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1
Imaniar, Fahmy, Lies Amin Lestari, and Ahmad Munir. "The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education." Journal of English Language and Literature 10, no. 1 (August 31, 2018): 975–81. http://dx.doi.org/10.17722/jell.v10i1.382.
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Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.
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Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.
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The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.
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Fristiara, Cahyaning. "Self-Assessment: Its Roles for Higher Education Students In Academic Writing Class." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 357–65. http://dx.doi.org/10.34050/els-jish.v1i3.5007.
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Self-Assessment is one kind of assessment technique that used by the teacher and conducted by the students in making grade of learning. By using this kind of assessment, students are stimulated to find strength and weakness in learning process, to assess the understanding about material given by the lecturer, and to judge the achievement in Academic writing class. This paper aimed to investigate the roles of self-assessment in Academic Writing Class. Purposive sampling used as sampling technique, where 5 students in Academic Writing Class involved as research sample. Self-assessment questionnaire applied in this research to know the roles of self-assessment in Academic Writing class. Interview also conducted in collecting some additional information regarding the student difficulties in conducting self-assessment. The result of the study showed that the use of self-assessment in Academic Writing class is important to know students strength and weakness in teaching and learning process, to increase the motivation in writing, and to improve the writing performance. This research expected to give contributions in the educational development especially encourages student’s awareness to optimize the use of self-assessment in Academic Writing Class and as consideration for the teachers in conducting assessment process in the teaching and learning activity.
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Hundarenko, Olena. "Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 87–102. http://dx.doi.org/10.18662/rrem/12.4/335.
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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.
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Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.
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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion
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Lustyantie, Ninuk, Fernandes Arung, and Dhinar Ajeng Fitriany. "Re-designing the Higher Order Thinking Skills (HOTS) Approach for Academic Writing Students." Research, Society and Development 8, no. 10 (August 24, 2019): e488101420. http://dx.doi.org/10.33448/rsd-v8i10.1420.
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This study was conducted to identify learning requirements, objective condition, and learning design of academic writing based on Higher Order Thinking Skills (HOTS) approach which took in Language and Arts Faculty in Jakarta State University. It used qualitative, quantitative approach and ground method with the procedure includes conducting initial research (pre-development), designing academic writing learning design, examining and revising the result of academic writing learning design and effectiveness examination. The result showed that the requirements of academic writing learning indicate a gap between student’s requirement and learning situation. Afterward, the researcher also conducted the second research to resolve the condition. The second research was learning tools development in the form of semester lecture program plan, unit learning plan and teaching material description. After conducting the effectiveness examination, it was proven that academic writing learning based in HOTS is effective. Thus, the result of this study was recommended for academic writing process in university.
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Chernysheva, M. A., A. O. Kozlova, and E. V. Donova. "Teaching Academic English to Russian-speaking Academic Staff: The Case of the Office of Academic Writing." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 50–57. http://dx.doi.org/10.31992/0869-3617-2019-28-10-50-57.
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The paper discusses the preliminary results of teaching academic writing to scientific and academic staff at South Ural State University (national research university) within the framework of advanced training courses. The 36 and 72-hour training programs were developed by the academic and methodological department of the Office of Academic Writing. The Office was opened at the university in 2016 in order to improve the academic literacy of the university’s academic staff, develop professional communication skills in English, and assist authors who aspire to get their papers published in top rated scientific journals indexed in the scientific citation databases Scopus and Web of Science. Upon completion of these programs, authors of scientific papers gain knowledge about the basics of academic writing, the structure of a scientific paper, the English scientific style and its lexical and grammatical features, as well as editing a paper, working with scientific citation databases, and elaborating a publishing strategy. We conducted a study from October 2016 to December 2018 and calculated data on the attendees’ affiliation (an institute or higher school), the contingent (position), and the importance of the offered training programs (the number of attendees in each course). The obtained data indicates that representatives of social-humanitarian and technical fields show a special interest in the courses. The courses of academic writing are most popular among associate professors who have experience in publishing papers in Russian. Authors are especially interested in intensive practice-oriented programs. Upon completion of the courses and with the support of the Office of Academic Writing, attendees prepared scientific texts in English and submitted them to top rated journals and conference proceedings. The educational activity of the Office of Academic Writing can be developed through elaboration and implementation of new advanced training programs, including the distance ones. Their effectiveness will be evaluated by an increase in the publication activity of the university’s employees.
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Khoirunnisa, Khoirunnisa. "Reading Habits and Its Effect on Academic Writing Skill: A Study of Master Degree Students." JELE (Journal of English Language and Education) 4, no. 1 (July 2, 2018): 43. http://dx.doi.org/10.26486/jele.v4i1.298.
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Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.
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Tsuroyya, Chasna. "STUDENTS’ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 85. http://dx.doi.org/10.33603/rill.v3i2.3108.
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Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners
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Rokhmani, Teguh, Bedjo Sujanto, and Muchlis Rantoni Luddin. "The Implementation of Academic Responsibility in Higher Education: A Case Study." Integration of Education 23, no. 3 (September 30, 2019): 336–49. http://dx.doi.org/10.15507/1991-9468.096.023.201903.336-349.
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Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and ch anges. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.
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Smirnova, Elizaveta, and Svetlana Strinyuk. "Hedges in Russian EAP writing: A corpus-based study of research papers in management." Journal of English as a Lingua Franca 9, no. 1 (October 25, 2020): 81–101. http://dx.doi.org/10.1515/jelf-2020-2033.
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AbstractThe fact that English has become a lingua franca of academic communication has led to increased attention to teaching English for academic purposes (EAP) at the academia. Academic discourse markers, such as hedges, have been an important topic in academic writing research whose prime aim is helping non-Anglophone researchers to present their research findings in English for international publication. This study investigates the use of the most frequent hedging devices in a corpus of 58 works written by Russian university students and compares it to a corpus of articles published in peer-reviewed journals in business and management. The analysis of learner corpus data has provided evidence of how Russian ELF speakers use the language, showing significant differences between the use of hedges by the students and professional writers. The research has also highlighted a number of challenges which non-native learners face when writing academic texts. The study may contribute to a higher level of L2 academic writing in ELF contexts and have implications for creating EAP courses, research of second language acquisition and writing pedagogy.
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Liao, Linchun. "The Delights of Writing." Science Insights Education Frontiers 8, S1 (January 22, 2021): 10. http://dx.doi.org/10.15354/sief.21.s1.ab021.
