Relevant bibliographies by topics / EFL learning/writing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'EFL learning/writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "EFL learning/writing"

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Rosang, Dita Amelia. "The Integration of Facebook to Make Teaching and Learning Writing Skill in EFL More Entertaining." Indonesian Journal Of Educational Research and Review 4, no. 1 (2021): 143. http://dx.doi.org/10.23887/ijerr.v4i1.37148.

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The students as EFL learners have difficulty in improving their writing skills. Students are less enthusiastic in compiling their writings, and they also have difficulty in it. Several factors, such as students cause this are less interested in English and less understanding vocabulary and grammar. This study analyzes that Facebook can be used as a more entertaining way of teaching and learning EFL writing skills. This research is library research. This study collects data by analyzing data information. Social networking sites (SNS) in this study use Facebook. The results showed that Facebook
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Hajebi, Mustapha. "Enhancing Writing Performance of Iranian EFL University Students in the Light of Using Computer Assisted Language Learning." International Linguistics Research 1, no. 2 (2018): p47. http://dx.doi.org/10.30560/ilr.v1n2p47.

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The purpose of this research is to improve the performance of Iranian EFL students writing process model based on technology to see computer software checked the grammar, punctuation, spelling and the performance of students. So there is in need of different conditions to design protocols for using computer assisted language learning to improve students’ performance. A quantitative method including pre- test and post -test followed in this study. The study lasted for four weeks with naturalistic use of computer software in the writing instruction of experimental group to check the performance
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Kozulin, Alex, and Tziona Levi. "EFL Learning Potential: General or Modular?" Journal of Cognitive Education and Psychology 17, no. 1 (2018): 16–27. http://dx.doi.org/10.1891/1945-8959.17.1.16.

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Little attention has been paid to the question about generality versus modularity of the learning potential (LP). The main research question of our study was: Is the students’ LP established with the help of a dynamic assessment of their English as a foreign language (EFL) oral proficiency general enough to predict their subsequent EFL reading and writing scores? Eighty students (38 boys, 42 girls) received a dynamic assessment of their EFL oral proficiency in a pretest – mediation – posttest format. Six months later they took a standard EFL reading comprehension and writing exam. The results
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Sukandi, Syayid Sandi, and Dian Noviani Syafar. "EFL students’ responses to learning basic reading and writing skills." Studies in English Language and Education 5, no. 1 (2018): 40–53. http://dx.doi.org/10.24815/siele.v5i1.8419.

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This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts
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Suherman, Andri. "EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (2018): 200. http://dx.doi.org/10.24252/eternal.v42.2018.a5.

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This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points.
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Ghufron, M. Ali, and Siti Ermawati. "THE NEEDS FOR DEVELOPING COOPERATIVE PROBLEM-BASED LEARNING (CO-PBL) TO PROMOTE VERBAL CREATIVITY IN EFL WRITING." Journal of Education Research and Evaluation 2, no. 2 (2018): 72. http://dx.doi.org/10.23887/jere.v2i2.14181.

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This study is the initial part for developing cooperative problem-based learning (hereafter Co-PBL) to promote verbal creativity in EFL writing. The study is aimed at: (1) investigating the previous teaching and learning model implemented in EFL writing class; and (2) measuring and analyzing the extent to which the teachers and students need Co-PBL to promote verbal creativity (hereafter VC) in EFL writing. This study employed a case study method with the respondents of the research were 2 EFL writing teachers and the students who take EFL writing course in English Education Department of a pr
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Ghufron, M. Ali, and Siti Ermawati. "The Framework of Cooperative Problem-based Learning (Co-PBL) to Promote Verbal Creativity in EFL Writing: Is It Feasible?" JURNAL ARBITRER 5, no. 2 (2018): 81. http://dx.doi.org/10.25077/ar.5.2.81-93.2018.

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One of the influential factors that could affect students’ writing skill is verbal creativity (VC). As an attempt to promote VC in EFL writing, two learning models i.e. cooperative learning and problem-based learning are incorporated and modified. This study was aimed at: (1) describing the structure of the framework of Co-PBL in order to promote VC in EFL writing; and (2) evaluating the feasibility of the framework of Co-PBL in EFL writing class. To achieve the goals of this study, a descriptive explanatory research was applied. It involves the EFL writing teachers and the first and second-gr
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Celik, Seyda Savran, and Selami Aydin. "Wiki effect on English as a foreign language writing achievement." Global Journal of Foreign Language Teaching 6, no. 4 (2016): 218–27. http://dx.doi.org/10.18844/gjflt.v6i4.1674.

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The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the
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Rofi’i, A., Emzir ., and Z. Rafli. "Narrative Writing in Novel Towards EFL Learning." KnE Social Sciences 3, no. 15 (2019): 139. http://dx.doi.org/10.18502/kss.v3i15.4361.

