Exploring Logical Analysis and Defined Descriptions for Enhancing Expression Readers in ELT
DOI:
https://doi.org/10.36312/jolls.v5i1.2430Keywords:
Expression readers, Logical analysis, Defined descriptions, Sentence constructionAbstract
The ongoing debate in English Language Teaching (ELT) emphasizes the need for innovative approaches to enhance language acquisition. This study explores the development and implementation of expression readers, a tool designed to improve learners' comprehension and expressive skills through logical analysis and defined descriptions. Logical analysis deconstructs sentences to reveal grammatical and syntactical relationships, while defined descriptions provide clear explanations of linguistic elements. Grounded in a theoretical framework that integrates cognitive engagement and critical thinking, this research examines how expression readers facilitate the structured learning of complex language concepts. The study employs a systematic approach, analysing how these methods enhance students' ability to understand and construct sophisticated sentences. Key findings indicate that expression readers promote deeper linguistic comprehension, improve sentence construction skills, and encourage analytical thinking. The practical implications of this research suggest that integrating expression readers into ELT curricula can enhance language proficiency. To maximize effectiveness, best practices include curriculum adaptation, teacher training, and the development of accessible educational materials. Addressing challenges such as resource availability and learner diversity is crucial to ensuring the successful implementation of this approach in diverse educational settings.
Downloads
References
Biber, D. (2012). Corpus Linguistics and the Study of Discourse. Cambridge University Press.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). Pearson Education.
Byrd, P. (2013). Grammar for Teachers: Perspectives and Definitions. National Geographic Learning.
Cai, J., & Yang, Y. (2015). The Impact of Online Learning Platforms on Language Learning: A Study of the Use of Digital Tools. Educational Technology & Society, 18(4), 234-245.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Heinle & Heinle.
Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a Second or Foreign Language (4th ed.). National Geographic Learning.
Cook, V. (2016). Second Language Learning and Language Teaching (5th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2019). Adaptive Educational Technologies for Literacy Instruction. Taylor & Francis.
Deibel, I. (2020). The Contribution of Grammar and Lexicon to Language Switching Costs: Examining Contact-Induced Languages and Their Implications for Theories of Language Representation. Bilingualism: Language and Cognition, 23(5), 992–1007. https://doi.org/10.1017/S1366728919000865
DeKeyser, R. M. (2020). Skill Acquisition Theory and Language Learning. Routledge.
Downes, S. (2010). Open Educational Resources: A Canadian Perspective. International Review of Research in Open and Distributed Learning, 11(2), 14-29.
Eliata, N. M. A., & Miftakh, F. (2021). Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension. Journal of Languages and Language Teaching, 9(4), 411. https://doi.org/10.33394/jollt.v9i4.3998
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Leaver, B. L., Ehrman, M. E., & Shekhtman, B. (2005). Achieving Success in Second Language Acquisition. Cambridge University Press.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Ellis, R. (2019). Reflections on Task-Based Language Teaching. Multilingual Matters.
Gass, S. M., & Mackey, A. (2018). The Routledge Handbook of Second Language Acquisition. Routledge.
Gass, S. M., Behney, J., & Plonsky, L. (2013). Second Language Acquisition: An Introductory Course (4th ed.). Routledge.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Longman.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Larsen-Freeman, D. (2015). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Larsen-Freeman, D. (2020). Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman. John Benjamins Publishing.
Lightbown, P. M., & Spada, N. (2013). How Languages are Learned (4th ed.). Oxford University Press.
Matsumoto, Y. (2021). Flexibility and fluidity of grammar: Grammatical constructions in discourse and sociocultural context. Journal of Pragmatics, 172, 105–118. https://doi.org/10.1016/j.pragma.2020.11.012
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.
Nation, I. S. P. (2020). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press.
Nunan, D. (2013). Learner-Centered English Language Education: The Selected Works of David Nunan. Routledge.
Nunan, D. (2021). The Cambridge Guide to Learning English as a Second Language. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2020). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Schmitt, N. (2017). Vocabulary in Language Teaching (2nd ed.). Cambridge University Press.
Skehan, P. (2018). Second Language Task-Based Performance: Theory, Research, Assessment. Routledge.
Thornbury, S. (2017). About Language: Tasks for Teachers of English (2nd ed.). Cambridge University Press.
Tomlinson, B. (2012). Materials Development for Language Teaching. Cambridge University Press.
VanPatten, B. (2015). While We're on the Topic: BVP on Language, Acquisition, and Classroom Practice. ACTFL.
Wismanto, A., Suyoto, S., & Ulumuddin, A. (2022). Developing an Instruction Model for News Writing Based on the Cooperatif Type Group Investigation Strategy. Journal of Languages and Language Teaching, 10(2), 174. https://doi.org/10.33394/jollt.v10i2.4956
Rasinski, T. (2012). Why reading fluency should be hot!. The Reading Teacher, 65(8), 516-522.
Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21(4), 737–758. https://doi.org/10.2307/3586992
Oakhill, J. (1982). Constructive processes in skilled and less skilled comprehenders' memory for sentences. British Journal of Psychology, 73(1), 13-20. https://doi.org/10.1111/j.2044-8295.1982.tb01785.x
Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91-121. https://doi.org/10.1080/10888438.2010.529219
Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54(1), 31-39. https://doi.org/10.1111/j.2044-8279.1984.tb00842.x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muhammad Rafi AL Farisi, Setia Rini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