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As the core of writing ability, language use is one of the most critical training objectives in teaching the Chinese language. In the Chinese study, writing is a continuous and non-linear process that contributes to the higher-order thinking ability through discovery, conception, generation, and evaluation. Writing could be affected by the social environment and personal factors. The cultivation and improvement of writing ability have always been a difficult task for both teachers and students. Multidimensional electronic texts can help students increase visual and auditory sensory stimulation, help students immerse in practical or imitated context, strengthen the academic foundation such as words or phrases, and article structure to experience vivid and exciting writing. This article will combine the specific teaching case to explain further how multidimensional electronic texts can cultivate and improve students’ writing ability in actual teaching.
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Et. al., Surya R,. "Fanfiction as an Academic Tool for Advanced Language Fluency: A Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 11, 2021): 364–69. http://dx.doi.org/10.17762/turcomat.v12i4.515.
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In this globalized world, a thorough grasp of the English language has mushroomed as an inexorable necessity than an obligation. Traditional language learning is often turning out to be an involuntary process, alienating learners and thereby posing bigger challenges to second language teaching. Given the ongoing diversified technological revolution, an informal user-friendly ambience was created, making learning an uncomplicated and stress-free exercise. Digital platforms aid in several ways for learning languages - such as online language courses and special purpose mobile applications. Exposure to the language is vital in the learning process and social media can be of great help here. There is no better choice as a practice ground than social media and its associated forms. Fanfiction forums are the most popular reading and writing communities on the Internet. This paper attempts to throw light on how fanfiction can be useful in the task-based language teaching method for attainment of advanced fluency in reading and writing skills. A looming literary sensation and a source of entertainment, fanfictions of prominent literary works and visual arts are widely read and accepted by masses. This fictional writing can be incorporated into a higher-level language classroom as a learning tool, under the guidance of teachers who are accustomed to this form of writings and are digitally literate. A sample survey was conducted among fan fiction groups to highlight and justify the efficacy of fanfiction in promoting English language learning.
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Putri, Marisca Revani. "THE IMPLEMENTATION OF RESEARCH-BASED TEACHING METHOD IN THE ENGLISH FOR ACADEMIC WRITING COURSE." ACITYA Journal of Teaching & Education 1, no. 2 (July 22, 2019): 88–99. http://dx.doi.org/10.30650/ajte.v1i2.217.
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Writing has been regarded as the most difficult language skills since students in Indonesia were not familiar with this skill in the early and middle education level. On the other hand, in higher education level the students should produce a thesis to complete their study. Facilitating the students to ready for the thesis writing, English for Academic Writing course was delivered to the students. Research-based teaching method was implemented in the course in order to help the students improved their writing skills. The purpose of this research was to investigate the implementation of the research-based teaching method in the English for Academic Writing course. Case study was implemented to reach the conclusion. Thirty seven (37) Global Class students majoring in Information Technology were observed to gain the data. Questionnaire result was also used to support the observation data. The result showed that the students had improvement in writing skills after implementing the research-based teaching-learning method, especially the skills in citation, referencing, quoting, and paraphrasing. Besides, the feedback from the lecturer had a significant role in the implementation of research-based teaching method. This method also could facilitate the students to gain the knowledge and skills related to their field of study, in this case in the information technology field. This method also helped the students to improve and implement the 21st century skills such as critical thinking, collaboration, information literacy, technology literacy, initiative, and productivity.
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Rahmat, Noor Hanim. "ANALYZING AUDIENCE AWARENESS IN ACADEMIC WRITING AMONG UNDERGRADUATES." Jurnal Pendidikan Bahasa dan Sastra 16, no. 1 (August 29, 2016): 88. http://dx.doi.org/10.17509/bs_jpbsp.v16i1.3065.
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Abstract The teaching of writing has undergone many stages over the years—from product approach, to process approach, and then to cognitive approach. Recently, the approaches to the teaching of writing have shifted to social orientation. Researchers are encouraged to write for specific audiences. We undergo through three basic writing stages: (a) planning, (b) translating and (c)evaluating. Generally all writers will undergo these three processes, but what differentiates one writer form the other is the way they behave in each process. Nevertheless, better writers write with the audience in mind and are more careful with their writing process. As such, audience awareness is a characteristic of skilled writers and some writers write with the audience, while some do not. This study explores the writing process and audience awareness of undergraduates who have undergone a semester of a course in research writing. Using a questionnaire as the instrument, the quantitative data reveal interesting implications towards the teaching of academic writing in higher institutions. Keywords: writers, writing process, audience awareness, research writing, undergraduates AbstrakPengajaran penulisan telah melalui banyak tahap selama beberapa tahun ini. Ia bermula dengan cara pengajaran secara produk, kemudian cara proses dan selepas itu secara kognitif. Kebelakangan ini, pengajaran penulisan telah berpaksikan orientasi sosial. Penulis disaran agar menulis dengan memikirkan pembaca yang berlainan. Lazimnya, penulis akan melalui tiga peringkat yang asas iaitu (a) perancangan, (b) penterjemahan, dan (c) penilaian. Secaranya, semua penulis akan melalui ketiga-tiga proses ini, yang berbeza Cuma cara setiap apa yang setiap penulis buat dalam setiap peringkat. Walau bagaimanapun, penulis yang lebih baik akan menulis dengan mengambil apa pembaca fikir dan akan lebih berhati-hati dalam proses penulisan. Kesedaran pembaca merupakan satu karekistik penulis yang mahir.Kajian ini mengkaji proses penulisan dan kesedaran pembaca di kalangan pelajar universiti. Pelajar-pelajar dalam kajian ini telah melalui satu semester kursus dalam penilisan kajian. Kajian ini menggunakan sola selidik sebagai instrument. Data kuantitatif ini akan menunjukkan penemuan yang menarik dalam pengajaran penulisan akademik di peringkat pengajian tinggi.Kata kunci: penulis, proses penulisan, kesedaran pembaca, penulisan kajian, pelajar university
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Widiawati, Yogi. "CHALLENGE TASK FOR TEACHERS IN TEACHING ACADEMIC ESSAYS FOR POLYTECHNIC STUDENTS DURING THE PANDEMIC." Epigram 18, no. 1 (April 30, 2021): 66–70. http://dx.doi.org/10.32722/epi.v18i1.3710.
