STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS
This study seeks to understand the construction of stance and engagement in Indonesian EFL learners’ interactions during panel discussions and group presentations in the classroom. Employing Hyland’s (2005) framework, we investigate stance and engagement markers in Universitas Negeri Malang Spoken...
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| Format: | Article |
| Language: | English |
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Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2025-07-01
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| Series: | TEFLIN Journal |
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| Online Access: | https://journal.teflin.org/index.php/journal/article/view/2520 |
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| _version_ | 1849421603187720192 |
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| author | Cita Nuary Ishak Yazid Basthomi Maria Hidayati Anik Nunuk Wulyani Nurenzia Yannuar Nabhan Fuad Choiron Isyaku Hassan |
| author_facet | Cita Nuary Ishak Yazid Basthomi Maria Hidayati Anik Nunuk Wulyani Nurenzia Yannuar Nabhan Fuad Choiron Isyaku Hassan |
| author_sort | Cita Nuary Ishak |
| collection | DOAJ |
| description |
This study seeks to understand the construction of stance and engagement in Indonesian EFL learners’ interactions during panel discussions and group presentations in the classroom. Employing Hyland’s (2005) framework, we investigate stance and engagement markers in Universitas Negeri Malang Spoken English in Academia Konteks (UMSpEAKs), a spoken corpus of EFL learners’ speech in academic contexts. The overall findings show that stance projection is more common than audience engagement. Stance projection in both speech events is constructed by hedges and self-mentions. There seems to be a reluctance among the learners to use other stance markers such as boosters and attitude markers. Regarding audience engagement, audience mentions are highly frequent, while directives, asides, knowledge references, and questions are rarely used. These findings indicate that the speakers in both speech events tend to project a humble and polite stance, which sometimes leads to an uncertain and ambiguous self-projection. These speakers are inclined to address the audience by using the second-person pronoun you to keep them engaged in the interactions.
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| format | Article |
| id | doaj-art-a8a3ff49478c4ca398ca5630213df224 |
| institution | Kabale University |
| issn | 0215-773X 2356-2641 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) |
| record_format | Article |
| series | TEFLIN Journal |
| spelling | doaj-art-a8a3ff49478c4ca398ca5630213df2242025-08-20T03:31:24ZengAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)TEFLIN Journal0215-773X2356-26412025-07-0136110.15639/teflinjournal.v36i1/77-95STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONSCita Nuary IshakYazid Basthomi0Maria HidayatiAnik Nunuk WulyaniNurenzia YannuarNabhan Fuad ChoironIsyaku Hassan1Department of English Faculty of Letters Universitas Negeri Malang IndonesiaUniversiti Sultan Zainal Abidin This study seeks to understand the construction of stance and engagement in Indonesian EFL learners’ interactions during panel discussions and group presentations in the classroom. Employing Hyland’s (2005) framework, we investigate stance and engagement markers in Universitas Negeri Malang Spoken English in Academia Konteks (UMSpEAKs), a spoken corpus of EFL learners’ speech in academic contexts. The overall findings show that stance projection is more common than audience engagement. Stance projection in both speech events is constructed by hedges and self-mentions. There seems to be a reluctance among the learners to use other stance markers such as boosters and attitude markers. Regarding audience engagement, audience mentions are highly frequent, while directives, asides, knowledge references, and questions are rarely used. These findings indicate that the speakers in both speech events tend to project a humble and polite stance, which sometimes leads to an uncertain and ambiguous self-projection. These speakers are inclined to address the audience by using the second-person pronoun you to keep them engaged in the interactions. https://journal.teflin.org/index.php/journal/article/view/2520stanceengagementclassroom interactionpanel discussionsoral presentationUMSpEAKs |
| spellingShingle | Cita Nuary Ishak Yazid Basthomi Maria Hidayati Anik Nunuk Wulyani Nurenzia Yannuar Nabhan Fuad Choiron Isyaku Hassan STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS TEFLIN Journal stance engagement classroom interaction panel discussions oral presentation UMSpEAKs |
| title | STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS |
| title_full | STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS |
| title_fullStr | STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS |
| title_full_unstemmed | STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS |
| title_short | STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS |
| title_sort | stance and engagement in efl learner interactions |
| topic | stance engagement classroom interaction panel discussions oral presentation UMSpEAKs |
| url | https://journal.teflin.org/index.php/journal/article/view/2520 |
| work_keys_str_mv | AT citanuaryishak stanceandengagementinefllearnerinteractions AT yazidbasthomi stanceandengagementinefllearnerinteractions AT mariahidayati stanceandengagementinefllearnerinteractions AT aniknunukwulyani stanceandengagementinefllearnerinteractions AT nurenziayannuar stanceandengagementinefllearnerinteractions AT nabhanfuadchoiron stanceandengagementinefllearnerinteractions AT isyakuhassan stanceandengagementinefllearnerinteractions |