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Papers by Clément Ndoricimpa
Journal of languages and language teaching, Oct 15, 2023
Journal of Studies in Language, Culture and Society, 2023
This study investigates the language ideologies held by pre-service teachers with regard to langu... more This study investigates the language ideologies held by pre-service teachers with regard to language use in education and official settings in Burundi. It also investigates whether there is a mismatch between pre-service teachers' language ideologies and what is articulated in the top-down language policy of Burundi. The study employed mixed methods-a questionnaire and a content analysis. The results revealed that pre-service teachers' language ideologies were connected to the perceived importance of a particular language. They believed that learning or having competence in English and French is similar to building a bridge to reach an elite, educated and global community. They also believed that Kirundi language should be a medium of education alongside English and French. These beliefs were in line with what is articulated in the official language policy of Burundi. However, it was shown that what is articulated in the language policy conflicts with the reality of language practices. Therefore, other studies are needed to investigate this conflict.
International Journal of Research in English Education, 2023
There has been a debate over the use of genre-based pedagogy to develop university students' abil... more There has been a debate over the use of genre-based pedagogy to develop university students' ability to create valued meaning in academic writing. Some researchers support an implicit genre-based instruction while others support an explicit genre-based instruction. However, few empirical studies move beyond this debate to investigate the effectiveness of genre-based approach to developing university students' academic writing skills. Therefore, this study investigates the impact of genre-based pedagogy in developing MBA students' ability to construe critical stance in their writing. The data consisted of 28219 words corpus of 40 essay assignments, collected pre-genre-based course and post-genre-based course. Using Hyland' s (2005) model of intersubjective positioning and Martin and White's (2005) theory of evaluation in discourse, the data were analyzed for the distribution of hedges, boosters, attitude markers, and disclaim markers through manual coding using UAM corpus tool. The results showed a significant decrease in the use of key linguistic resources that function to make a text informal. In addition, the results showed a less significant increase and a less significant decrease in the use of key linguistic resources that function to construe critical stance in academic writing. These results have implication for the use of genre-based pedagogy in developing students' ability to create valued meaning in academic writing. They show the extent to which genrebased pedagogy, implemented at the beginning or during subject learning, impacts students' academic writing skills.
International Journal of English Learning & Teaching Skills, 2019
Criticality is established as one of most important characteristics of university essay genre. St... more Criticality is established as one of most important characteristics of university essay genre. Students are required to demonstrate their critical thinking in their writing. However, criticality is a concept, which is less understood among students and tutors. Further, there is a little agreement among researchers on how to investigate the linguistic features associated with enacting critical stance. Therefore, this paper demonstrates how criticality is achieved in essay genre in the discipline of English literature. The argument in this paper is that the linguistic features traditionally associated with enacting criticality interact with other linguistic features to achieve critical stance in a written text. A systemic functional analysis of essays in English literature drawn from British Academic Writing English (BAWE) corpus demonstrates this interaction. Specifically, the findings show that the linguistic resources for the creation of ideational meaning interact with those for critical positioning to achieve critical thinking in university essays. These findings have implication for teaching academic writing in the discipline of English literature.
AsiaCALL Online Journal, Jul 24, 2021
Oral presentation is one of the most important tools that is employed to assess learning at highe... more Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, selfand peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results r...
International Journal of Research in English Education, Dec 1, 2019
International Journal of Humanities and Social Science Invention, 2019
Written academic discourse refers to the way of thinking and using language that exist in the aca... more Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL).Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context.In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
Internation Journal of Management and Applied Science, 2019
Oral presentation is one of the most important tools that is employed to assess learning at highe... more Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, self-and peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results revealed that students evaluated themselves a little above fairly on the whole in or al presentation. They believed that their non-verbal skills were below fairly, their abilities with regard to content were fairly and their verbal skills were above fairly. The results also indicated that students scored higher in peer assessment than in self-assessment and that there is no statistically significant difference in self-assessment with regard to gender and level of study. These results have implication for teaching and assessing oral presentation.
International Journal of English Learning and Teaching Skills, 2019
Criticality is established as one of most important characteristics of university essay genre. St... more Criticality is established as one of most important characteristics of university essay genre. Students are required to demonstrate their critical thinking in their writing. However, criticality is a concept, which is less understood among students and tutors. Further, there is a little agreement among researchers on how to investigate the linguistic features associated with construing critical stance. Therefore, this paper demonstrates how criticality is achieved in essay genre in the discipline of English literature. The argument in this paper is that the linguistic features traditionally associated with enacting criticality interact with other linguistic features to achieve critical stance in a written text. A systemic functional analysis of essays in English literature drawn from British Academic Writing English (BAWE) corpus demonstrates this interaction. Specifically, the findings show that the linguistic resources for the creation of ideational meaning interact with those for critical positioning to achieve critical thinking in university essays. These findings have implication for teaching academic writing in the discipline of English literature.