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A myriad research has demonstrated the use of internet as an approach to teaching English as foreign language (EFL). The little research on this topic of interest has been undertaken in the Indonesian higher education context. Particularly, the use of digital tool as practicing and examining students’ writing remains under-explored in this educational setting. With these in mind, this research presents an empirical study that looks into to what extent the deployment of a digital tool mediates multimodal learning tasks in the EFL classroom. The study specifically examines challenges and benefits to develop students’ writing and reading competences. The study also looks at the roles of teacher and students in the entire learning process. A total of 80 polytechnic students volunteered to participate the study. Individually, they were assigned to perform a series of tasks, including (1) connecting to website, (2) reading articles and instruction in, and (3) writing essays. Drawing on these data, the present chapter reports on four major findings, that is: (1) drafting and negotiating strategies for writing essay creation, (2) framing the use of language in composing, (3) discussing the result essay creation and improvement, and (4) positioning roles of teachers and students in the entire learning process
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YULINETSKA, YULIYA, and OKSANA BABII. "THE FORMATION OF LINGUISTIC AND EXTRA-LINGUISTIC COMPETENCES FOR HIGHER EDUCATION STUDENTS IN ACADEMIC WRITING COURSE." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 125–33. http://dx.doi.org/10.25128/2415-3605.20.2.17.
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The acquisition of competencies (knowledge and skills) necessary for a modern professional is impossible according to known models in the context of the formation of a new humanistic paradigm of higher education. The purpose of the study is to highlight the problems of introducing academic writing as an element of academic integrity and as a basic component of academic culture in a modern university, as well as to propose a model for the development of linguistic and extra-linguistic competences while working on the writing of scientific texts in English on the basis of the textbook “Introduction to academic writing” as a way of solving the above-mentioned problems. The article contains an analysis of the scientific fund for updating the methods and forms of organizing the educational process, which involves the acquisition of certain linguistic and extra-linguistic competences by the applicants for higher education. The prerequisites and possibilities for the development of such competences derive from the orientation of education towards the full development of the personality of the future specialist and the support of the principles of academic integrity, paying attention to the mastery of high-quality academic writing skills. It has been established in the study that academic writing is an element of academic culture and is a system in which language is a means of forming a multidimensional set of skills, including both linguistic (syntax, stylistic, etc.) and extralinguistic competences such as logic, objectivity, analysis and synthesis, respect for the ideas and texts of others. The study also identified the essence of the need to observe ethical standards in the institution of higher education and to learn how to formulate and prove one’s own hypotheses and conclusions, to structure the academic text according to the norms of the English language. The essence of the concepts of academic integrity, and academic writing as well as the concepts of linguistic and extra-linguistic competences is also defined. The study provided is supplemented by a structured teaching manual which was developed taking into account the experience of authors of foreign linguistic literature, where among the skills and abilities required by the English-speaking academic environment, the competence to effectively use the various methods of writing essays, describing graphic information, writing scientific article and thesis is indicated.
It is noted in the article that the mentioned skills and abilities are within the most challenging area for applicants and require an approach to learning in which written competence is a key one and the overall learning process is based on the active use of written speech.
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Johari, Siti Katijah. "The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners." Journal of ELT Research 3, no. 1 (February 6, 2018): 1. http://dx.doi.org/10.22236/jer_vol3issue1pp1-20.
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Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students.
Keywords: academic writing, task-based approach, process writing approach, tertiary learners
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Alabere, Rabiat Ajoke, and Aspalila Shapii. "The Effects of Process-Genre Approach on Academic Writing." JEES (Journal of English Educators Society) 4, no. 2 (October 2, 2019): 89. http://dx.doi.org/10.21070/jees.v4i2.2598.
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This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.
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Conny, Conny, and Shelly Miranti. "THE EFFECT OF OUTDOOR LEARNING ON TEACHING WRITING OF DESCRIPTIVE TEXT OF TENTH YEAR GRADE STUDENTS’ OF SMA SWASTA TAMANSISWA BINJAI AT ACADEMIC YEAR 2017/2018." Serunai : Jurnal Ilmiah Ilmu Pendidikan 3, no. 2 (November 16, 2018): 44–58. http://dx.doi.org/10.37755/sjip.v3i2.32.
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This study aimed to find out whether using Outdoor Learning significantly affects on teaching writing of descriptive text of tenth year grade students’ of SMA SWASTA TAMANSISWA Binjai at Academic Year 2017/2018 . In this study, Outdoor Learning as the independent variable (X) and students’ descriptive text as the dependent variable (Y), with the hypothesis: using Outdoor Learning significantly affects on teaching writing of descriptive text of tenth year grade students’ of SMA SWASTA TAMANSISWA Binjai at Academic Year 2017/2018. The population of this study was the tenth year grade students’ of SMA SWASTA TAMANSISWA Binjai, which consisted of 161 sudents. The sample was taken by using random sampling, the total sample was 60 students. Then, the sample was divided into two groups, the group taught by using outdoor learning was as the experimental group and the group taught without outdoor learning was as the control group. The writer used test as the instrument of collecting data. The data was analyzed by using t-test formula. Based on the data analysis, it was found that the value of t-observed (to) was higher than the value of t-table, (tobserved = 4,13 > ttable = 1,67). Therefore, the hypothesis proposed by the writer was accepted. In the other words, using Outdoor Learning significantly affects on teaching writing of descriptive text of tenth year grade students’ of SMA SWASTA TAMANSISWA Binjai at academic year 2017/2018.Keywords : Outdoor Learning, Teaching Writing, Descriptive Text.
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Jeyaraj, Joanna Joseph. "ACADEMIC WRITING NEEDS OF POSTGRADUATE RESEARCH STUDENTS IN MALAYSIA." Malaysian Journal of Learning and Instruction 17, Number 2 (July 31, 2020): 1–23. http://dx.doi.org/10.32890/mjli2020.17.2.1.
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Purpose – In this study, the writing needs of postgraduate research students are explored, so that support structures that enable successful completion rates and student satisfaction can be identified. Postgraduate education is expanding in Malaysian public and private higher education institutions; yet research tends to focus on public institutions, because private institutions have traditionally been oriented towards teaching instead of research. Therefore, this study explores the needs of students in a branch campus of a private overseas university in Malaysia. Methodology - Semi-structured exploratory interviews were carried out with six postgraduate students, so that a deeper understanding of their research writing needs could be obtained. Interviews were then analysed using a general inductive approach. Findings – It was found that students required support in three main areas: writing, supervision and ICT. Students sought English language support and more workshops and programmes which specifically dealt with thesis writing. They also believed that peer support groups would be beneficial. Secondly, more guidance was needed from supervisors to enable greater clarity on writing and institutional processes and procedures. Finally, students wanted greater access to ICT writing tools to facilitate writing and language learning. Significance – The findings of this study are beneficial to institutions seeking to provide greater support for postgraduate students to ensure timely completion rates and greater student satisfaction. Based on the findings of this study, it is recommended that postgraduate support incorporate 3Ps, i.e., be pedagogically driven; peer oriented; and programmatically implemented.
