Relevant bibliographies by topics / English language – Grammar – Study and teaching (Elementary)

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

Academic literature on the topic 'English language – Grammar – Study and teaching (Elementary)'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "English language – Grammar – Study and teaching (Elementary)"

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Badash, Merav, Efrat Harel, Rivi Carmel, and Tina Waldman. "Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar." World Journal of English Language 10, no. 1 (2020): 49. http://dx.doi.org/10.5430/wjel.v10n1p49.

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This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three cl
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Bernal, Marcelo, and Paúl Bernal. "Using reading to teach English as a foreign language." MASKANA 11, no. 2 (2020): 18–26. http://dx.doi.org/10.18537/mskn.11.02.02.

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Generally, teaching English as a foreign language (EFL) at elementary, secondary, and university levels in Ecuador focuses primarily on applying teacher-centered approaches or on merely following up on the English textbooks’ scope and sequence. There is much emphasis on developing grammar skills, practicing isolated concepts, and studying different realities depicted in commercial textbooks while neglecting students’ real interests and needs. These traditional practices have created conscious and unconscious conditioning in students, and a significant number of instructors think that English l
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Bayless, Martha. "Beatus quid est and the study of grammar in late anglo-saxon England." Historiographia Linguistica 20, no. 1 (1993): 67–110. http://dx.doi.org/10.1075/hl.20.1.06bay.

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Summary Beatus quid est, a Latin grammar of English origin, found in an eleventh-century manuscript, has much to tell us about the pedagogy of elementary grammar in the classroom. The text is assembled from a number of grammmatical authorities, foremost among them Donatus and Priscian, uses the framework of a parsing-grammar, and attempts to forge these contradictory authorities into a coherent practical teaching-text. In particular elaborate glosses, annotations and conventions of capitalization and layout reflect the practices of the classroom. The text emphasizes morphology and supplies ill
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from t
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Aqsa, Kainat, Wajid Riaz, and Zafar Saleem. "The Effectiveness of Games in English Language Learning at Elementary Level in Government Schools." Liberal Arts and Social Sciences International Journal (LASSIJ) 1, no. 2 (2017): 12–23. http://dx.doi.org/10.47264/idea.lassij/1.2.2.

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Learning second language is a challenging task if the learning is concerned with the vocabulary, grammar, and other skills of L2. The teachers try hard to help and guide the learners to improve the learning process. Globally the same problem exists about the L2. Pakistan is country where L2 learning is difficult for both teachers and students. The results of this study show the same problem and the main reason are the traditional methodologies which are used for teaching. The researcher has selected educational games through the teachers of intermediate level of Sargodha, Pakistan in which the
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Kapurani, Evis. "Students’ Points of View About Learning English as a Foreign Language Through Communication and Interaction in 9-Year Elementary Schools (Albanian Context)." European Journal of Multidisciplinary Studies 1, no. 2 (2016): 110. http://dx.doi.org/10.26417/ejms.v1i2.p110-116.

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Communicative Language Teaching (CLT) is an interactive method which helps learning English language through communication, in a theoretical point of view CLT is a more effective method compared with traditional methods such as Grammar Translation Method and Audio lingual Method, and it is a preferred method to be used nowadays in foreign language learning. This is a descriptive study which aims to analyze and discover the 9-year elementary schools students’ opinions and points of view about learning a foreign language based on the principles of contemporary interactive student-centered method
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Sary, Fetty Poerwita. "TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT." Indonesian EFL Journal 1, no. 1 (2017): 41. http://dx.doi.org/10.25134/ieflj.v1i1.612.

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The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for
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Rofi'i, Agus. "The Implementation of Teaching English (Case Study at Islamic Boarding School)." Wiralodra English Journal 2, no. 1 (2018): 117–31. http://dx.doi.org/10.31943/wej.v2i1.29.

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Introducing English earlier starts from elementary school is a bright idea, because Learning at young age will be more quickly and effectively than at adult because the child brain is particularly adaptable to language acquisition up to puberty. The writer has objectives concerning the teaching learning process, among other things are: the instructional material, the instructional media, method and technique used, and the students’ achievement. This research is qualitative research design, and the subjects of the research are the headmaster, the English teacher, and students. The result of the
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Lodhi, Muhammad Arfan, Rabia Jabeen, Sadaf Mustafa, Naheed Siddique, Aqsa Liaqat, and Irum Robab. "Attitudes, Instructional Practices and Difficulties Faced by English Teachers While Teaching Through ‘Quality Drive’." English Language Teaching 12, no. 5 (2019): 79. http://dx.doi.org/10.5539/elt.v12n5p79.

