No Penulis/Judul/ Variabel/construct/ Grounded Theory Hasil Role

Tahun item

121 Investigating 1. content 1. investigate The result shows that the students Dukungan
Dominant and 2. organization Dominant and who work in the dominant- Sitasi
Passive Students on 3. vocabulary Passive Students dominant pairs (DDP) perform
Pair Work towards 4. grammar on Writing better at writing performance than
the Students’ 5. mechanics Performance the students who work in the
Writing dominant-passive pairs (DPP).
Performance Furthermore, pair work provides
the students with more
opportunities to engage with one
another to share ideas in writing.
Thus, the teacher should arrange
the best group of classification at
the beginning of making a pair
work before the students are
asked to have a discussion in
writing.

122 Workplace Writing 1. Manufacturing 1. learn to Write in These findings can be used as an Dukungan
in L2 Experiences 2. Government English on theory instructional guideline for ESL Sitasi
Among Millennial services workplace writing courses in
Workforce: 3. Power and utility IHLs. The appropriate
Learning to Write 4. Finance instructions and contents could be
in English 5. Communication convenient not only to improve
teaching and learning but also
promote a more meaningful
learning to the graduating
students which in turn, creates a
powerful workforce who is able
to command by today’s
 workplace standards
123 Specificity in 1. frequency 1. Corpus Analysis of The findings show that three- Dukungan
English for 2. Mutual Information Lexical Collections word lexical bundles are the most Sitasi
Academic Purposes in Academic common types of lexical bundles
(EAP): A Corpus Writing in IBM corpus. The comparison
Analysis of Lexical reveals that lexical bundles in
Bundles in IBM corpus are relatively specific
Academic Writing as compared with lexical bundles
in AFL. A discipline-specific
approach to the teaching and
learning of lexical bundles in
EAP settings is therefore
advocated to enhance EAP
syllabuses and instruction.
124 Instructor’s Direct 1. topic 1. Direct and Indirect Additionally, the findings Dukungan
and Indirect 2. biographical feedback from revealed the importance of Sitasi
Feedback: How do 3. narrative teachers teacher-student conference, the
they Impact need for students to be trained
Learners’ Written over a longer period of time in
Performance? relation to the use of error codes
and the need for instructor to
understand and implement direct
and indirect feedback accordingly
in their teaching.
125 The Effects of 1. Overall 1. Written corrective A paired- sample t-test was used
Written Corrective 2. Content feedback Using to analyse the students’ pre and
Feedback Using 3. Organisation Wiki in ESL post-test scores and the results
Wikis among ESL 4. Vocabulary Learners showed a significant
Learners 5. Language Use improvement in Jacob’s (1981)
6. Mechanics ESL components of content,
organization, language use and
vocabulary; however, the study
 did not yield the same results for
the students’ punctuation use. In
being provided comments by
peers and their teacher through
the platform of wikis, the
students’ enthusiasm increased
when put through the feedback;
therefore, their focus heightened
on writing a more accurate
version of their previous essay.
This in turn, increased the overall
quality of their final essay.
126 Effect of Direct and 1. experimental 1. Direct and Indirect Findings suggest that introducing Dukungan
Indirect Teacher design Feedback on oral meta-linguistic teacher Sitasi
Feedback on Accuracy Writing feedback in the Pakistani
Accuracy of in theory language learning context can
English Writing: A improve the English language
Quasi- learning of students.
Experimental Study
among Pakistani
Undergraduate
Students
127 From Lexical 1. Noun 1. Levels of The results revealed that three- Dukungan
Bundles to Lexical 2. Verb Phraseological word lexical frames are more Sitasi
Frames: 3. Adjective Variations in prevalent in IBM. The degree of
Uncovering the 4. Adverb Academic Writing variability analysis indicated that
Extent of 5. Determiner in theory there are more fixed lexical
Phraseological 6. Preposition frames in the category of three-
Variation in 7. Pronoun word lexical frames compared to
Academic Writing the four-word category. In terms
of the degree of predictability, the
category of four-word lexical
 frames contains more predictable
lexical frames than the three-
word category. Also, most lexical
frames are function word frames
and the lexical frames are mostly
filled up by content words rather
than function words. This study
contributes to the understanding
of phraseological variation in
academic writing.