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Asrobi, Maman, and Ari Prasetyaningrum. "Trait Based Assessment on Teaching Writing Skill for EFL Learners." English Language Teaching 10, no. 11 (October 18, 2017): 199. http://dx.doi.org/10.5539/elt.v10n11p199.
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This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of Hamzanwadi University in the academic year 2016/ 2017 as the samples. Purposive sampling technique was used in determining the samples. Writing test and analytical scoring rubric were the instruments used to collect the data. Then the data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The result of descriptive statistics analysis revealed that trait based assessment is effective on teaching writing skill for EFL learners since the mean score of posttest 60 was higher than mean score of pretest 28.20. While for hypothesis testing by using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. Therefore, it means that the hypothesis of this study was accepted. In other word, trait based assessment was significantly effective in improving students’ writing skill.
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Chen, Xin, and Gengsheng Xiao. "A Survey Study of Chinese College Engineering Students’ Use of Metacognitive Strategies in English Writing." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1390. http://dx.doi.org/10.17507/tpls.0607.09.
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Metacognitive strategy has been recognised as a crucial factor in language learning, and its role in English writing for Chinese learners still remains unknown. The present study investigates 215 Chinese college engineering students’ use of metacognitive strategies through employing research methods of questionnaire survey and writing proficiency test. According to the results, it is found that selective attention and self-monitoring are used in writing quite often, while planning and self-evaluation are seldom used. Besides, the differences in the use of metacognitive strategies between freshmen and sophomores are not statistically significant. It is also found that engineering students of higher writing proficiency tend to employ metacognitive strategies in academic writing more frequently and effectively than those with poor writing skills. It is eventually suggested that metacognitive strategies should be imparted to the students, and that the training of metacognitive strategies should be integrated into classroom activities of English writing teaching.
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Miller, Kirsty, and Hannah Merdian. "“It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis." Journal of University Teaching and Learning Practice 17, no. 2 (April 1, 2020): 20–35. http://dx.doi.org/10.53761/1.17.2.3.
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The role of academic writing in the development of academic literacy in university students has been considered in some depth in the literature. However, the view of lecturers as to the role and value of academic reading is notably less explored and warrants further exploration. Academic staff from a broad range of subject areas were invited to participate in a survey on the role and function of academic reading. Using an explorative approach, the study investigated academics’ views about reading behaviour with regards to the students’ academic journey, their own academic development, and its incorporation into their teaching. All comments were thematically analysed, resulting in a number of elicited themes and subthemes. The paper highlighted the key role of academics in the modelling, rewarding, and teaching of academic reading and discusses practical implications for Higher Education, particularly with regards to academic teaching and students’ skills development.
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Fajri, Muchamad Sholakhuddin Al, Angkita Wasito Kirana, and Celya Intan Kharisma Putri. "Lexical Bundles of L1 and L2 English Professional Scholars: A Contrastive Corpus-Driven Study on Applied Linguistics Research Articles." Journal of Language and Education 6, no. 4 (December 31, 2020): 76–89. http://dx.doi.org/10.17323/jle.2020.10719.
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The current study examined the structural and functional types of four-word lexical bundles in two different corpora of applied linguistics scientific articles written by L1 English and L1 Indonesian professional writers. The findings show that L2 writers employed a higher number of bundles than L1 writers, but L2 writers underused some of the most typical lexical bundles in L1 English writing. Structurally, unlike previous studies, this study reports the frequent use of prepositional phrase (PP) - based bundles in the articles of L2 writers. However, besides the high frequency of PP-based bundles, L2 authors also used a high number of verbal phrase-based bundles, suggesting that these L2 writers were still acquiring more native-like bundles. In terms of functional types, L2 writers employed fewer quantification bundles than their counterparts. This study has potential implications for teaching English for academic writing. Teachers need to raise their students’ awareness of the most frequently used lexical bundles in a specific academic discipline and pay attention to the discourse conventions of academic writing, helping L2 students transition from clausal to phrasal styles.
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Raikhanova, D. K., and G. M. Kassymova. "FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE IN TEACHING ENGLISH FOR ACADEMIC PURPOSES FOR CHEMISTRY - BIOLOGY STUDENTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 125–31. http://dx.doi.org/10.51889/2020-1.1728-5496.22.
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English for Specific Purposes (ESP) is categorized into two main classification areas English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). In this article authors briefly describe the differences between these two sub-branches of ESP. At the same time this article deals with the implementing English for Academic Purposes (EAP) in teaching Combined Major Program 6B015002 ‘Chemistry and Biology’ at Suleyman Demirel University (SDU). Some of higher-leveled students like to enhance their comprehension of Academic English. Thus, EAP course was introduced to meet higher-leveled students’ academic and professional interests. The main purpose of the EAP course was to provide learners with all basic abilities to conduct research and generate a piece of extended writing in their own subjectspecific area. Students not only needed to work on their study skills such as techniques, note-taking, and compiling bibliography, but also on acquiring study competencies which involved development of critical questioning, allocating the tasks, compiling an abstract book, and organizing conference skills
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Effendi, Irfan, and Ahdi Riyono. "The Effects of TV Newscast Use in Teaching Writing for the Vocational School Students." Vision: Journal for Language and Foreign Language Learning 6, no. 2 (March 11, 2018): 152. http://dx.doi.org/10.21580/vjv6i21797.
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<p>Writing ability is a skill that must be mastered by students. One of the media can be applied in teaching writing is TV Newscast. The objective of this research is to find out whether the writing ability of the eleventh-grade students of SMKN 1 Kudus in 2016/2017 academic year after being taught by using TV newscast is better than before. This study is experimental research; in this research, the writer used one group pre-test post-test design. There are two variables; they are TV newscast (independent variable) and the students' writing ability (dependent variable). The population of the research is the eleventh-grade students of SMKN 1 Kudus in 2016/2017 academic year. The writer used random cluster sampling as the technique to take the sample. Then XI AK 1 (accountancy class) consists of 38 students was taken. The research used achievement test as instrument for measuring the students' writing ability before and after being taught by using TV newscast and then the data were analyzed using the statistical formula. Based on the result of this research, the t<sub>0 </sub>(obtained) was higher than t-critical (20.09>1.56). It showed that t<sub>0 </sub>(obtained) on the critical area and the null hypothesis (H<sub>0</sub>) is rejected. Then the conclusion is that the writing ability of the eleventh-grade students of State Vocational School 1 Kudus in 2016/2017 academic year after being taught by using TV newscast is significant.</p>
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Karpova, Kateryna. "INTEGRATION OF “WRITE AND IMPROVE” AWE TOOL INTO EFL AT HIGHER EDUCATIONAL ESTABLISHMENT: CASE STUDY." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, no. 2 (December 23, 2020): 137–50. http://dx.doi.org/10.22219/celtic.v7i2.14036.