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Quality Education is the bedrock foundation of primary level of educational pyramid. It helps not only in the development of individuals but also improve their living standard at academic and professional domains. Government of Punjab has initiated a literacy and numeracy drive movement to enhance the literacy rate. English is the major focus of concern in Literacy and Numeracy drive (LND). Present study has been conducted to study the attitudes, instructional practices and difficulties faced by the English primary teachers while teaching English through quality drive. The study was descriptiv
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Setyarini, Sri, Bachrudin Musthafa, and Ahmad Bukhori Muslim. "“I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 218–25. http://dx.doi.org/10.17509/ijal.v10i1.25062.

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Preserving Indonesian as a national identity and institutional readiness to perform the national curriculum 2013 instruction has become a critical factor in the exclusion of English as a compulsory subject at the elementary school level. This leaves rooms for teachers’ confusion and creativity, leading to various practices at different school clusters, depending on parental demands and school readiness. This study thus tries to cast light on the social agency demand and inter-school readiness for young learners in the Indonesian EFL pedagogical contexts. This instrumental case study portrays t
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Dissertations / Theses on the topic "English language – Grammar – Study and teaching (Elementary)"

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Elkins, Ruth E. Fuhrman. "The effect of computer-assisted practice on English grammar and mechanics achievement of third grade students." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/510377.

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The purpose of this study was to examine the effect of computer-assisted practice on English grammar and mechanics achievement of third grade students. Specifically, it investigated whether or not there was a significant difference when one group received traditional instruction with practice provided by means of workbooks and worksheets while another group received traditional instruction with practice provided by utilizing a computer.The subjects consisted of 74 students from Chapter I schools from a large, midwestern school corporation in an industrial community. The groups were from four i
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Rahim, Fowzia. "Assessing the emergent literacy of grade two learners in terms of specific literacy skills in English." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4507.

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Thesis (MEd )--University of Stellenbosch, 2009.<br>This research was undertaken due to the increase of Afrikaans L1 learners in an English medium class and the problems these learners face. This study reports on An Observation Survey of Early Learning Achievement (Clay, 2002) in order to assess the emergent literacy of grade two learners in terms of specific literacy skills in English. This survey aimed to assist the educator in determining the progress and processing behaviours made by Afrikaans L1 learners in terms of literacy content in an English medium class. The Observation Survey
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Tuomas, Petra. "Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19842.

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Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experience
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Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview res
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Chiu, Lai-wan Hazel, and 趙麗雲. "Consciousness-raising and the acquisition of grammar." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945004.

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Fung, Tak-kit, and 封德傑. "Teaching the -ing forms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.

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Wong, Mei Wan Dora. "Native and non-native English teachers : a study of their teaching of grammar." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/493.

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Scott, Leslie A. (Leslie Ann). "Natural Grammar: a Painless Way to Teach Grammar in the Secondary Language Arts Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc501245/.

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Natural Grammar provides a way for the junior high or high school English teacher to draw upon students' "natural," or subconscious, knowledge of the systems and structures of spoken English. When such subconscious knowledge is conceptualized (brought to the conscious level), the students can transfer that knowledge to their writing. Natural grammar, in other words, allows the teacher to begin with what students already know, so that he or she may help students to build upon that knowledge in the context of the students' own writing. Chapters include a brief history of grammar instruction, a s
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Amin, Abdulrahman A. "Task-based and grammar-based English language teaching : an experimental study in Saudi Arabia." Thesis, University of Newcastle upon Tyne, 2009. http://hdl.handle.net/10443/3583.

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In recent decades there have been many expressions of dissatisfaction with the traditional method of teaching foreign languages. This method tends to concentrate on grammar and vocabulary and produce students who are strong in this type of knowledge but weak in using the language communicatively. Consequently, attempts have been made to devise teaching methods that give students stronger communication skills and address students' questionnaire feedback. This study examines attempts to prove the efficacy of the communicative approach and, in particular, experiments to prove its superiority to t
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Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.

