Prosody and suprasegmental features

This work proposes a presumably complete syntactic structure of the noun phrase (NP) in Spanish, which includes the maximal projections nP (little n phrase), PossP (possessive phrase), NumP (numeral phrase), DP (determiner phrase), and QP (quantifier phrase).

Cómo citar: Arellanes Arellanes, Francisco. 2025. Estructura de la frase nominal en español con una breve referencia al inglés y al zapoteco de San Pablo Güilá.

Este manual está dirigido principalmente a especialistas en lingüística aplicada y a profesores de inglés, aunque también puede resultar de interés para estudiantes que deseen conocer cómo funcionan los sistemas sonoros de las lenguas, especialmente en el contexto del aprendizaje del inglés como lengua extranjera.

This volume, Creative Contradictions: Unsettling Resonances in the study of the languages, literatures and cultures of the Dutch Caribbean and beyond, is a collection of peer reviewed articles that present a critical perspective on the languages, literatures, and cultures of the ABC-Islands, the rest of the Dutch Caribbean and beyond. The book is part of a two-volume set published annually since 2009, which provides a platform for recent writing from and about the Greater Caribbean in general in one volume and about the Dutch Caribbean in particular in the other. The contributing authors include a wide range of voices old and new from the Caribbean and beyond. The online versions of these volumes and the other 21 volumes in this series can be found on the Caribbean Languages and Culture Platform in the Partner Collections of the Dutch Caribbean Digital Platform of the Library of University of Curaçao at .

An Australian primary school grammar text describes" narrative" texts as"… telling a story. They entertain and instruct the reader, listener or viewer"(Walker, 1996: 84). This succinct definition expresses the essential qualities of the" story" which Wajnryb's (2003) Stories: ...

This book fills a much-needed gap in language-skill development of English language learners in the four skills of reading, writing, listening and speaking in English for Academic purposes. It provides English language teachers with relevant and useful research and offers a comprehensive, easy to read theoretically principled, evidence based, practical reference book. This book offers support for English language teachers, both practicing and pre-service, curriculum designers and material writers. Whilst aimed at US post-secondary English language learning context, this book offers a relevant, principled, theoretical account of language skill development to guide teachers in pedagogic decision making for the Australian secondary school context and Australian tertiary education context. Skills-based teaching is at the core of English language teaching and this book explores the notions that successful skill development requires:

The aim of the current study is to identify the reasons behind students’ weakness in speaking and determine the challenges of oral communication that some students face in English Department of the Faculty of Arts at Soran University. Quantitative research was used as a method of data collection of this case study to achieve the goal. The population of the study was undergraduate students at Soran University. A five-level Likert-scale questionnaire with closed-ended items was distributed among 121 English Foreign Language students to investigate participants’ views on this issue. The instrument comprised twenty-eight items classified into three main domains of linguistic, psychological, and sociocultural factors with different sub-aspects in each domain. The data were analysed using the Statistical Package of Social Sciences (SPSS, version 24). The findings showed that linguistic factors were the primary cause for English speaking difficulties with 36.42%, followed by affective and ...

The study aims to explore how 18 M.A. TESOL students, who are prospective or experienced ESL/EFL teachers, perceive poetry writing in a second language. A qualitative interview-based design was utilized. Following Iida's (2012a) analytical framework in examining EFL students' perceptions toward writing haiku in English, this current study investigates 18 prospective ESL/EFL teachers' perspectives through the lens of difficulty, value, emotion, and attitude. In order to validate the coding of the interviews, the intraclass correlation coefficient (ICC) test was computed among three interview coders including the primary researcher, which yields a great agreement rate at .86. The results indicate that while these prospective ESL/EFL teachers understand writing poetry in a second language involves various difficulties, they acknowledge the values of utilizing poetry writing in second language classrooms. The results also show that writing poetry in a second language contain...

