Text Learning Research Articles

A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity

PurposeThis work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.Design/methodology/approachThis framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.FindingsWe provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.Research limitations/implicationsThe research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.Practical implicationsThe practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.Social implicationsThe social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.Originality/valueWhile qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.

Development of Javanese Dialogue Text Learning Media with Web s.id in Junior High School

Grade VII MTs N 2 Sragen students have difficulty learning Javanese dialogue texts, so they need s.id web-based learning media that can be used so that students can listen, read, write, and speak Javanese dialogue text material. This research aims to develop a learning medium for Javanese dialogue texts with the s.id web. This research and development is carried out in six stages: analyzing potential problems, collecting information, designing products, validating designs, improving products, and limiting trials. The data obtained in this study were through observation, interviews, questionnaires, and tests. The data analysis technique uses qualitative descriptive analysis techniques. The study results show that students and teachers need media to support learning Javanese dialogue text material. The media content needed includes materials, examples, exercises, evaluations, and online dictionaries. The results of the material validation test averaged 88%, while the media validation test averaged 73%, and both showed valid results. The results of the limited trial also received an average of 94.8 or an N-Gain Score of 0.83 ≥ 0.3 with compelling evidence. Therefore, web-based learning media s.id be able to be used and developed into a supporting medium for dialogue text material for class VII MTs N 2 Sragen.

UnICLAM: Contrastive representation learning with adversarial masking for unified and interpretable Medical Vision Question Answering.

Medical Visual Question Answering aims to assist doctors in decision-making when answering clinical questions regarding radiology images. Nevertheless, current models learn cross-modal representations through residing vision and text encoders in dual separate spaces, which inevitably leads to indirect semantic alignment. In this paper, we propose UnICLAM, a Unified and Interpretable Medical-VQA model through Contrastive Representation Learning with Adversarial Masking. To achieve the learning of an aligned image-text representation, we first establish a unified dual-stream pre-training structure with the gradually soft-parameter sharing strategy for alignment. Specifically, the proposed strategy learns a constraint for the vision and text encoders to be close in the same space, which is gradually loosened as the number of layers increases, so as to narrow the distance between the two different modalities. For grasping the unified semantic cross-modal representation, we extend the adversarial masking data augmentation to the contrastive representation learning of vision and text in a unified manner. While the encoder training minimizes the distance between the original and masking samples, the adversarial masking module keeps adversarial learning to conversely maximize the distance. We also intuitively take a further exploration of the unified adversarial masking augmentation method, which improves the potential ante-hoc interpretability with remarkable performance and efficiency. Experimental results on VQA-RAD and SLAKE benchmarks demonstrate that UnICLAM outperforms existing 11 state-of-the-art Medical-VQA methods. More importantly, we make an additional discussion about the performance of UnICLAM in diagnosing heart failure, verifying that UnICLAM exhibits superior few-shot adaption performance in practical disease diagnosis. The codes and models will be released upon the acceptance of the paper.

Implementasi E-Assessment dalam Pembelajaran Teks Ceramah Berbasis Culturally Responsive Teaching di Pondok Pesantren Modern Islam Assalaam

The urgency of implementing Culturally Responsive Teaching (CRT) and E-Assessment in sermon text learning lies in the need to enhance the relevance of teaching materials to the cultural and religious backgrounds of students while providing more objective and efficient assessments. This study aims to analyze the effectiveness of combining CRT and E-Assessment in improving students' competencies at Pondok Pesantren Modern Islam Assalaam, particularly in sermon text learning. The study employed a qualitative approach with an embedded case study design. Data were collected through in-depth interviews, participatory observations, documentation, and audio-video recordings. Thematic analysis was conducted to identify patterns in teaching and technology-based assessment practices. The results show that CRT enhances the relevance of learning materials to students’ cultural contexts, boosting confidence, participation, and intercultural understanding. Meanwhile, E-Assessment provides a more objective and efficient tool for evaluating sermon texts, particularly in terms of structure, coherence, and language use. However, the study also highlights challenges, such as limitations in assessing the performative aspects of speaking skills and the need for more inclusive material development. The study concludes that the combination of CRT and E-Assessment is effective in supporting students' competency development, although further innovations are needed in technology integration and teacher-student training.