Keywords: Academic writing, criticality, essay genre, stance
Journal of languages and language teaching, Oct 15, 2023
Journal of Studies in Language, Culture and Society, 2023
This study investigates the language ideologies held by pre-service teachers with regard to langu... more This study investigates the language ideologies held by pre-service teachers with regard to language use in education and official settings in Burundi. It also investigates whether there is a mismatch between pre-service teachers' language ideologies and what is articulated in the top-down language policy of Burundi. The study employed mixed methods-a questionnaire and a content analysis. The results revealed that pre-service teachers' language ideologies were connected to the perceived importance of a particular language. They believed that learning or having competence in English and French is similar to building a bridge to reach an elite, educated and global community. They also believed that Kirundi language should be a medium of education alongside English and French. These beliefs were in line with what is articulated in the official language policy of Burundi. However, it was shown that what is articulated in the language policy conflicts with the reality of language practices. Therefore, other studies are needed to investigate this conflict.
International Journal of Research in English Education, 2023
There has been a debate over the use of genre-based pedagogy to develop university students' abil... more There has been a debate over the use of genre-based pedagogy to develop university students' ability to create valued meaning in academic writing. Some researchers support an implicit genre-based instruction while others support an explicit genre-based instruction. However, few empirical studies move beyond this debate to investigate the effectiveness of genre-based approach to developing university students' academic writing skills. Therefore, this study investigates the impact of genre-based pedagogy in developing MBA students' ability to construe critical stance in their writing. The data consisted of 28219 words corpus of 40 essay assignments, collected pre-genre-based course and post-genre-based course. Using Hyland' s (2005) model of intersubjective positioning and Martin and White's (2005) theory of evaluation in discourse, the data were analyzed for the distribution of hedges, boosters, attitude markers, and disclaim markers through manual coding using UAM corpus tool. The results showed a significant decrease in the use of key linguistic resources that function to make a text informal. In addition, the results showed a less significant increase and a less significant decrease in the use of key linguistic resources that function to construe critical stance in academic writing. These results have implication for the use of genre-based pedagogy in developing students' ability to create valued meaning in academic writing. They show the extent to which genrebased pedagogy, implemented at the beginning or during subject learning, impacts students' academic writing skills.
International Journal of English Learning & Teaching Skills, 2019
Criticality is established as one of most important characteristics of university essay genre. St... more Criticality is established as one of most important characteristics of university essay genre. Students are required to demonstrate their critical thinking in their writing. However, criticality is a concept, which is less understood among students and tutors. Further, there is a little agreement among researchers on how to investigate the linguistic features associated with enacting critical stance. Therefore, this paper demonstrates how criticality is achieved in essay genre in the discipline of English literature. The argument in this paper is that the linguistic features traditionally associated with enacting criticality interact with other linguistic features to achieve critical stance in a written text. A systemic functional analysis of essays in English literature drawn from British Academic Writing English (BAWE) corpus demonstrates this interaction. Specifically, the findings show that the linguistic resources for the creation of ideational meaning interact with those for critical positioning to achieve critical thinking in university essays. These findings have implication for teaching academic writing in the discipline of English literature.
AsiaCALL Online Journal, Jul 24, 2021
Oral presentation is one of the most important tools that is employed to assess learning at highe... more Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, selfand peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results r...
International Journal of Research in English Education, Dec 1, 2019
International Journal of Humanities and Social Science Invention, 2019
Written academic discourse refers to the way of thinking and using language that exist in the aca... more Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL).Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context.In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
Internation Journal of Management and Applied Science, 2019
Oral presentation is one of the most important tools that is employed to assess learning at highe... more Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, self-and peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results revealed that students evaluated themselves a little above fairly on the whole in or al presentation. They believed that their non-verbal skills were below fairly, their abilities with regard to content were fairly and their verbal skills were above fairly. The results also indicated that students scored higher in peer assessment than in self-assessment and that there is no statistically significant difference in self-assessment with regard to gender and level of study. These results have implication for teaching and assessing oral presentation.
International Journal of English Learning and Teaching Skills, 2019
Criticality is established as one of most important characteristics of university essay genre. St... more Criticality is established as one of most important characteristics of university essay genre. Students are required to demonstrate their critical thinking in their writing. However, criticality is a concept, which is less understood among students and tutors. Further, there is a little agreement among researchers on how to investigate the linguistic features associated with construing critical stance. Therefore, this paper demonstrates how criticality is achieved in essay genre in the discipline of English literature. The argument in this paper is that the linguistic features traditionally associated with enacting criticality interact with other linguistic features to achieve critical stance in a written text. A systemic functional analysis of essays in English literature drawn from British Academic Writing English (BAWE) corpus demonstrates this interaction. Specifically, the findings show that the linguistic resources for the creation of ideational meaning interact with those for critical positioning to achieve critical thinking in university essays. These findings have implication for teaching academic writing in the discipline of English literature.
Keywords: Academic writing, criticality, essay genre, stance