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Books on the topic "English language – Grammar – Study and teaching (Elementary)"

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1959-, Wright Jon, and University of Birmingham, eds. Elementary English grammar. 2nd ed. HarperCollins, 2003.

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The Heinemann elementary English grammar. Macmillan Heinemann ELT, 1993.

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Joan, Berger, ed. Teaching grammar: What really works. Eye on Education, 2009.

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Pollock, Joy. English grammar and teaching strategies: Lifeline to literacy. D. Fulton Publishers, 1999.

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P, Elwell-Sutton L. Elementary Persian grammar. University Press, 1992.

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Benjamin, Amy. Teaching grammar: What really works. Eye on Education, 2009.

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Learning and teaching English grammar, K-12. Pearson/Merrill/Prentice Hall, 2005.

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Platts, Mary E. Language usage: Classroom activities for teaching intermediate grammar. Opportunities for Learning, Inc., 1990.

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Greaves, Simon. Grammar. Prelude, 1999.

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Shepherd, John. Multilevel English grammar programme. Phoenix ELT, 1995.

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Book chapters on the topic "English language – Grammar – Study and teaching (Elementary)"

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Chapman, Don. "Grammar is the Key." In The History of Grammar in Foreign Language Teaching. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch03.

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Ælfric, a tenth-century English monk, produced a grammar, glossary, and colloquy to help oblates learn Latin. His grammar, as the first Latin grammar written in English, reflects the emphases on both grammar and bilingual education from his own training. He adapted his grammar in several ways to help beginners learn to read Latin and prepare for advanced language study, such as using English instead of Latin as the medium of instruction, including full paradigms, organizing the discussion around declensions and conjugations, using familiar specimen terms, providing simple explanations, etymologizing the grammatical terminology, and using story-like examples. These features must have been appreciated, since Ælfric’s grammar became one of the most popular elementary grammars in eleventh-century England.
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Kruk, Mariusz. "Teaching Grammar in Virtual Worlds." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch023.

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The main aims of the chapter are to investigate the use of ActiveWorlds (AW) for teaching the English simple present tense as compared to traditional instruction and to find out the difference between the use of AW and traditional teaching when it comes to individual students. In the theoretical part, issues concerning virtual worlds are highlighted and some germane studies are discussed. The empirical part presents the outcome of the quasi-experimental study. It comprised three lessons and two groups of Polish senior high school students: the experimental group was subjected to instruction in AW and the control group was taught in a traditional way. The data were obtained by means of grammar tests and a post-questionnaire. The results show that both groups benefited from the instruction they received; however, the experimental learners' retention of the said grammar item turned out to be much superior when compared with the controls. In addition, the experimental students expressed more positive opinions on the lessons. Implications and future research directions are also offered.
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Alnajjar, Marwa, and Billy Brick. "Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch049.

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This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan→QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.
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Liu, M., C. Navarrete, E. Maradiegue, and J. Wivagg. "A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners." In Mobile Pedagogy and Perspectives on Teaching and Learning. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4333-8.ch010.

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Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers’ perception of using them.
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Kim, Hoe Kyeung. "Use of Interactive Online Games in Teaching English as a Foreign Language." In Advances in Game-Based Learning. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-713-8.ch008.

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The purpose of this study is to examine how the use of multiplayer English teaching online games influences students’ self-efficacy and their English performance scores. The participants of this study were sixty elementary students in Korea. They were selected based on the scores on the social-affective value test and then divided into two groups-high and low groups. During five weeks, the participants played with an English teaching online game two hours per week. The students’ self-efficacy scores were collected before and after they played the online game. Their English performance scores on the online game were collected to compare the two groups. The findings indicated that their online game experience increased self-efficacy. Interestingly, students with low social-affective values showed more improvement than those with high social-affective values in both self-efficacy and performance scores.
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Hong, Wilson Cheong Hin. "Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students." In Innovative Approaches in Teaching English Writing to Chinese Speakers. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-004.

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Black, Robert. "Between Grammar and Rhetoric." In Filologie medievali e moderne. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-137-9/003.