Language, poetry and music intersect in activities which aim to strengthen fifth grade students' creativity, their collaborative skills and their interest in poetry as well as to familiarise them with poetry and music composition. The activities include i) the composition of haiku poems and short narratives that lead conceptually to the haikus and ii) song composition. The students (N=14) demonstrated a positive attitude towards the activities and cooperated effectively with their team, whereas their interest in poetry increased. They were enthusiastically engaged in songwriting, an activity the majority of the students had not previously participated in.

Language, poetry and music intersect in activities which aim to strengthen fifth grade students' creativity, their collaborative skills and their interest in poetry as well as to familiarise them with poetry and music composition. The activities include i) the composition of haiku poems and short narratives that lead conceptually to the haikus and ii) song composition. The students (N=14) demonstrated a positive attitude towards the activities and cooperated effectively with their team, whereas their interest in poetry increased. They were enthusiastically engaged in songwriting, an activity the majority of the students had not previously participated in.

The aim of the current study is to identify the reasons behind students’ weakness in speaking and determine the challenges of oral communication that some students face in English Department of the Faculty of Arts at Soran University. Quantitative research was used as a method of data collection of this case study to achieve the goal. The population of the study was undergraduate students at Soran University. A five-level Likert-scale questionnaire with closed-ended items was distributed among 121 English Foreign Language students to investigate participants’ views on this issue. The instrument comprised twenty-eight items classified into three main domains of linguistic, psychological, and sociocultural factors with different sub-aspects in each domain. The data were analysed using the Statistical Package of Social Sciences (SPSS, version 24). The findings showed that linguistic factors were the primary cause for English speaking difficulties with 36.42%, followed by affective and ...

The elements that constitute the sound structure of the language aredivided into two parts as “segmental” and “suprasegmental”. While theparts are related to the phonemes we call “vowel” and “consonant”,suprasegmental units of the language include prosodic features suchas stress, tone, rhythm, and pause that function over a holistic part.Prosodic features directly affect the units that constitute the structuralfeatures of the language. Although this effect is valid for prosodiclanguages, it also affects the target language in learning a new languageprocess. It is possible for an individual learning the target language toshape the structural elements in this language correctly, by acquiringthe correct prosody. Since the prosodic units directly affect theemotion, thought and meaning of the fragmented units, it is necessaryto acquire these units simultaneously with the structural features inlanguage acquisition. For this reason, it is important and useful for thedevelopment of basic language skills, especially speaking skills, to carryout meaningful and appropriate suprasegmental units such as emphasis,as well as fragmentary units in the target language. In this sense, thedeveloping technology makes it possible to make prosodic featuresvisible in the computer environment through sound analysis programssuch as PRAAT. In this study, sentence and word stress productionsin Turkish pronunciations of 25 female and 15 male speakers betweenthe ages of 15-20 whose mother tongue is Bosnian are examined. TheTurkish stress production of Bosnian speakers was measured with thePRAAT (Boersma & Weenink, 2020) program and interpreted withinthe framework of the achieved stress graphics. According to the resultsobtained from the research, it was determined that the Turkish sentenceand word stresses in the reading texts vocalised by the Bosnian speakersat the basic level often do not match the pronunciation of the nativespeakers.

The purpose of this study was to find out whether learning English using imitation video technique can improve the English pronunciation ability of class X high school students who were divided into 2 groups, namely the experimental group and the control group. This study used a samples of 50 students taken from 25 students the experimental class and 25 students from the control class. In this study, the researcher used student records to determine the pretest and post-test. Furthermore, the results of the two tests were tested statistically using the normality test, homogeneity test, and t-test. The average value in the data shows that the pretest value in the class that received treatment was 46.24 and the average value in the post-test was 72.88. after being applied to imitate English videos, there was an increase in the average score of students by 26.64. then the results of the t-test showed to t-table with a significant level of 5% was 2.93 and the degrees of freedom (df) were 48, for the t-test score was 3.61. As the t-test value is greater than the t-table value, Ho is rejected and Ha is accepted. In measuring the level of effect size with d= 1.78 this shows that this study has strong effective in improving students; English pronunciation skills. Therefore, to improve English pronunciation skills, it is highly recommended to use the technique of imitating English videos through YouTube media.