128 Interaction in 1. Hedges 1. Interactional The findings indicate that L2 Dukungan
Academic L2 2. Boosters Metadiscourse writers tend to employ Sitasi
writing: An 3. Attitude markers Strategy analysis impersonal and less dialogic style
analysis of 4. Self-mentions in Applied in academic writing. A closer in-
Interactional 5. Engagement Linguistic Research depth analysis indicates that the
Metadiscourse markers Articles most salient interactional
Strategies in strategies in Yemeni L2 writing
Applied Linguistics include making bare assertion as
Research Articles well as marking certainty of
claims. They mostly tend to make
assertion as they indicate research
gaps and express conviction when
they state findings and summarize
their research. The implications
of such findings could be useful
for genre analysis, academic
writing and L2 writing
instruction.
129 Grammatical and 1. adjective structures 1. Grammar patterns Results show that all Asian Dukungan
Lexical Patterning 2. verb structures and Lexicalism in learner groups shared similar Sitasi
of Make in Asian 3. noun structures theory tendency to use “make”
Learner Writing: A substantially more than ENSs,
 Corpus-Based with producing and causative
Study of ICNALE uses most common and delexical
use least common. However,
Asian learners tend to produce
fewer varieties of delexical uses
compared with ENSs. The
adjective and verb complements
in the causative category by
Asian learners also differ from
that of ENSs. Rates and types of
misuses by Taiwanese learners
were independent of proficiency.
It is also evident that the high-
frequency verb “make” expresses
a variety of meanings and there
are differences in lexical as well
as grammatical patterning
between Taiwanese learners and
ENSs. Pedagogical implications
regarding the use of high-
frequency verbs are included in
the discussion.
130 Genre instruction, 1. Lexico-grammatical 1. genre instruction, These findings suggest several Dukungan
textual borrowing, features text loans, and implications for FL writing Sitasi
and foreign 2. Genre organization foreign language instruction and teacher
language writing: features writing professional development and lay
Graduate teaching Transformation the groundwork for future
assistant 3. Direct borrowing investigations into how writing
perspectives and 4. Writing strategies pedagogy is implemented in
practices postsecondary FL programs.
5. Interpretation
6. Transferrable skill
131 Community 1. Grammar and 1. Effective Writer Instructional implications include Dukungan
College Writers' Spelling Knowledge encouraging students to examine Sitasi
Metaknowledge of 2. Goal community their metaknowledge of writing
Effective Writing Setting/Planning and how it directly relates to the
3. Purpose written product, to identify
4. Writing and misuse or misconceptions and
Drafting focus instruction.
5. Revising, Review,
Editing
132 Differential Effects 1. Strategic planning 1. Strategic planning Finally, the results showed that Dukungan
of Strategic 2. Task structure and Task Structure the interaction between stra- Sitasi
Planning and Task 3. Strategic planning on Writing Results tegic planning and task structure
Structure on L2 >< task structure L2 led to substantial effects on
Writing Outcomes syntactic complexity and one
subconstruct of accuracy. These
findings give add- itional support
to the limited attentional
capacity hypothesis and the
tradeoff hypothesis.
Methodological and pedagogical
implications of the findings for
task design and implementation
condition in L2 writing are
discussed.
133 Writing recounts of 1. Orientation 1. investigation of An analysis of the writing of Dukungan
habitual events: 2. Content genre-based three students, representing Sitasi
Investigating a 3. Organization approaches to three different performance
genre-based 4. Cohesion by writing levels, before and after having
approach referencing received instruction in genre-
participant based writing, revealed
differences in the linguistic
 resources that students
employed to convey meaning.
Implications for foreign language
genre pedagogy are discussed.