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Hou, Yiran. "Implications of AES System of Pigai for Self-regulated Learning." Theory and Practice in Language Studies 10, no. 3 (2020): 261. http://dx.doi.org/10.17507/tpls.1003.01.

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Recent preoccupation with Chinese English-as-the-foreign-language (EFL) learners’ unsatisfying writing performance leads to a growing interest in the use of automatic essay scoring system (AES) in EFL writing in China. Pigai (www.pigai.org), being an online AES system specialised for Chinese EFL learners, has been popularised. Yet, research into Pigai is underdeveloped and constrained by simply evaluating its linguistic effectiveness; while this research innovates in investigating the efficacy of Pigai as a self-regulated learning (SRL) instrument to judge whether it should be promoted to bene
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Dissertations / Theses on the topic "EFL learning/writing"

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Kamil, Intissar Sami Abdul-Hafid. "Perceptions of Kuwaiti EFL student-teachers towards EFL writing and methods of teaching and learning EFL writing." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3203.

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This thesis focuses on the perceptions of Kuwaiti EFL student-teachers to methods of teaching and learning EFL writing in Kuwait, and the extent to which their perceptions of EFL writing may be affected by these methods. It draws on the finding of ten interviews with student-teachers from one of the higher educational colleges in Kuwait. Students were asked to describe how they perceive EFL writing and methods of teaching and learning practices in their EFL writing classrooms. They were invited to discuss the nature of their teachers’ role in their classrooms and assess the extent to which tha
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Johansson, Jonna, and Marie Nilsson. "Feedback as Formative Assessment on EFL Students’ Writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35605.

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Providing feedback on students’ written tasks is a common aspect in today’s classrooms. Feedback affects students’ written language learning by either enhancing it or hindering it, depending on what, how and when it is given. The purpose of this degree project is to research how teachers perceive students’ writing process, how they give feedback on students’ written tasks in a primary EFL classroom, and the reasons behind their chosen strategies. Semi-structured interviews with two English teachers teaching years 4-6 were used as a method for this study. To support and analyse the data from th
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Capelo, Carla. "WHEN WRITING BECOMES NIGHTMARE: HELPING STUDENTS PINPOINT WRITING TOPICS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/626.

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When deciding on topics for academic research papers, many students face difficulties that vary from choosing themes whose scope is too extensive to be satisfactorily analyzed in the given task, to selecting topics that are too limited, to not being able to make a decision on a topic at all. Such struggles seem to manifest themselves in both native and non-native speakers of English. Despite extensive research on the writing process and its strategies, be it for academic writing or other genres, and even research focused on writers’ difficulties, previous research has found little about the tr
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Lin, Ming Huei. "Blog assisted language learning in the EFL writing classroom : an empirical study." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3489/.

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This is a study exploring the effects of blog assisted language learning (BALL) in the EFL writing classroom in Taiwan. It focuses principally on a comparative experimental project that was carried out over the period of one academic year. The project involved two groups of first year university students of a low intermediate level in English. There were 25 students in each group, and both groups were taught by the same teacher-researcher (i.e. the author of this thesis). In this thesis, we present a detailed statistical examination of various aspects of BALL, including students’ writing perfo
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Sepehri, Mehrdad. "The effects of data driven learning on Iranian EFL learners' writing skills development." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6267/.

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The aim of this study is to investigate the effects of a Data Driven Learning (DDL) approach on Iranian EFL learners' writing skills development and their attitudes towards the approach. A pre-test post-test control group design supplemented by a set of interviews and a questionnaire was employed to collect the required data. The control group received instructions through a conventional method while the experimental group received a certain number of classroom concordance-based handouts in addition to the conventional method. It was found that the DDL group participants can improve their decl
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de, Salvador de Arana Núria. "Improving Self-Regulation for Learning in EFL Writing in Secondary Education in Blended Environments." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/650340.

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This study aims at improving English as a Foreign Language (EFL) writing instruction at secondary level by implementing a blended instructional design that may foster self-regulation through public online learning diaries (Diaries) and formative feedback in a wiki device in combination with face-to-face (F2F) instruction. Also, all elements are interwoven in the assessment program strongly supported by personalised feedback. In Part I, comprehending chapters 1 to 4, we provide the general theoretical framework for this research, which is based on a competence approach to compulsory education
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Zareekbatani, Alireza. "Technology and L2 writing : EFL student perspectives on electronic feedback using online learning logs." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17297.

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The use of instructional technology has opened up new avenues in education with broad implications in the foreign or additional language (L2) learning context. One of the research priorities is to explore student perceptions of the use of such modern means in their education which otherwise might not be anticipated. The present study aimed to determine (a) the perceived affordances as well as limitations of the information and communication technology (ICT) pedagogical application in coded corrective feedback (e-feedback) provision on L2 writing, (b) English as a foreign language (EFL) learner
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Berggren, Jessica. "Learning from Giving Feedback : Insights from EFL Writing Classrooms in a Swedish Lower Secondary School." Licentiate thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-97608.