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Dramatic changes in political, economic, cultural, scientific, and technological spheres, which have taken place in recent decades, have caused noticeable alterations in different societal domains, including education. Through the prism of the modern educational paradigm that mainly focuses on meeting the needs of human beings, nowadays, a special place is occupied by ICTs and their integration into the educational process. The present research is devoted to both theoretical evidence and practical implementation of automated writing evaluation (AWE) tool “Write and Improve” into language learning at a higher educational establishment. We use experimental method titled case study, which allows finding out ways to incorporate the software mentioned above into EFL. First and foremost, the author analyses fundamental and contemporary studies in the realm of ICT integration into language teaching, learning, and assessment. Special attention is paid to AWE as cutting-edge software, which utilizes artificial intelligence to assess students’ writing. The data under investigation indicate that using AWE computer-assisted programs facilitates students’ management and increases motivation for writing and revision. The article sets a goal to demonstrate that “Write and Improve” is an example of innovative technology to enhance writing as an essential academic competency. Based on profound theoretical substantiations, the author conducts the experiment to test the research hypothesis in the case study. Within the framework of the article's written tasks, university students who study English as their major subject at the Taras Shevchenko National University of Kyiv have been chosen. The attempted investigation proved “Write and Improve” to be highly effective among language learners, thus worth being introduced not only into teaching and learning but also assessment.
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Tatzl, Dietmar. "A higher-education teaching module for integrating industry content and language through online recruitment advertisements." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 643–72. http://dx.doi.org/10.14746/ssllt.2018.8.3.6.
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Empirical evaluations of practical teaching units integrating content and language in higher education are rare and deserve more attention. The current article aims to narrow this gap by providing an empirical study of an integrating content and language in higher education (ICLHE, Smit & Dafouz, 2012) teaching module. It investigates the effectiveness of a content-based English for specific purposes module in tertiary aeronautical engineering education, which incorporates recruitment advertisements as online resources. The study adopted a mixed-methods approach and surveyed three aeronautical engineering student groups (N = 141) over three consecutive years on their perceptions of the module’s learning outcomes. This longitudinal survey was complemented by a teacher-assessed writing task and a qualitative content analysis of online recruitment advertisements (N = 80) in a self-built corpus. All three year groups rated the 10 questionnaire statements on a 5-point Likert scale rather equally, thus suggesting a similar perception of academic achievement stemming from the module’s completion. This student view was supported by the results of the writing assignment. In short, the module’s effectiveness was corroborated both quantitatively and qualitatively, which identifies this teaching concept as a feasible way forward.
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Thipatdee, Goachagorn. "The Development of English Writing Skills Through Techniques of Sentence Skeleton and Signpost Word Analysis for English Major Students." English Language Teaching 12, no. 4 (March 8, 2019): 32. http://dx.doi.org/10.5539/elt.v12n4p32.
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The purposes of this research were to develop English writing skills through techniques of sentence skeleton and signpost word analysis for English major students, and to compare the writing skills before and after the study. The sample consisted of 43 English major juniors at Faculty of Education, Ubon Ratchathani Rajabhat University, enrolling in the course of teaching and learning English I, the second semester, academic year 2017, gained by cluster sampling. The research instruments were a performance test of writing skills, and writing drills. The data analyzed by employing percentage, mean, standard deviation, and t-test. After the study, the students had better writing skills with 40.63 percent of average score than those with 14.80 percent before the study, the individual average score was at a weak level with 38.90 percent, while the small group’s was at a fair level with 69.78 percent, the individual writing skills were significantly higher than those before the study at the .01 level, and the small group writing skills were significantly higher than those of the individual’s at the .01 level.
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Vitta, Joseph P., Dayna Jost, and Alexis Pusina. "A Case Study Inquiry into the Efficacy of Four East Asian EAP Writing Programmes: Presenting the Emergent Themes." RELC Journal 50, no. 1 (October 27, 2017): 71–85. http://dx.doi.org/10.1177/0033688217730145.
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Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of four EAP writing programmes. Through practitioner-as-researcher reflections and triangulating interviews from fellow colleagues within this professional context, we add to this discussion by uncovering three interrelated and hierarchical themes that have emerged from our data. At the university and inter-department organizational level, our data points to the need for universities housing these programmes to create a culture of collaboration where relevant academic expertise can directly inform the classroom (EAP writing) instruction. At the departmental level, our data suggests that standardization, especially in relation to intra-department testing, assignments, etc. is beneficial. Finally, at the classroom level, we posit, through the observations in the inquiry, that certain teaching methods are associated with different levels of proficiency. Teacher-led frameworks are more observed and suitable among lower proficiency language learners. Conversely, higher proficiency students expect and are better served by task-based or student-led approaches.
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McPhee, Iain, and Maria Eugenia Witzler D’Esposito. "Student assessment in higher education: embargo or empowerment?" Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 155–69. http://dx.doi.org/10.1108/jarhe-04-2017-0049.
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Purpose This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement. Design/methodology/approach Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment. Findings Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed. Research limitations/implications Shifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success. Practical implications The paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students. Social implications The study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study. Originality/value This paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.
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Md Zamin, Ainul Azmin, and Mohd Effendi @. Ewan Mohd Matore. "A Preliminary Analysis of the EAW Programme." Social and Management Research Journal 16, no. 2 (December 20, 2019): 1. http://dx.doi.org/10.24191/smrj.v16i2.7059.
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The objective of this study was to explore the lecturers’ perception of the English for Academic Writing programme by taking into account the aspects of course outline, instructors’ readiness, course materials and course duration. English for academic writing is not only a prerequisite for graduation requirement but it also helps to prepare the students in completing every assignment and task within their study period. While an academic review is important for every course offered at the higher institutions, opinions and voice from all stakeholders including the instructors must be considered. The need to evaluate the curriculum is necessary to determine the effectiveness of the syllabus and its content. This quantitative study explored the opinions’ of teachers who were responsible in delivering the syllabus for the undergraduates at an international university where English is the main medium of instruction. Questionnaires were distributed to 41 instructors at the university’s main campus. Their responses were crucial indicators to elicit information on the effectiveness of the course conducted. Although teachers might evince interest in teaching, some may not be experts in academic writing based on their own academic qualification and their tenure as lecturers. The results showed that the lecturers were positive in terms of course outline, materials and readiness. However, the lecturers’ general perception for course duration was considered as moderate and there is no significant difference of perception across different personal background. The analysis and discussions from the study provided a platform for curriculum designers to polish and further improve the English for academic writing course.