The Necessary Symbiosis: How ChatGPT Co-authored a New Type of Learner’s Grammar to Be Displayed in a Digital Writing Assistant

This paper reports on an ongoing research project aimed at developing a new type of Spanish learner’s grammar, different from those found in textbooks, grammar books and dictionaries. The new grammar, designed to be displayed in digital writing assistants, will explain problems that occur in written learner texts. The paper first describes the main features and functionalities of this grammar and how it will be presented to Spanish learners. It then discusses the development of a methodology for categorising relevant error types, using a unique combination of existing grammars, dictionaries and ChatGPT, all of it supervised by lexicographers with experience in language teaching. Based on this categorisation, the paper explains how the chatbot is prompted to write explanations of the different error types, which it does very well in fruitful interaction with the human lexicographers. The methodology is described in detail with several examples. Finally, the paper explains how the original Spanish explanations are machine translated into English and Chinese, and provides examples of the final result in each language. Throughout the paper, the complex relationship between generative AI and humans is discussed, and it is concluded that a successful result like the one achieved requires both the ability to handle the chatbot properly and the knowledge of the topic being dealt with.

Multicultural Islamic Religious Education Learning to Build Religious Harmony

This research analyzes the Multicultural Islamic Religious Education Learning (MIREL) at SMKN 1 Poso in building religious harmony as a conflict resolution. Conflict socio-religious become a critical problem regarding diversity in schools and society. Meanwhile, Islamic religious education provided in schools does not prioritize a multicultural perspective, which includes the practices of different religions and other cultures. This study uses qualitative field research with a case study approach and data analysis, according to Miles and Huberman. Results show that this school carries out the MIREL formally-textual and informally-textual. Learning formally-textual is held through three stages. At the beginning stage, teachers contextualize the values of example and self-control through exemplary stories from the prophets. In the main stage, the teachers integrate the values of tolerance, harmony, democracy, unity, concern, and justice by presenting material that includes faith, morals, jurisprudence, and the history of Islamic culture. Teachers instill multicultural values of cooperation and responsibility in the closing stage by assigning group tasks. The school holds informally textual learning through the Religious Saturday program collaboration in cross-cultural, socio-religious, and humanitarian activities. This research has implications for strengthening the MIREL in schools to build sustainable religious harmony among students and society in the post-conflict area.

Complexity and accuracy of verbal morphology in written L2 Italian

Abstract The present study aims to verify previous findings on the role of proficiency in the degree of complexity and accuracy of verbal morphemes in written essays from intermediate and advanced L2 Italian learners. In addition, by taking the perspective of usage-based theories on the distributional properties in the input, it investigates the extent to which contingency affects morphological complexity and accuracy by the emergence of cue-outcome associations. Hypotheses on the effects of contingency and proficiency on complexity and accuracy, and on their mutual relationships, are verified by adopting a confirmatory approach and by using Structural equation modeling. Results support the claims for non-universal mechanisms in the acquisition of verbal morphology: proficiency does not affect the morphological complexity of learner texts in the same way in inflectionally rich and poor languages, and the cue-outcome mechanisms of associative learning work to different extents depending on the inflectional systems of the target languages.

Wordwall.net: Developing the 7th Grade Students’ Reading Comprehension

Reading comprehension is a topic vastly studied in the field of language learning. With the rapid development of digital technology, more focus on digital tools regarding reading comprehension is deemed necessary to find the best tool to aid its improvement. This study aimed to discover how the wordwall.net website affected seventh-grade students' reading comprehension in a descriptive text learning topic at SMP Al Amanah South Tangerang. The current quantitative study used a pre-experimental design. Twenty-eight students of class VII C were the sample for this investigation. The pre and post-tests serve as data-collecting tools. Using the t-test formula, the researcher examines how student test scores differ both before and after the treatment is applied. The paired sample t-test table shows the t count is 10.726, and the critical t at the significant level (p) = 0.05 is 1.703. Considering these results, the alternative hypothesis (Ha) is conceded. A significant effect of using the wordwall.net website for reading comprehension in grade 7 at SMP Al-Amanah has been found. The study shows that wordwall.net and other similar sites can be very helpful in making learning more fun and interactive, leading to better grades for students.

Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning

Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for inquiry behaviors, guidance to self-explain electrical principles, both, or neither. We examined how these interventions influenced participants’ access of text information and achievement. Undergraduates (N = 80) were randomly assigned to one of four groups: (1) inquiry prompts and principle-based self-explanation (SE) guidance, (2) inquiry prompts without principle-based SE guidance, (3) principle-based SE guidance without inquiry prompts, or (4) control. Just-in-time inquiry prompts facilitated learning rules. However, there was no main effect of principle-based self-explanation guidance nor an interaction involving both interventions. Effects of just-in-time inquiry prompts were moderated by prior knowledge. Although principle-based self-explanation guidance promoted re-examination of text-based domain information, reading time did not affect posttest scores. These findings have important implications for instructional design of computer-based adaptive guidance in simulation-based inquiry learning.

Problem-Based Learning Model Assisted by Graphic Media in Poetry Text Learning for Fourth Grade Elementary School Students

This research aims to explain the problem-based learning model assisted by graphic media in learning poetry texts for fourth-grade elementary school students, as well as the process of implementing it in learning. The research was conducted in the 2022/2023 Academic Year, Even Semester, at Madrasah Ibtidaiyah Al-Zaytun, Sandrem Village, Gantar District, Indramayu Regency, with fourth-grade students in West Java Province. This research uses the Research and Development (R&D) method. The research design used is research and development (Research and Development) with the ADDIE model. The steps/phases of development include: Analysis, Design, Development or Production, Implementation or Delivery, and Evaluation. Data collection methods include interviews, questionnaires, observations, written tests, and performance assessments. The results of the research show that the design of a problem-based learning model assisted by graphic media in learning poetry texts for fourth-grade elementary school students is a new learning model developed from a problem-based learning model associated with graphic media, making learning more meaningful. The assessment results of the learning model design and media use were 70.5%, categorized as suitable for use. The learning media expert assessment results of 80% indicate that the learning media is suitable for use. Meanwhile, based on the results of the implementation of the problem-based learning model assisted by graphic media in learning poetry texts, the assessment results were 38 out of 44, or 86.4%, indicating that the implementation of the learning model was very suitable for use. Based on the data above, it is evident that a problem-based learning model assisted by graphic media in learning poetry texts for fourth-grade elementary school students is highly needed.

Penggunaan Model Pembelajaran Student Facilitator and Explaining untuk Meningkatkan Keterampilan Berbicara pada Siswa Kelas XI IPA 2 SMA Negeri 1 Pare-Pare

This study aims to improve students' speaking skills through the Student Facilitator And Explaining learning model on descriptive text learning materials for class XI IPA 2 students of SMA Negeri 1 Pare-pare. Students' speaking skills are still lacking because students are still not confident when speaking in class. The use of less interesting models can also make students bored in receiving learning materials. The type of research used is Classroom Action Research (CAR) which is carried out in the form of a cycle. Each cycle has four stages, namely, the planning, implementation, observation and reflection stages. The subjects in the study were 36 students of class XI IPA 2 at SMA Negeri 1 Pare-pare. In the process of learning to speak using the Student Facilitator And Explaining model in learning speaking skills has been successful. This is evidenced by the average value of student observations which increased, namely in cycle 1 the first meeting with a percentage of 42% then increased in the second meeting with a percentage of 50%. In cycle 2 the first meeting became 58% and in the second meeting of cycle 2 became 72% with a very good category. The results of the study on students' speaking ability showed an increase with the success indicator that must be achieved, namely 75% of students who get a Minimum Completion Criteria (KKM) score of 75. The learning outcomes in cycle I were with a percentage result of 44% or an average result of 73, different from cycle II which experienced more effective changes, namely with a percentage result of 78% or an average result of 83. In cycle II, students were more enthusiastic in participating in the learning.

Analysis of Language Style in Food and Beverage Advertising Slogans and Their Recommendations as Teaching Materials For Advertising Texts in SMP

The purpose of this study is to characterize the linguistic styles used in online slogans for food and beverage products. The numerous food and beverage product ads that use catchy slogans to attract large audiences served as the inspiration for this study. In order to assess the data and provide descriptive conclusions, this study employs a qualitative descriptive method. The study's findings indicate that the slogans of online ads for food and drink products contain many linguistic styles, such as personification, metaphor, hyperbole, and repetition. By presenting the language styles that have been discovered into teaching materials, the study's findings can be used to create advertising text learning handouts for junior high school students in grades VIII. This will help students understand the language styles used in advertising slogans.