El trabajo lingüístico siempre está vinculado con la revaloración cultural, se busque o no dicho escenario. En aras del estudio científico y riguroso, y la reivindicación lingüística, se toma por objeto de estudio, a una lengua que es identificada por su particular y extendida cosmovisión: el quechua, lengua que ha sido el centro de estudios significativos por muchos años y, la cual es considerada en la actualidad como aún no estudiada en su totalidad, aquello debido a la grandeza, no solo territorial, sino respecto a su lengua y cultura. El interés parte, además de lo indicado, debido a que no se encuentran estudios con nuevas técnicas de investigación, y que sí son consideradas dentro de la presente investigación. De acuerdo a la metodología, se considera para la tesis un enfoque de tipo descriptivo-explicativo, ya que se revisará y mostrarán los procesos del fenómeno en cuestión y se brinda una explicación con la teoría que poco a poco abarca el campo de la fonología- optimalidad...

The aim of the current study is to identify the reasons behind students' weakness in speaking and determine the challenges of oral communication that some students face in English Department of the Faculty of Arts at Soran University. Quantitative research was used as a method of data collection of this case study to achieve the goal. The population of the study was undergraduate students at Soran University. A five-level Likert-scale questionnaire with closed-ended items was distributed among 121 English Foreign Language students to investigate participants' views on this issue. The instrument comprised twenty-eight items classified into three main domains of linguistic, psychological, and sociocultural factors with different sub-aspects in each domain. The data were analysed using the Statistical Package of Social Sciences (SPSS, version 24). The findings showed that linguistic factors were the primary cause for English speaking difficulties with 36.42%, followed by affective and sociocultural factors with 35.63% and 27.95 % respectively.

The aim of the current study is to identify the reasons behind students’ weakness in speaking and determine the challenges of oral communication that some students face in English Department of the Faculty of Arts at Soran University. Quantitative research was used as a method of data collection of this case study to achieve the goal. The population of the study was undergraduate students at Soran University. A five-level Likert-scale questionnaire with closed-ended items was distributed among 121 English Foreign Language students to investigate participants’ views on this issue. The instrument comprised twenty-eight items classified into three main domains of linguistic, psychological, and sociocultural factors with different sub-aspects in each domain. The data were analysed using the Statistical Package of Social Sciences (SPSS, version 24). The findings showed that linguistic factors were the primary cause for English speaking difficulties with 36.42%, followed by affective and ...

This study explores the effectiveness of a literary text as a material for developing students’ reading and writing skills in an ESL/EFL classroom. It explains the reason why teachers should introduce a poem in a language class and also shows how they can extract benefits from it. Robert Frost’s “The Death of the Hired Man” is the literary text explored in this study to demonstrate how different techniques of language teaching can be applied in a tertiary-level language class to develop the subskills of reading and writing. The techniques include guessing meaning from context, answering brief-answer questions, completing sentences, combining sentences, transforming sentences, changing narrative style, applying punctuation correctly, forming words, utilizing deviations, and writing paragraph, dialogue, and critical appreciation. Findings show that a poem – especially a well-selected one – can effectively be used as a material for developing students’ language skills. Sample activitie...