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Haerazi, Haerazi, and Lalu Ari Irawan. "Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 9. http://dx.doi.org/10.21093/ijeltal.v4i1.246.
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This study investigated the use of genre-based language teaching model in the teaching of writing skills to improve students’ low achievement. It was aimed at improving the achievement of the fifth semester of English language education study program. This study was classroom action research. The subjects were the 4th semester in academic year 2017/2018. The procedure of the study included two steps namely the preliminary study and the action. The preliminary study collected information dealing with the students’ problems and the action presented the steps of the classroom action research. The data were collected through observation, questionnaire, and testing. The data were analyzed quantitatively and qualitatively. The result of the study showed that the genre-based language teaching model can improve the students’ writing achievement. Before the action, the average score of students’ writing achievement was 55 and the average score after the action was 76. The result was higher than the subject minimum passing grade which is 75. The improvement was supported by two indicators. First, students felt easy to write a descriptive text because the teaching steps guided them to practice writing much more according to the generic structures of the text. Last but not least, students felt compatible with the topics asked to be written because they have background knowledge of those.
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Huang, Ziou, and Hui Yu. "A contrastive study of grammatical metaphors in abstracts of Chinese MA theses and expert academic writing." Journal of World Languages 7, no. 1 (April 1, 2021): 199–222. http://dx.doi.org/10.1515/jwl-2021-0009.
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Abstract As a significant indicator of College students’ ability in academic English communication, academic papers, especially their condensed abstracts require various writing techniques among which the use of grammatical metaphors (GMs) is typical. To improve the English academic writing level of Chinese postgraduate students, it is significant to compare their use of GMs with that in expert research articles. On the basis of Halliday’s reclassification of GMs, this study aims to compare the characteristics of GMs in abstracts of MA theses and expert research articles (RAs). It is found that there is universal use of nearly all GM types in both groups. The two groups are similar in that they share the top five most frequently used GMs, and there are no significant differences in the use of more than half of the GM types. However, the overall GM frequency of expert RAs is significantly higher than that of MA theses. Significant differences are also found in the use of six GM types. Furthermore, some correlations between certain GM types found in expert RAs are missing in MA theses. Reasons for these differences may include the limited understanding of GM, the underdeveloped cognitive ability, the genre differences, and the first language differences. Based on these findings, implications for teaching and learning are discussed.
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Virdaus, Varia Virdania. "The Improvement Of English Writing And Students’ Motivation Through Brainstorming." MOTORIC 3, no. 1 (August 6, 2019): 15–25. http://dx.doi.org/10.31090/m.v3i1.882.
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Brainstorming activity is a main factor that can give effect on students’ writing motivation.
Teaching English writing by using brainstorming strategy is really important especially to
increase students’ motivation. This research is aimed at investigating the effect of
brainstorming and its relation to students’ motivation in English writing for the second
semester students of Management Major of STIE Perbanas Surabaya, numbering 25 students
in academic year 2018-2019. Classroom Action Research (CAR) method was applied in this
research. Researcher could investigate and analyze brainstorming process by using this
method. Applying brainstorming strategy, the participants (students) were more motivated in
terms of writing, which at this time was English writing with a particular topic. Result of this
study revealed that brainstorming strategy could improve students’ English Writing skill and
their motivation in writing. They could produce good and effective words, and also
interesting answers. Based on the fact, brainstorming strategy is suggested for teaching
English Writing. Students’ motivation in writing much higher than without brainstorming
strategy.
Key Words: Brainstorming, Motivation, English Writing
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Nghitanwa, Emma Maano. "Profiling and need assessment of third year bachelor of nursing sciences adult learners at the University of Namibia, Main Campus." Journal of Nursing Education and Practice 12, no. 1 (August 25, 2021): 1. http://dx.doi.org/10.5430/jnep.v12n1p1.
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There is an increase of adult learners in higher education which can be challenging during their study period as they have to balance their social responsibilities with academic activities. The purpose of this study was to explore and describe the profile and need assessment of third year Bachelor of nursing sciences adult learners at the University of Namibia, main campus. A quantitative, descriptive cross sectional study design was utilized during this study. Data was collected through self-administered online questionnaire among 29 participants. The study found that most participants are aged 21 years, single with no children. Furthermore, most participants reside in the informal settlement with nonconductive learning environment due to noise and are using public transport to reach the campus. Most participants indicated that they are receiving study loan from the Namibia Financial Assistance Fund while few got financial assistance from the family members. Some students indicated having disabilities and most students indicated that they have used online teaching and learning before the outbreak of COVID 19 in March 2020 that cause shift in education. The study serves as the baseline information on student profiling and serve as a basis for further strategies to address the situation or for further research.
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Horgan, Joseph Jack. "WIKIPEDIA PROJECT TO TEACH ACADEMIC WRITING IN AN EAP UNIVERSITY COURSE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 406. http://dx.doi.org/10.17770/sie2020vol5.5083.
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The introduction of modern information and communication technologies (ICT) into the classroom has led to a number of challenges and opportunities for instructors across the field of education. Wikipedia, a collaborative encyclopedia, has proven to be one of the most controversial online platforms throughout academia, with many higher education instructors banning its use outright. Despite the prevailing negative attitude, there has been a recent shift in thought among some in the field regarding its utilization as a teaching tool in a number of applications. One popular use is as the centre of a writing project, most commonly the creation of a new article or the improvement of a pre-existing one.This paper outlines a case study conducted at the Latvia University of Life Sciences and Technologies in the autumn semester of 2019, in which first year international veterinarian medicine students wrote Wikipedia articles as part of a semester-long project in an English for academic purposes course in order to improve academic writing skills such as researching, analysing, summarizing, and editing. Analysis of two questionnaires and the students’ work suggest that despite some challenges, a Wikipedia article writing project can serve as an engaging, rewarding, and effective method to teach academic writing skills.
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Liu, Dilin. "Linking adverbials." International Journal of Corpus Linguistics 13, no. 4 (December 8, 2008): 491–518. http://dx.doi.org/10.1075/ijcl.13.4.05liu.
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Liking adverbials (LAs) play a very important role in discourse cohesion. This study examines the frequency and usage patterns of English LAs (110 in total) across five registers (Spoken English, Academic Writing, Fiction, News Writing, and Other writings) in the BNC. While the data analyses offer support for some previous research results, they also yield new findings regarding, among other things, variations in the adverbials’ frequency distribution and usage patterns across the five registers. For example, while fiction’s overall use of LAs is much lower than that of speaking and academic writing, its use of the sequential type of LAs is actually higher than the latter registers’. Also although news has the lowest overall LA frequency among the five registers, it boasts the highest use of LAs that express simultaneity (e.g. meanwhile). Besides discussing new findings, the paper also addresses their implications for language description, learning, and teaching.