134 The contribution of 1. Example sentence 1. Halliday's I will show how these concepts Dukungan
Halliday to EAP 2. Starting point contribution to were incorporated into teaching Sitasi
writing instruction: 3. Sentence pattern EAP writing materials to help EAP students
A personal journey 4. Verb form instructions write effective paragraphs.
135 LEARNING TO 1. concerning content 1. LEARN WRITING the instructions given to students Dukungan
WRITE 2. genre ON THEORY for observing, the use of Sitasi
3. syntax interactive forms of modeling,
4. spelling and the ways of combining peer
observation and peer interaction.
136 Redefining writing 1. content Key foci of this approach are Dukungan
in the foreign 2. context highlighted, and a description is Sitasi
language 3. genre provided of how a design
curriculum: Toward 4. process approach relates to challenges in
a design approach FL writing instruction. Finally,
next steps in researching and
implementing this approach are
offered.
137 “What am I going 1. context The themes identified during Dukungan
to do?” A veteran 2. data collection qualitative analysis of the data Sitasi
teacher’s journey 3. analysis highlight the challenges and
of teaching writing 4. our stance. successes of specific classroom
to newcomer activities and strategies and their
English language effect on ELL progress and on the
learners teacher’s self-assessment.
138 IMPROVING THE 1. grammar These results could indi- cate Dukungan
MASTERY OF 2. writing instruction that certain structures associated Sitasi
 RELATIVE CLAUSE with complexity and formal
IN FRENCH L1 register are used more
SECONDARY frequently and more accurately
CLASSES: THE during written production after
EFFECTS OF AN our intervention. Our results
INTERVENTION contribute to the ongoing
BASED ON VERBAL discussion on the
INTERACTIONS ON complementarity between direct
WRITTEN grammar instruction and writing
SYNTACTIC and revision instruc- tion and
STRUCTURES their positive impact on students’
syntactic constructions in texts.
139 Exploring Writing 1. Writing Findings from the survey show Dukungan
Assessment 2. Grammar that the majority of participants Sitasi
Literacy and 3. Self-assessment reported having received some
Classroom formal training in writing
Practices of Thai assessment, but 30% reported no
University formal training. More than half of
Instructors them expressed frustration when
having to develop assessment
tasks to assess their students‘
achievements. Moreover,
answers given in the online
survey did not correspond with
neither actual classroom
practices nor background
knowledge of assessment. It is
hoped that the results of this
study will motivate Thai
university instructors to reflect
 on their assessment practices
because, ultimately, the aim of
this research is to provide
suggestions that may help TESOL
programs better prepare their
graduate students for future
teaching responsibilities.
140 Comparing 1. Product orientation Although the teach- ers Dukungan
Secondary English 2. Process orientation recognized a responsibility to Sitasi
Teachers’ Ideal and 3. Topic knowledge teach responsively to their
Actual Writing 4. Text structure diverse stu- dents’ instructional
Practices for 5. Language as a tool writing needs, they are inhibited
Diverse Learners: for writing and unable to do so primarily
Constrained 6. Writing for the test because of high-stakes testing
Professionalism in mandates that narrow the
Figured Worlds of curricu- lum and limit teacher
High-Stakes Testing autonomy.
141 Effects of written 1. Direct feedback Participants with greater LAA Dukungan
corrective group proved more likely to achieve Sitasi
feedback and 2. Metalinguistic gains in the direct feedback
language aptitude feedback group group than in the metalinguistic
on verb tense 3. Control group group, whereas learners with
accuracy lower LAA benefited more from
metalinguistic feedback.
142 Advancing the 1. Personal The results show that test Dukungan
validity argument 2. Emotion corpora, focusing on Sitasi
for standardized 3. Description argumentation in two
writing tests using 4. Public standardized tests, are
quantitative 5. Academic rhetorically similar to academic
rhetorical analysis 6. Personal relations argumentative writing in a
 7. Reasoning graduate-school setting, and
8. Interactive about as similar as a corpus of
9. Elaboration civic writing in the same genre.
10. Reporting The proximity between the test
11. Directing corpora
12. Narrative
13. Character
14. Assertive
15. Future
16. Past
143 Peer collaborative 1. brainstorming The benefits include students’ Dukungan
writing in the EAP 2. research critical awareness about the use Sitasi
classroom: Insights 3. outlining of language in academic writing,
from a Canadian 4. drafting which led to an improved
postsecondary 5. revision understanding of the meaning‐
context making processes in text
production. Drawing on these
findings, the authors discuss
implications for teaching and
learning.
