. Finally, worldwide EFL educationalists should activate metacognitive reading strategies at the onset of their literacy programs to enable learners to become self-initiators possessing a higher level of intellectual curiosity and orchestrate a vast range of efficient reading strategies to meet the targeted reading learning demands.

PROMPTING FACTORS CULTIVATING INDONESIAN EFL LEARNERS’ LEARNING AUTONOMY BEHAVIORS kristian florensio wijaya
Jurnal Bahasa Lingua Scientia Vol 14 No 1 (2022)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2022.14.1.17-38

Previous research results unearthed that highly-autonomous EFL learners are more inclined to possess a higher sense of ownership of their learning enterprises owing to the advanced level of learning management. This library study was a further attempt enacted by the researcher to profoundly investigate particular factors believed to cultivate Indonesian EFL learners’ learning autonomy behaviors. In light of this major research objectivity, 30 previous learning autonomy literature were selectively selected to shed clearer enlightenment for Indonesian EFL experts, practitioners, curriculum designers, and educators to start internalizing various meaningful learning activities consolidating learners’ autonomous learning behaviors. Generally speaking, the obtained research results unveiled that the constant nourishment of Indonesian EFL learners’ learning autonomy behaviors can be insured in case second language teachers are committed to promoting more facilitative and innovative learning enterprises in their daily routines. In conformance with these research results, it is of foremost importance for second language teachers to organize their classroom learning dynamics harmonious with learners’ specific learning situations to advance their autonomous learning behaviors to greater development.

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Journal : Jurnal Bahasa Lingua Scientia