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Syarifah Syifa and Darmahusni. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF WRITING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 116–23. http://dx.doi.org/10.21009/ijlecr.052.13.
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The development of Information and Communication Technology (ICT) has greatly affected the field of education. ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. ICTs appear as a strategy to improve learners’ difficulties and provide students’ growth in the writing skills. Therefore, this research aims to design ICT competences – integrated writing syllabuses for English Language Education Study Program (ELESP) by analyzing the existing writing syllabuses from five universities in Indonesia. The analysis involved the ICT Competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The researcher employed Design and Development Research (DDR) as a research design and qualitative research as the research method. The used stages of DDR in this study are conducted need analysis; stating the objectives, developing the preliminary syllabus, evaluate the preliminary syllabus and revising a syllabus prototype. The data sources of this research are 14 existing syllabuses of writing courses of undergraduate English Language Education Study Program. The result of the research revealed that the ICT competences are mostly integrated in the component of Teaching Method and Media in the syllabuses. The highest level of ICT competences applied in the existing syllabus is Knowledge Deepening level. Although, the integration or infusion of ICT competences were explicit and implicit mentioned in the syllabuses of writing subjects. The research then provide the procedure of ICT integration and the design the ICT competences integrated – writing syllabuses; Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The proposed syllabus implemented the skill-based syllabus.
Keywords: ICT Competences, Writing Skills, Syllabus Design, DDR, ICT UNESCO Framework
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Simkin, Mark G., and Nari K. Ramarapu. "Student Perceptions of the Peer Review Process in Student Writing Projects." Journal of Technical Writing and Communication 27, no. 3 (July 1997): 249–63. http://dx.doi.org/10.2190/eqwl-pe4g-d2ud-pv9m.
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The process of academic peer review—i.e., students evaluating each other's work—can help instructors address a host of higher institutional objectives, not the least of which is the total quality management of collegiate teaching. But more is known about this process from the viewpoint of instructors than from the perspective of students. The purpose of this study was to formally examine student views of a specific peer-review system in which undergraduates assigned final grades to each other's term papers. A survey instrument revealed a high degree of comfort with the process, as well as some insights into why a few students were uncomfortable with it.
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Khunaifi, A’am Rifaldi. "The effects of teaching critical thinking on students’ argumentative essay." Journal on English as a Foreign Language 5, no. 1 (March 10, 2015): 45. http://dx.doi.org/10.23971/jefl.v5i1.91.
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<p>This study is directed to find out whether teaching critical thinking affects the writing ability of argumentative essay. This research employed quasi experimental design as it was intended to measure the effects of the strategy on the students’ ability in writing argumentative essay. The samples of the study were the students of class A and B enrolled in the seventh semester of the English Education Department of State Islamic College of Palangka Raya. To collect the data needed, it was used test as the instrument; it was Academic Writing for IELTS Test. The data were processed and analyzed by using SPSS 19.0 statistic technique of independent t-test and paired-sample t-test, and the analized data were concluded. From the result of the test, the independent t-test calculation in posttest scores in both groups shows that the significance value is higher than level of significance (0.194 > 0.05). It indicates that there is no significant difference between experimental and control groups. Moreover, the paired t-test calculation shows the result of paired sample test (0.000 < 0.05) in which there is a significant difference between pretest and posttest scores in experimental group after having treatments.</p><p><strong></strong><em><br /></em></p>
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Prystiananta, Nostalgianti Citra. "The Application of Peer-Assisted Study Sessions (PASS) to Teach Writing at Students of Class Eight of SMP Negeri Sempol Bondowoso." Linguistic, English Education and Art (LEEA) Journal 1, no. 2 (May 29, 2018): 91–101. http://dx.doi.org/10.31539/leea.v1i2.178.
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The study aims at finding out whether or not it is effective to use PASS write model to teach writing at students of class eight of SMP Negeri Sempolin Academic Year 2016/2017. The population of students of class eight of SMP Negeri Sempol with the sample class VIIIB consist 27 students. The research was a preexperimental research by applying one group of pretest and posttest design. In collecting the data, the writer used the written test that was administered in pretest and posttest. The data analysis was conducted through calculating the individual score, convert students score with schools passing grade, and calculating ttest. The results show that in the pretest, the students mean was 69.29. On the other hand, in the posttest their scores increased to 75.67. The result of paired ttest calculation presented the ttest score was 7.25 and the significance level was 0.05 with the df 26 (27 to 1) (1.703). It means that ttest score was higher than its tscore. Finally, it can be concluded that it was effective to teach writing skill through Peer Assisted Study Sessions to students of class eight of SMP Negeri Sempol Bondowosoin Academic Year 2016/2017.
Keywords: teaching writing,peer assisted study session, PASSwrite
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Abegglen, Sandra, Tom Burns, and Sandra Sinfield. "Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (February 6, 2018): 173–87. http://dx.doi.org/10.31468/cjsdwr.600.
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This case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also that they “blossomed” and approached their academic writing with more confidence and joy. Hence we argue for a more ludic approach to learning and teaching in Higher Education to enable Widening Participation students and their tutors to become the academic writers they want to be. In particular “blind drawing” seems to be a powerful tool for diminishing the fear of failure and for fostering deep understanding as well as self-confidence.
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Iwashita, Noriko, and Robyn Spence-Brown. "Assessing writing ability in a foreign language at secondary school." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 28–60. http://dx.doi.org/10.1075/aral.17038.iwa.
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Abstract Foreign language programs in schools have a strong focus on the development of communicative language ability and, increasingly, assessment tasks are designed to capture communicative abilities required for real-world situations. In communicative test tasks, sociolinguistic and discourse components, which are beyond grammatical accuracy, target the abilities required to produce integrated texts that fulfil their communicative purposes. However, the majority of the work on assessment of communicative abilities has been carried out in the context of academic English, and less is known about the abilities of secondary students in foreign language teaching situations. This study examines the outcomes of an integrated writing task designed as part of formal year 12 assessment in Japanese as a second language. It seeks to elucidate the features which differentiate students at higher and lower levels of competence, and, through a focus on content and how it is presented, it demonstrates how these aspects of competence can be observed in responses to the task. The study contributes to our understanding of the nature of communicative abilities and their assessment in a secondary education context, and it also sheds light on aspects of competence which might benefit from more targeted teaching in such settings.
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Neshe, Lazina Hossain. "Assessing the Higher Secondary Level Text Book through Reading and Writing Skills: An Empirical Investigation." Studies in Linguistics and Literature 3, no. 4 (November 11, 2019): p283. http://dx.doi.org/10.22158/sll.v3n4p283.