144 Negotiating 1. Observation The study demonstrates teach- Dukungan
Multilingual 2. Document ers’ and students’ ability to Sitasi
Resources in collection reshape English writing
English Writing 3. Interview instruction as a multilingual
Instruction for space but also concludes that
Recent Immigrants multilingual literacy must be
to Norway promoted as more than an
instrumental resource in the
service of Eng- lish writing
development.
145 Introduction 1. Context These recomendations can be Dukungan
Special Issue : 2. Theoretical and considered as a checklist for Sitasi
Considerations and empirical graunding authors, reviewrs, and editors
Recommendations 3. Macro-level design when reporting or reviewing
for Reporting on principles intervention studies.
Writing 4. Micro-level
Interventions in descriptions
Research
Publications
146 Unfolding choices 1. experiential The findings suggest that certain Dukungan
in digital writing : A 2. logical language choices may play a key Sitasi
funtional 3. interpersonal role when it comes to shaping
perspective on the 4. textual academic essays, and it is
language of 5. syntagm proposed that this new model of
academic revisions analysis can provide an
additional perspective on writing
behaviour in terms of how
meaning-making practices unfold
in real time.
147 Examining sources 1. Gender The findings indicated that Dukungan
of variability in 2. Age changes in PTE Academic writing Sitasi
repeaters’ L2 3. L1 scores followed a quadratic
writing scores: The 4. Reason for taking trajectory (i.e., initial score
case of the PTE the test at test increases followed by a decline)
Academic writing occasion one and that, as expected, test-taker
section initial overall English language
proficiency (as measured on
other sections of the test) was
the strongest predictor of
differences in PTE Academic
 writing scores at test occasion
one as well as variance (across
test-takers) in the rate of change
in writing scores over time.
Measures of retesting effects
were not significantly associated
with changes in writing scores,
while test-taker factors (e.g., age,
gender, and purpose for taking
the test) were significantly
associated with writing scores at
test occasion one, but not with
the rate of change in writing
scores over time. The study
highlights the value of examining
repeater’ L2 test scores and
concludes with a call for more
research on the sensitivity of L2
proficiency tests to changes in L2
proficiency over time and in
relation to L2 instruction.
148 WHAT CAN L2 1. Writing and Pausing The article concludes with a call Dukungan
WRITERS’ PAUSING Time for more research on L2 writers’ Sitasi
BEHAVIOR TELL US 2. Pause Frequency pausing behavior, particularly
ABOUT THEIR L2 3. Linguistic Location how L2 writers’ pausing behavior
WRITING of Pause relates to L2 writing outcomes
PROCESSES? 4. Temporal Location and development across
of Pause learners, contexts, and time.
5. Pause Type
6. Fluency
149 Constructing 1. context In relation to writing pedagogy, Dukungan
critical stance in 2. epistemology these findings suggest the need Sitasi
University essays in 3. stance for novice writers to develop
English literature 4. content schemata awareness of the use of these
and sociology 5. gestalt patterns of important textual elements to
ideas formulate critical statements and
6. general textual to develop the ability to
patterns incorporate them into their own
7. relations between writing.
propositions
150 Textual Mediation 1. Physical Ultimately, it argues that a Dukungan
in Simulated 2. Non-physical textual mediation framework can Sitasi
Nursing Handoffs: 3. Evaluative help bride classroom and
Examining How 4. Directive professional contexts by
Student Writing 5. Causal evaluating student writing not for
Coordinates Action 6. Recall how succesfully it meets a set of
imposed criteria but for how
effectively it supports classroom
activities.