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This paper examines the context of Geoffrey of Vinsauf’s Poetria nova and of its manuscripts and commentaries in medieval and Renaissance Italy. It is well known that, in Italy, grammar (Latin language and literature) was the concern of elementary and mainly secondary schools, whereas rhetoric was primarily a university subject (although basic introductory rhetoric also figured at the end of the secondary-school curriculum). There is little direct (and scant indirect) indication that Poetria nova was taught in Italian universities, but abundant evidence that it was used in schools. Such a school (as opposed to university) context suggests that Poetria nova was primarily used in teaching grammar, not rhetoric, in medieval and Renaissance Italy. The most important use of the text was teaching prose composition: how to vary sentences beyond the simplest wording and structure of subject-verb-predicate (suppositum-appositum) initially learned by grammar pupils, i.e. moving from ordo naturalis to ordo artificialis. Marjorie Curry Woods has written, «although there is growing evidence that the Poetria nova was used to teach the composition of prose, and especially, letters, throughout Europe, it is almost always copied with verse texts, often classical works, in Italian manuscripts, which suggests that it was also used there to teach the interpretation of literary texts». But there is little sign that Geoffrey of Vinsauf was cited in Italian literary manuscripts during the fourteenth and fifteenth centuries: in my study of manuscript schoolbooks preserved in Florentine libraries, there are 98 in which authorities are explicitly cited. Vergil tops the list, cited in 35 manuscripts, followed by Cicero (and ps. Cicero) in 32, Ovid in 29, Seneca (and ps. Seneca) in 27, Lucan in 16, Valerius Maximus in 15, Aristotle (and ps. Aristotle) in 14, Horace in 13, and so on. In contrast Geoffrey of Vinsauf was cited by name in only one manuscript.
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Alsyouf, Amjad. "Cento as a creative writing approach to language learning." In Literature in language learning: new approaches. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1093.

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Creative writing can be both an effective and attractive English learning activity at university departments where students speak English as a Second Language (ESL). Language skill courses might not be always effective enough in improving learners’ communicative skills and motivating them to learn, particularly when adopting old style grammar-translation based methods. Involving creative writing as a method to teach language can play a significant role in prompting the students to improve their communicative skills. This study proposes employing a creative writing course as a new method to address L2 learners lacking motivation. It particularly relies on using cento poetry as a teaching activity. A cento is a poem made up of lines the learner selects from different poems by one or more poets. The learner consequently has to read several poems, understand their linguistic structures, and grasp the meaning of their vocabulary to begin writing their own work. It is against this background that this study examines the advantages of using cento poetry in ESL classes aiming to enhance language learning.
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Soto, Sandy T., Estefanía Vargas Caicedo, Carmen Maricela Cajamarca, and María Liliana Escobar. "The most common errors within the written discourse of EFL beginners at Ecuadorian universities." In Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers. Editorial UTMACH, 2020. http://dx.doi.org/10.48190/9789942241375.3.

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Making errors while learning a language is nothing else than part of the learning process itself. The transfer of the mother tongue (L1) into a second language (L2) acquisition process is inevitable and mainly noticeable in the initial learning levels. The results of an Error Analysis (EA) in the written discourse become an advantage in the teaching of English as a Foreign Language (EFL) since it provides a clear image of what should be reinforced in the classroom. The aim of this study is to identify the most common errors made by EFL beginning level Ecuadorian college students in their written discourse. The researchers elaborated a linguistic corpus from writing samples provided by a group of forty-five students from three public universities in Ecuador. The EA process yields a high percentage of errors related to Word Missing; Form Spelling; Lexical Single; Lexico-Grammar, Verbs, Complementation; Style, Grammar, Verbs, Number; Grammar Articles; and, Grammar – Adjective Order. Errors in the analyzed samples mainly occur due to the interference and negative transfer resulting from the L1 (Spanish) over the L2 (English). Poor lexical and grammar knowledge are also causatives of the errors found in the study.
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K., Jefferson, Ramya Sri R., and Radhakrishnan V. "An Exploration on Issues and Challenges in Teaching Writing Skills to Tertiary-Level Learners." In Innovations and Technologies for Soft Skill Development and Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch012.

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Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.
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Conference papers on the topic "English language – Grammar – Study and teaching (Elementary)"

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Guamán-Tumbaco, Ana, Estefanía Vargas-Caicedo, and Luis Villagómez-Bajaña. "QUIZIZZ AS A FORMATIVE ASSESSMENT TOOL AND ITS EFFECTIVENESS IN TEACHING VOCABULARY AND GRAMMAR IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS: A COMPARATIVE STUDY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1242.

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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.

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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics
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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing b
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