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The article aims to look at evaluating English for Today for Class XI-XII of the HSC Textbook in the light of reading and writing skills which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the current academic session. Based on the questionnaire approach with the five HSC level English teachers and ten students from Scholars College, Tongi thana, Gazipur district, this study focuses on the reading and writing pedagogies to critically evaluate the effectiveness of the materials, and identifies the difficulties that teachers and students encounter. The findings of the study revealed a disparity between students’ needs and what the HSC reading and writing syllabus contains, and its actual implementation in the classroom. The teachers adopted an approach to reading and writing skills which was overridingly form-focused and product-oriented. They performed roles which were traditional, i.e., the teacher as a purveyor of knowledge and evaluator. Teachers have lack training in areas specific to the development of reading and writing skills and are unaware of recent developments in teaching and learning policy. This study contributed to the documentation of curriculum evaluation studies in the context of Bangladesh education system as well as frameworks for the assessment of reading and writing skills. Awareness has been raised about the hindering and helpful factors in bringing about a new change. General caution is suggested in the making of foreign methodologies appropriate to the HSC level textbook. Based on the findings of this study, recommendations are also made in relation to curriculum development and pedagogy of English for Today for Class XI-XII.
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Kamelia, Kamelia, Hiqma Nur Agustina, and Imam Sudarmaji. "THE USE OF MIND MAPPING ON IMPROVING STUDENTS’ WRITING ABILITY AT TENTH GRADE OF SMAN 7 KOTA TANGERANG IN THE ACADEMIC YEAR OF 2018/2019." JURNAL PENELITIAN DAN KARYA ILMIAH 18, no. 2 (January 21, 2019): 112–20. http://dx.doi.org/10.33592/pelita.v18i2.46.
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The objective of this study is to find the use of mind mapping on improving students’ writing ability, especially for biographical recount text at the tenthgrade students of SMAN 7 Kota Tangerang in the academic year of 2018/2019.The sample of this study were 35 students. This study used quantitative method with pre – experimental design by using one group pre –test and post – test. The result of the research shows that there is a significant difference in student’s writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. It can be seen in the result of the study, the average pre – test score of experiment class students is 68.26 and the average post – test score of experiment class students is 85.40. It means that there is a significant difference in students’ writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. The research hypothesis is proven that using mind mapping technique in teaching writing especially in recount text makes the students’ writing score higher.
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Cole, Karen Sanderson, and Danielle Watson. "Academic Writing Within An Online Learning Environment: Assessing The Impact Of Peer Evaluation On Lesson Planning, Execution & Assessment." Journal of International Education Research (JIER) 9, no. 2 (March 27, 2013): 115–26. http://dx.doi.org/10.19030/jier.v9i2.7717.
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Peer evaluation, as a learning strategy, is commonly used among educators in an attempt to promote higher performance goals and improved teaching and learning outcomes through the sharing of complementary proficiencies for a familiar intent. It is commonly viewed as a technique for raising the bar' through exposing educators to alternative perspectives. Within the online learning environment, there is a high degree of isolation among educators involved in the delivery of the same course. Although individuals interact in established teacher forums about administrative issues, a forum is not provided where interaction about teaching content, delivery and conceptualization of critical concepts can be explored and discussed. As such, the provision of a forum for collaboration among peers involved in different aspects of course delivery within the online learning environment is believed to address the issue of isolated instruction while also providing support and evaluation as to the effectiveness of teaching strategies employed. The aim of the research is to investigate the impact of an established peer partnership between 14 colleagues working in pairs geared towards assessing feedback and discussions on lesson planning, execution and assessment processes. It seeks to ascertain its usefulness as a strategy to be incorporated into the teaching of English for Academic Purposes within an online learning environment. The study seeks to provide actionable direction for peer evaluation and collaboration, as a teaching and learning tool, through the mapping, assessing and evaluation of the processes involved.
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Prahmana, Rully Charitas Indra, and Yaya S. Kusumah. "The Hypothetical Learning Trajectory on Research in Mathematics Education Using Research-Based Learning." Pedagogika 123, no. 3 (September 2, 2016): 42–54. http://dx.doi.org/10.15823/p.2016.32.
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This study aims to create a learning trajectory on research in mathematics education using design research methodology to enhance research and academic writing skills for pre-service mathematics teachers. The fourteen pre-service mathematics teachers during 5 months period from one higher education institution in Tangerang – Indonesia was collected. The design research method was carried out in three phases: preliminary design phase, teaching experiments phase, and retrospective analysis phase. Initial data analysis of 14 pre-service teachers’ research and academic writing skills was conducted in six stages and the learning trajectories on this topic was identified. The fourteen pre-service teachers were divided into 7 groups and research independently to produce seven scientific articles. The six articles were published in the proceedings of Konferensi Nasional Matematika (National Congress of Mathematics) XVII 2014 and one article was published in the Elemen Journal Vol. 1 No. 1.
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Roni, Roni. "Using Chronological Order Method to Improve Writing Ability of the Third Year Students of SMA Negeri I Pangsid Kabupaten Sidenreng Rappang." EDUVELOP 1, no. 2 (March 15, 2018): 67–75. http://dx.doi.org/10.31605/eduvelop.v1i2.21.
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The objective of the research was to find out whether or not using chronological order was able to improve writing ability of the students of SMA Negeri 1 Pangkajene Sidrap. This study employed pre-experiment method, using the third year students of SMA Negeri 1 Pangsid kabupaten Sidenreng Rappang in Academic year 2011/2012. Total number of population was 192 students on six classes one of them were taken as sample by using cluster random sampling technique; class IPA 1 consisting 32 students. The instrument used in this research was to chronological order. The research used an experimental design one class was given pre-test, treatment and post-test design. The population was the third students of SMA Negeri 1 Pangsid kabupaten Sidenreng Rappang in academic year 2011/2012. The sample of this research was third year of SMA Negeri 1 Pangsid Kabupaten Sidenreng Rappang there were 32 students. The technique of sampling was cluster random sampling, and the data was analyzed into percentage, mean score analyzes and the of the research shows that teaching writing by using chronological order can increase the writing ability of the third year students of SMA Negeri 1 Pangsid kabupaten Sidenreng Rappang in which the result of t-test ( 5.743) is higher than t-table (2.042) with df( N-1) =32-1=31 in the level of significance ( 0.05) = 2.042. It means that using chronological order method in teaching writing is able to improve writing ability of the third year students of SMA Negeri 1 Pangsid Kabupaten Sidenreng Rappang.