This study aims to show the effects of the audiobook forms of linguistically simplified literary works, a new media product, on foreign language learning processes from different perspectives since new media are taking place in current teaching theories and design of foreign language teaching. In the study, applied experimental research was carried out within the framework of linguistically simplified audiobooks. The research was designed with the participation of fifty-four students within the scope of the reading comprehension course. The aim is to clarify the advantages and disadvantages of audiobooks in foreign language acquisition and the development of foreign language skills. In addition to this, an answer is sought to the question of whether audiobooks are effective in enriching the course content, increasing reading motivation, and acquiring different strategies in language learning. Based on the research results for these questions, it was determined that the students abstained from them in the first survey because they did not have full knowledge of audiobooks. Therefore, more participants in the second survey compared to the first survey preferred audiobooks instead of printed books as additional material to improve their language skills, increase motivation for reading, and improve reading techniques and strategies. In addition, the multimedia feature of audiobooks helps to increase concentration during reading. Considering the participants' desire for alternative information transfer tools and the materials they use to appeal to many senses, it can be interpreted that their hesitations about new media products stem from ignorance. Based on the research results, it is thought that it would be beneficial to use audiobooks as auxiliary material in developing various language skills in learning a foreign language in the classroom reading comprehension lesson.

   The primary purpose of this study is to present the methodology approach of research and the instruments utilized during the study. The methodology is regarded as a fundamental principle or philosophy guiding a study. On the other hand, epistemology refers to studying the nature of knowledge and justification. In layman's language, epistemology dwells on understanding what we know alongside the theoretical perspectives that lead to decision-making upon conducting thorough research. The methodology always includes explanations, descriptions, and justifications for the procedures utilized within the study. This article intends to demonstrate how the chosen criteria help respond to the underlying sub-questions and questions. Furthermore, this chapter showcases all the data analysis procedures utilized within the study. The qualitative study method was utilized to collect evidence to understand the problem identified within this research from different angles. According to Burnin...

This article discusses about Hanuer's Meaningful Literacy has been used as a major justification for including poetry writing as part of pedagogical practices in second and foreign language contexts. Unfortunately, within the EFL context, many teachers are still reluctant to include poetry writing in their teaching practices due to the common assumption that writing poems in a second language is too difficult for students to deal with and therefore will be out of their reach and interest. This study aims to investigatehow 171

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children's Literature Class. Two questions were addressed to examine (1) Students' perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students' Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students' Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students' ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.

This article investigates students' perceptions and challenges of using English songs as their listening learning media. This study used a mixed method, namely the explanatory sequential mixed method, with two instruments: questionnaire and interview. The data in this study were obtained from 49 SMK Negeri 2 Batu students. This study reveals that students perceive the use of songs as media for listening learning. There are 87.8% of students use songs for listening practices, and 91.8% agree that they are more comfortable using songs to learn listening than other media. Besides, there were obstacles in the form of students' difficulties in quickly recognizing the words spoken in a song with a fast tempo. The overall findings of this study are that English songs are suitable for use as listening learning media in and outside the classroom by considering the selection of songs according to the level of English and student preferences.

Studies on learner identity and studies on meaningful literacy seem to have gone on parallel tracks with little intersection between the two, leading to a lack of understanding regarding the impact of meaningful literacy on learners' identities, particularly as writers in a foreign language environment. In this context, this article reports on a study in which the teacher examines how meaningful literacy in the form of life writing shapes his English as a foreign language (EFL) writers' identity. The study used students' writing samples and written reflections as the primary data and through the lens of a poststructuralist theory of learner and writer identity. The author found that extensive investment in life writing in a supportive social milieu, including both story writing outside class and free writing in class enabled EFL learners to achieve agentive writer identities, i.e., forming a new habit of writing, gaining confidence as a writer, and taking life writing as a craft. This positively and actively invested relationship with writing in a foreign language suggests that life writing should be made an option in English literacy education to promote L2 writers' identity development. Resumen Los estudios sobre la identidad del alumno y los estudios sobre la alfabetización significativa parecen haber seguido caminos paralelos con poca intersección entre los dos, lo que lleva a una falta de comprensión sobre el impacto de la alfabetización significativa en las identidades de los alumnos, particularmente como escritores en un entorno de lengua extranjera. En este contexto, este artículo informa sobre un estudio en el que el profesor examina cómo la alfabetización significativa en la forma de escritura cotidiana da forma a la identidad de sus escritores de inglés como lengua extranjera (EFL). Utilizando las muestras de escritura de los estudiantes y las reflexiones escritas como datos primarios y a través de la lente de una teoría postestructuralista de la identidad del alumno y el escritor, el autor encontró que invertir esfuerzo en la escritura de la vida en un entorno social de apoyo, incluyendo tanto la escritura de historias fuera de clase como la escritura libre en clase permitió a los estudiantes de inglés como lengua extranjera alcanzar una identidad de escritor agentivo; es decir, formar un nuevo hábito de escritura, ganar confianza como escritor y entender la escritura como un arte. Esta relación de inversión positiva y activa con la escritura en un idioma extranjero sugiere que la escritura de la vida debería ser una opción en la educación en alfabetización en inglés para promover el desarrollo de la identidad de los escritores L2.