Project-Based Learning Model Oriented Towards Creative Character in Poetry Text Learning for 10th Grade High School Students

This research is entitled "Project-Based Learning Model Oriented Towards Creative Character in Poetry Text Learning for 10th Grade High School Students." Based on the results of research on poetry text learning activities, teachers need to adapt the learning model to effectively implement classroom activities. Therefore, the problem addressed by this research is how to model a creative character-oriented project-based learning approach in teaching poetry texts in 10th-grade high school. The aim of this research is to explain a creative character-oriented project-based learning model for teaching poetry texts. The research method used is Research and Development (RnD). The primary data source comes from expert teachers who validate the Learning Implementation Plan tool. Data collection is conducted by providing a set of question instruments to the validators for assessment. The data analysis technique involves validation analysis and effectiveness analysis, assisted by statistical analysis using Microsoft Excel. The presentation of the collected data includes a narrative description of the Learning Implementation Plan (RPP) after validation by the validators. Conclusions are drawn from the validation results based on questionnaire evidence provided by the three validators. At the final stage, after the lesson plan has been validated, it will be concluded and described. The research results showed that the average score before using the project-based learning model (O1) was 79.80. After using the project-based learning model, the score (O2) increased to 87.30. Data based on regression statistical tests using Microsoft Excel show that the p-value is < 0.005, indicating that H0 is accepted. This data explains that with a p-value of 0.868, there is a significant difference in learning outcomes between before and after using the Project-Based Learning Model.

Crowdsourced Comparative Judgement for Evaluating Learner Texts: How Reliable are Judges Recruited from an Online Crowdsourcing Platform?

Abstract Recent studies of proficiency measurement and reporting practices in applied linguists have revealed widespread use of unsatisfactory practices such as the use of proxy measures of proficiency in place of explicit tests. Learner corpus research is one specific area affected by this problem: few learner corpora contain reliable, valid evaluations of text proficiency. This has led to calls for the development of new L2 writing proficiency measures for use in research contexts. Answering this call, a recent study by Paquot et al. (2022) generated assessments of learner corpus texts using a community-driven approach in which judges, recruited from the linguistic community, conducted assessments using comparative judgement. Although the approach generated reliable assessments, its practical use is limited because linguists are not always available to contribute to data collections. This paper, therefore, explores an alternative approach, in which judges are recruited through a crowdsourcing platform. We find that assessments generated in this way can reach near identical levels of reliability and concurrent validity to those produced by members of the linguistic community.

Elementary School Students' Explanatory Text Learning Innovation Using the Problem Based Learning Model Assisted by Diorama Media

The lack of students' writing skills and limited learning facilities and media further worsen the writing quality of students in elementary school (SD). Explanatory text is text that informs the process of something occurring, whether natural or social phenomena. At the stage of understanding and writing the text, students find it difficult due to the lack of information and knowledge possessed by the students and the teacher as facilitator. Model problem based learning is a learning model that uses real problems in its learning so that it can train students to develop problem-solving skills. This model can trigger students' thinking methods in presenting information in an explanatory text that is in accordance with the structure of the explanatory text. Based on the analysis of the advantages of diorama media, it can be concluded that students' ability to write explanatory texts increases in accordance with the concept of diorama media, which is a mini three-dimensional view that aims to depict the actual scene. This is because in this model students are required to work together in groups regarding dioramas that have been observed, so that students have a lot of material and information to write explanatory texts so that learning becomes different and fun. Keywords: Explanatory text, problem based learning, diorama media

Management of Authentic Learning Strategies to Improve Children's Thinking Abilities

Many previous studies have discussed efforts to improve children's thinking abilities, but no one has discussed managing authentic learning strategies. This research aims to describe the management of authentic learning strategies to improve children's thinking abilities. The type of research used is a qualitative approach with descriptive study methods. Data collection through interviews, observation and documentation studies. Data analysis uses reduction, display and conclusion techniques. The results of this research conclude that authentic learning strategies can help improve children's thinking abilities, namely in the form of student coaching that is directly put into practice by teachers, student-centered and problem-solving oriented learning, contextual project-based learning, and extra involvement for students to gain impressive learning experiences. Likewise, in practice authentic learning strategies also experience problems with textual learning content, and require complete learning facilities. Through this research, it is hoped that teachers can measure economic needs, strategic teaching, and interesting content that can be practiced during authentic learning strategies.

