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Abstract
how mind-body-world as socio-cognitive alignment could contribute to a meaning-making process during writing a play script.
A moment analysis was used as a method for analyzing data which were elicited from an audio/videotape recording and semi-structured interviews using a digital platform. Results revealed that the integration of mind, body, and world was well-coordinated during the process of writing the play script. That is, the integration of mind-body-world was evident in how the students employed both verbal resources and other multimodalities in working with literary works and fiction. The study also demonstrated the importance of alignment and interaction for the development of fiction writing and language competence of EFL students.
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Copyright (c) 2023 Eka Margianti Sagimin, Setiono Sugiharto

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References
Atkinson, D. (2002). Toward a sociocognitive approach to second Llanguage acquisition. The Modern Language Journal, 86(4), 525–545. https://doi.org/10.1111/1540-4781.00159
Atkinson, D. (2010a). Extended, embodied cognition and second language acquisition. Applied Linguistics, 31(5), 599–622. https://doi.org/10.1093/applin/amq009
Atkinson, D. (2010b). f i not rst p roo for fs dis trib utio n APPROACH TO SECOND f i not rst p roo for fs dis trib utio n. 143–166.
Atkinson, D. (2012). Cognitivism, adaptive intelligence, and second language acquisition. Applied Linguistics Review, 3(2), 211–232. https://doi.org/10.1515/applirev-2012-0010
Atkinson, D. (2014). Language learning in mindbodyworld: A sociocognitive approach to second language acquisition. Language Teaching, 47(4), 467–483. https://doi.org/10.1017/S0261444813000153
Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2007). Alignment and interaction in a sociocognitive approach to second language acquisition. Modern Language Journal, 91(2), 169–188. https://doi.org/10.1111/j.1540-4781.2007.00539.x
Canagarajah, S. (2018a). English as a spatial resource and the claimed competence of Chinese STEM professionals. World Englishes, 37(1), 34–50. https://doi.org/10.1111/weng.12301
Canagarajah, S. (2018b). Materializing ‘Competence’: Perspectives From International STEM Scholars. Modern Language Journal, 102(2), 268–291. https://doi.org/10.1111/modl.12464
Canagarajah, S. (2018c). Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations. Applied Linguistics, 39(1), 31–54. https://doi.org/10.1093/applin/amx041
Chomsky, N. (2006). Language and Mind. In Language and Mind. https://doi.org/10.1017/cbo9780511791222
Churchill, E., Okada, H., Nishino, T., & Atkinson, Dw. (2010). Symbiotic gesture and the sociocognitive visibility of grammar in second language acquisition. Modern Language Journal, 94(2), 234–253. https://doi.org/10.1111/j.1540-4781.2010.01019.x
Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative adn Mixed Methods Approaches. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). file:///C:/Users/Harrison/Downloads/John W. Creswell & J. David Creswell - Research Design_ Qualitative, Quantitative, and Mixed Methods Approaches (2018).pdf%0Afile:///C:/Users/Harrison/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Creswell, Cr
Gobbi, A. (2019). Towards a Sociocognitive Second Language Education: a theoretical framework of reference.
Kim, Y., & Michel, M. (2023). Linguistic alignment in second language acquisition: A methodological review. System, February, 103007. https://doi.org/10.1016/j.system.2023.103007
Levy, E. S., Strange, W., & Dörnyei, Z. (2008). Research Methods in Applied Linguistics (Oxford Applied Linguistics) by Zoltán Dörnyei (z-lib.org).pdf. In Journal of Phonetics (Vol. 36, Issue 1, p. 336).
Nishino, T., & Atkinson, D. (2015). Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37–54. https://doi.org/10.1016/j.jslw.2014.11.002
Ortega, L. (2011). SLA after the social turn: Where cognitivismi and its alternatives stand. In Alternative Approaches to Second Language Acquisition.
Sugiharto, S. (2015). Translingualism in action: Rendering the impossible possible. Journal of Asia TEFL, 12(2), 125–154.
Sugiharto, S. (2016). Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016). Turkish Online Journal of English Language Teaching, 1(2), 101–104. https://doi.org/10.32959/tojelt.229323
Suroso, S. (2015). Drama: Teori dan Praktik Pementasan. In Elmatera Publisher. Elmatera Publisher.
Uzum, B. (2011). An investigation of alignment in CMC from a sociocognitive perspective. CALICO Journal, 28(1), 135–155. https://doi.org/10.11139/cj.28.1.135-155
Wei, L. (2011). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035