The correct location of lexical stress is a main concern for English as a foreign language (EFL) learners whose first language has a different stress system. Therefore, in light of the fact that pronunciation errors in English are often the result of the Farsi language sound system transfer, the present study examined the impact of phonetic transcription on Iranian undergraduate EFL students' word stress learning. The quasi-experimental design was used to study two classes of EFL major students at the University of Bojnord (UB) and Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. A 60-item word stress test was developed by the researcher based on 20 lessons of The Flatmates from the BBC's learning English website to examine the learners' achievements. The test reliability was determined to be 0.71 through KR-21 formula. The independent samples t-test results indicated that the EG outperformed the CG. Thus, the findings suggest that EFL learners' phonetic transcription can facilitate the process of lexical stress learning.

There are plenty of articles and papers focusing on second language learning and its methods; however, very few studies can be found to investigate the pronunciation problems of undergraduate students. In addition, understanding pronunciation is an important part of communicative competence. It is widely approved that students should master pronunciation to be able to grasp the language adequately; moreover, many solutions have been carried out. Yet, students should find out the problems to be able to fix the issues. The purpose of this study is to investigate the problems non-native speakers of English have, especially undergraduate students. Students with better and acceptable pronunciation can easily improve their other language skills than those with weak pronunciation. Throughout the study, university students were used as the tool to investigate the problems and later suggestions, recommendations, and solutions were given based on the data the researcher found. In this research two methods of data collection were used; qualitative (Interview) and quantitative (Questionnaire) were used on Charmo University / English Department Students.

English pronunciation is one of the most important and complicated parts of foreign language teaching and learning. Due to its complexity, pronunciation has been overlooked in English language teaching. Understandable pronunciation is an important part of communicative competence. Individuals who have acceptable pronunciation can easily improve their language skills better than those who have weak pronunciation. Thus, English pronunciation is very significant for successful communication. This study investigated the factors influenced Iranian EFL learners' English pronunciation learning. To this end, fifty Iranian EFL learners participated voluntarily in this study. A quantitative method was used as the design of this study. The researchers used a survey questionnaire as the instrument of this study. The collected data were analyzed via using frequency and percentage. The findings of this research indicated that factors such as pronunciation instruction, attitude, motivation, and error correction respectively were the most important factors that had the greatest effects on Iranian learners' pronunciation improvement. It was also concluded that when teaching pronunciation into their classes, EFL teachers and learners should be equipped with these factors that can considerably increase their success in the correct teaching and learning of English pronunciation.

In many ESL classes across the globe, English pronunciation is still not given enough attention. One of the primary reasons why it is overlooked is because there arent many pronunciation techniques accessible to instructors in the context of the school setting. The purpose of this research is to identify the problems in English pronunciation that learners experience as a result of the presence of Mother Tongue (MT) interference in their speech. In this article, the survey technique was used to gather information from a variety of sources, including interviews, personal conversations over the phone, and meetings. The report also included suggestions and recommendations for reducing the pronunciation difficulties that ESL learners encounter. There were a total of 102 samples gathered through Google forms in India. The findings of the study are discussed in detail in the interpretation.