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The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interv
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Muangsamai, Pornsiri. "EFL learning/writing development in the Internet environment a case study from pre-medical students' perspectives /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1063212800.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xvi, 260 p. : ill. (some col.). Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 224-234).
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Rau, Alexander, and Caroline Johansson. "Using Corrective Feedback to Improve Grammatical Accuracy in Student Writing in the EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39223.

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With the rise of English as the go-to language in the world, it has also become an important subject in the Swedish education system, aimed at preparing students for the English requirements expected of them in higher education and business. However, communication and content have become the main focus in the classroom, with grammar and accuracy being judged as variably important from teacher to teacher. This has led to students feeling confident in speaking, but lacking the skills needed to create accurate and coherent texts, the effects of which are detrimental to their credibility and can h
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Books on the topic "EFL learning/writing"

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Brodine, Ruey. EFL writing and learning: Considering the process. CLUEB, 1990.

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Hipsky, Shellie. Differentiated literacy and language arts strategies for the elementary classroom. Pearson, 2010.

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Pornpibul, Nantavit. The role of writing in EFL students' learning from texts: A case study in a Thai university. 2002.

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Peng, Teng-Lung. Creating a knowledge-building writing environment using computer-mediated communication technology: EFL students taking control of their learning. 2004.

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Book chapters on the topic "EFL learning/writing"

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Ezza, El-Sadig Yahya. "Criteria for Assessing EFL Writing at Majma’ah University." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43234-2_11.

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Holster, Trevor A., William R. Pellowe, J. Lake, and Aaron Hahn. "Learning by Assessing in an EFL Writing Class." In Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37592-7_7.

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Calzada, Asier, and María del Pilar García Mayo. "Chapter 1. Child EFL grammar learning through a collaborative writing task." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.55.01cal.

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Wu, Siew-Rong. "Effects of Group Composition in Collaborative Learning of EFL Writing." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_91.

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Saito, Yoshifumi. "From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary Appreciation and Creative Writing in ELT." In Literature and Language Learning in the EFL Classroom. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_5.

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Lew, Luciana, and Tiffany Y. Tang. "“Beyond EFL Writing Anxiety”: Tapping into the Individual Emotionality of Proficient EFL Writers Through Semi-structured Analysis and Wearable Sensing Technology." In Learning and Collaboration Technologies. Technology in Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58515-4_14.

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Zhang, Lawrence Jun, and Tony Limin Qin. "Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments." In Metacognition in Language Learning and Teaching. Routledge, 2018. http://dx.doi.org/10.4324/9781351049146-9.

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Muthanna, Abdulghani. "Teaching and Learning EFL Writing at Yemeni Universities: A Review of Current Practices." In Teaching EFL Writing in the 21st Century Arab World. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-46726-3_9.

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McDonough, Kim, William J. Crawford, and Jindarat De Vleeschauwer. "7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality." In Peer Interaction and Second Language Learning. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/lllt.45.08mcd.

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Tseng, Ming-i. Lydia. "Exploring Pre-service EFL Teachers’ Learning of Reflective Writing from a Multimodal Composing Perspective: From Inter-semiotic Complementarity to the Learning Transfer of Genre Knowledge." In Multimodal Composing in K-16 ESL and EFL Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0530-7_8.

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Conference papers on the topic "EFL learning/writing"

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Quynh, Ngo Nhat Phuong. "Using Peer Assessment in Writing for EFL Learners." In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.037.

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Lin, Chia-ching. "A PLS-SEM Approach to Technology-Enhanced EFL Writing." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368383.

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Cristina Lahuerta, Ana. "Analysis of Syntactic Complexity and L2 Proficiency in Efl Writing." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.87.

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Albuquerque, Ana. "EFL DIAGNOSTIC TESTS — MULTIPLE CHOICE, SENTENCE TRANSFORMATION OR ESSAY WRITING?" In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1620.

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Castillo, Rigoberto. "ICT-SUPPORTED EFL INSTRUCTION IN ACADEMIC WRITING FOR RESEARCH IN EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2556.

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Miftah, M. Zaini. "Incorporating WebQuest as an Internet-based Learning Device in EFL Writing Class." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009019002180225.

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Nguyen, Hanh Thi My. "An Overview of Student Engagement With Written Feedback in EFL Writing Class." In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.027.

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Addinna, Ainul, Lafziatul Hilmi, and Ririn Ovilia. "Collaborative Writing Strategy in EFL Classes: Comparing Individual and Pair Writing Ability Reviewed from Cognitive Learning Styles." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.030.

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Sukandi, Syayid Sandi, and Yulmiati Yulmiati. "EFL Students’ Learning Styles on English Academic Writing at University Level in Indonesia." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.25.

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Ananthia, Winti. "Making Use of Children Storybooks in Designing Writing Activities for Children Learning EFL." In 3rd International Conference on Early Childhood Education (ICECE 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.80.

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