Critical Meaning Making through SFL-Informed TBLT Instructions: A Design-Based Research

DOI

10.2991/assehr.k.220201.051How to use a DOI?

Keywords

DBR; English for specific purposes; instructional design; SFL; task-based language teaching

Abstract

Design-based research (DBR)’s use in education research is flourishing since it enables teachers and researchers to collaboratively work to improve, implement, and provide a constructive learning environment. Plethora of studies utilize the methodology to design and develop macro pedagogic documents, professional development programs, and refine the theoretical understanding in real classroom practices. However, its use for developing a set of instructional designs that promote critical meaning-making in English for Specific Purposes (ESP) courses is relatively scarce. The iterative cycle of DBR affords us to co-create the instructional design that utilizes some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) in supporting students’ critical meaning-making through reading and summarizing texts in English.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Nurhadianty Rahayu
AU  - Hikmah Pravitasari
PY  - 2022
DA  - 2022/02/10
TI  - Critical Meaning Making through SFL-Informed TBLT Instructions: A Design-Based Research
BT  - Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)
PB  - Atlantis Press
SP  - 286
EP  - 291
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220201.051
DO  - 10.2991/assehr.k.220201.051
ID  - Rahayu2022
ER  -