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children's Literature Class. Two questions were addressed to examine (1) Students' perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students' Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students' Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students' ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.

This paper reports on two projects which investigated graded readers (GRs) as meaningful input for learners of Japanese as a foreign language (JFL). Project One examined the intentions of six writers of Japanese GRs. A focus group interview demonstrated that the writers had a genuine communicative intent in the writing process. Project Two investigated how fourteen learners of JFL responded to the GRs produced by these writers. Most participants welcomed lexical simplification in the GRs and their think-aloud protocols indicated that they experienced an effortless reading process with the GRs. This implies that GRs can be productive reading materials for JFL reading fluency development. In the affective domain, the less proficient participants tended to react favourably to the writers’ communicative intent, whereas advanced participants demonstrated negative perceptions toward reading the GRs. The paper argues that the potential of GRs as meaningful input for learners of JFL is maxi...

Assistant professor at Aichi University and LiLT SIG member Jared Michael Kubokawa sat down virtually with LiLT Journal Assistant Editor Iain Maloney for a wide-ranging conversation about LiLT SIG and perspectives on the roles of literature and creative writing (CW) in EFL.

Pronunciation is one of the main problems in language teaching and learning and it gets little attention. Most of students underestimate the importance of pronunciation considering that pronunciation is less important than other aspects of language. Many researchers investigated the weakness of pronunciation among students in all stages. However, there is still a strong need to develop pronunciation of foreign language students. This study aims to investigate the effectiveness of using Kahoot application for developing EFL pronunciation and conducted with second year students at advanced level from Translation and Interpretation Department at Selçuk University in Turkey. A diagnostic test provided in a pronunciation course material was used in order to determine mispronouncing sounds. The study followed the two groups (control and experimental) with pre-post-test design. The pre-test was administered to the students of both groups at the beginning. After the administration of the pretest, for instruction session, the control group followed the activities in the course material and experimental group was taught using Kahoot application for the same activities. Then, the post-test was administered to both groups. The results were statistically analyzed (t-test) and the findings revealed that the EFL pronunciation skills of the experimental group were developed as a result of using Kahoot application. It is recommended that Kahoot application can be used in different educational stages for developing EFL pronunciation skills.

This study aims to show the effects of the audiobook forms of linguistically simplified literary works, a new media product, on foreign language learning processes from different perspectives since new media are taking place in current teaching theories and design of foreign language teaching. In the study, applied experimental research was carried out within the framework of linguistically simplified audiobooks. The research was designed with the participation of fifty four students within the scope of the reading comprehension course. The aim is to clarify the advantages and disadvantages of audiobooks in foreign language acquisition and the development of foreign language skills. In addition to this, an answer is sought to the question of whether audiobooks are effective in enriching the course content, increasing reading motivation, and acquiring different strategies in language learning. Based on the research results for these questions, it was determined that the students abst...

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children's Literature Class. Two questions were addressed to examine (1) Students' perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students' Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students' Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students' ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.

The Malaysian education system has emphasized on the importance of producing students as thinking individuals in order to survive in the global era today. The i-Think program which was introduced in schools consists of eight cognitive teaching tools known as thinking maps that teachers can use to mediate students’ thinking, learning, and promote metacognitive behaviours in their lessons. The purpose of this qualitative research study was to determine whether the teachers’ implementation of the Thinking maps promoted critical thinking during the teaching of Literature in the ESL classroom.  This case-study was conducted in a secondary school which was one of the pioneer schools selected by the Ministry of Education to implement the thinking maps in the teaching and learning of English language. Data were collected through observations, interviews and field notes. The findings revealed that the teachers were able to engage students to think critically through the use of the thinking m...

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children's Literature Class. Two questions were addressed to examine (1) Students' perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students' Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students' Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students' ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children's Literature Class. Two questions were addressed to examine (1) Students' perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students' Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students' Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students' ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.