Preliminary findings and research perspectives on the German modal sollen in L2 written assessments

Modal verbs represent a special verb category and constitute an essential component of L2 German semantics. While Abrams and Rott (2017) suggest that German learner texts depict a 90% accuracy in the correct use of modal verbs in integrative writing tasks, the correct semantic use of the modal sollen (‘supposed to’; ‘should’) seems to pose a particular challenge (Jentges 2016), especially in an assessment context. In this corpus analysis, 1,032 L2 German assessment texts across all CEFR levels were analyzed with respect to the L2 semantic use of sollen against the backdrop of the assessment prompts. 68% of instances of all uses of sollen in A1 texts and 53% of all uses of sollen in A2 texts showed an inappropriate semantic use of sollen. The discrepancy between these results and Abrams and Rott (2017) can be attributed to the prompts used in the assessments analyzed in this paper: They do not take into consideration the semantic mismatch between the use of the modal in the prompt and its inappropriate use in the texts produced.

Implementation of Culturally Responsive Teaching to Increase School Literacy Academic Literacy through Description Text Learning

This study aims to improve the writing skills of descriptive texts of students in class VII A of SMPN 1 Muncar in the 2023/2024 academic year by using the Culturally Responsive Teaching (CRT) approach. This research tries to overcome the challenges in improving students' writing skills, especially in composing description texts. Culturally Responsive Teaching (CRT) is an approach that emphasizes the importance of students' cultural background in the learning process. In this study, the CRT approach was applied to create a more inclusive and effective learning environment. The main goal was to improve the quality of description text composition and more deeply engage students in the writing process. This study used a Classroom Action Research design with two cycles, including planning, implementation, observation, and reflection stages. Data were collected through writing assessment, classroom observation, and interviews with students. The results showed a significant improvement in students' description text writing skills. After implementing the CRT approach, students showed improved descriptive writing skills, with a greater focus on cultural nuances and diverse perspectives. The average score increased significantly throughout the two cycles, demonstrating the effectiveness of the CRT approach. In addition, the study also showed that culturally responsive teaching created a more inclusive and culturally aware classroom atmosphere. Students reported increased motivation, confidence and a stronger connection between their cultural background and the writing process. Overall, this study confirms the importance of adopting and implementing the Culturally Responsive Teaching approach to improve students' description text writing skills. It provides valuable insights for educators who want to create a more inclusive and effective language learning environment, improving the overall quality of education and literacy levels at SMPN 1 Muncar.

Queerying the Queensland senior English prescribed text list

AbstractThis paper presents an analysis of the prescribed text list for senior school English (including English as an Additional Language or Dialect, EAL/D) in Queensland, Australia. Queer understandings about the normalization of cisgender and heterosexuality provide a framework to analyze prescribed texts for adolescent learners. Hetero‐cisgender norms are perpetuated through overrepresentation in endorsed texts. Representations of queer subjectivities or themes in the most highly promoted texts, those appearing on the examination list, are infrequent and minor. Reflexive justice thinking acknowledges the critique of merely identifying “who is missing” in the literature and extends the discussion to consider the complexities of the social, cultural, and political contexts that influence who gets to decide.

EXPLAIN THE CONTENT OF DEVELOPING AUTHENTIC ASSESSMENT INSTRUMENTS IN INDONESIAN LANGUAGE LEARNING VIII SMP NEGERI 2 BINJAI

This study aims to, (1) develop the form of authentic assessment instruments in the learning news text of SMP Negeri 2 Binjai, (2) describe the process of developing authentic assessment instruments in the learning news text of grade VIII SMP Negeri 2 Binjai, (3) describe the feasibility of authentic assessment instruments in the learning news text of grade VIII SMP Negeri 2 Binjai. The type of research used in this research is research and development (R&D). The research instruments used in this study were material expert validation questionnaires, languages, and teacher response tests using the Likert scale. The results of this study proved that authentic assessment instruments in class VIII SMP Negeri 2 news text learning were included in the "excellent" and "suitable for use" categories with material expert scores of 77.5%, linguists 75%, and 95% teacher response test. Therefore, authentic assessment instruments in learning class VIII news texts of SMP Negeri 2 Binjai are worth using.